What excites you about adult learning and education?
"Understanding the transformative power of learning experiences on adult learners and their personal agency."
Why did you choose to do research in the field of adult learning and education?
"Because this research field offers the opportunity to keep up with social transformation and changes."
Concetta Tino, PhD, currently, she is a researcher Fellow in Continuing Education and teach in different courses of master and bachelor’s degree at University of Padua.
- teachers professional development
- Work-Related Learning
- formative assessment and feedback
- the development of soft skills and professional competences for students and teachers within Work-Related Learning experiences
- Women leadership
She published many arti-cles, books and chapters.
CG1: The three pillars of the third mission of higher education systems: “Continuing education”, “technology transfer & innovation” and “social engagement”
Traditionally the two main missions of Higher Education Systems (HEs) are teaching and research, but after Bologna Process a third pillar has characterised the contribution of universities to society: the third mission or third stream (Molas-Gallart et al., 2002). This enlarged mission highlights the role of universities as source of knowledge and capabilities to promote social and economic development. Therefore, the third mission mirrors the effective functioning of HEs and the level of effectiveness and responsibility in the use of resources.
At the beginning the third mission of universities was considered just as the commercialisation of research, but soon the role of universities has been considered much more than a source for financial and commercial activities, because it was recognised as a process for improving quality of life and public services’ value (Arbo & Benneworth, 2007).
In 2008, Montesinos, Carot, Martinez, and Mora identified three dimensions of third mission:
1. Continuing education: the organisation and management of adult education as service to support change between job, leisure time and education. It can include formal and informal education/training.
2. Technology transfer and innovation: it is related to the exchange of knowledge, that is the use of research to promote innovation, such as spin off activities, contract-based research and consultancy...
3. Social engagement: the collaboration between HEs and their communities (local, regional, national, global) on the basis of a non-profit relationship and mutual beneficial exchange.
The first two dimensions have mainly a profit orientation because universities interact with the society according to an economic perspective. The third dimension mirrors the responsibility and the role of HEs as social services for the communities.
It is important to underline that some universities are stronger in one of the three dimensions, and it is often possible to find activities that belong to different dimensions. This sense, HEs through their Third Mission contribute to the social, economic, technological, and cultural development of communities.
The Triple Helix research, teaching, third mission (entrepreneurial university ideal) (Etzkowitz & Leydesdorff 2000) pushed HEs to change their governance structure, and to become ‘more effective, efficient and responsive to societal needs’ (Capano & Pritoni, 2020, p.2).
The relevance of this CGW is to understand the efforts made by the different countries for transforming their governance structure to develop their third mission in its three dimensions. Therefore, the expected learning outcomes of this CGW are related to:
- knowledge about HEs governance
- the exploration of the actions/practices implemented for promoting continuing education, innovation and social engagement
For more information about the comparative group have a look at our programme!
- TINO, C., & M. Fedeli. (2021): Teaching practices can support the natural learning brain process: a study on students’ perceptions in Higher Education. RESEARCH TRENDS IN HUMANITIES Education & Philosophy, 8, 42-55.
- TINO, C., & Stefanini A. (2021): Un modello di didattica universitaria sincrona: percezioni di studenti/esse. Form@re - Open Journal per la formazione in rete, 21(1), 172-187.
- TINO, C., Tore, R., Fedeli, M. (2021). Ingegneria come percorso di studio e di carriera per le studentesse: fattori che ne determinano la scelta. AG AboutGender. International journal of gender studies, 10(19), 240-267. DOI: 10.15167/2279- 5057/AG2021.10.19.1254
- TINO, C. (2020): An integrative interpretation of personal and contextual factors of students’resistance to Active Learning and teaching strategies. Studies in Adult Education and Learning, Andragoška spoznanja Journal,26 (2),59-74.
- TINO, C.; GRION, V. (2019): Competenze trasversali in Alternanza Scuola-Lavoro: prospettive di insegnanti e studenti e processi valutativi messi in atto. In: Giornale Italiano della Ricerca Educativa. Heft 22, S. 243-269.
- TINO, C.; FEDELI, M. (2019): Traduzione, validazione e affidabilità della versione italiana del questionario Boundary spanning Behaviors. In: Formazione, lavoro, persona. Heft IX (27), S. 58-69.
- TINO, C. (2018): L’alternanza Scuola-Lavoro. Le dimensioni-chiave per promuovere Partnership Strategiche. Boundary spanners: un nuovo profilo professionale per le figure scolastiche dell’alternanza scuola-lavoro. Milano-Torino.
- TINO C. (2018): The Voice of Teachers Involved in School-Work Alternance Programmes. In Boffo,V., & Fedeli, M. (Eds.), Employability and competences. Innovative curricula for new professions (pp.151-161). Firenze: Firenze University Press
- TINO C., Guimares, P., Frison, D., & Fedeli, M. (2017): COMPALL-Joint Module: Diversity ofparticipants and models of curricular and local implementation. In R. Egetenmeyer, P. Guimares, & B. Nemeth (Eds), Joint Modules and Internationalization in Higher Education. Reflections on the Joint Module “Comparative Studies in Adult Education and Lifelong Learning (pp.159-171). Frankfurt: Peter Lang. ISBN-978-3-631-73625-8