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DiTEMP

Title: DiTEMP: Digital Transformation and Employability: acquiring transversal competences in curricular education

Funding programme: Erasmus Plus - KA203

Project reference: 2019-1-IT02-KA203-062324

Principal investigator:
Alessio Cavicchi

Role UniMC: Partner

Consortium: Università degli Studi di Padova (Coordinator-IT), Universidad de La Laguna (SP), Universitatea Alexandru Ioan Cuza Din Iasi (RO), Fundacion Universidad Empresa (SP), Militos Symvouleutiki A.E. (EL).

Runtime: from 01.11.2019 to 31.10.2021

Status: in execution

Short description: Digital transformation (DX) is a technology-driven continuous change process of companies and the entire society, is about adopting disruptive technologies to increase productivity, value creation, and the social welfare (Ebert 2018 ): it entails transformation of business, organisational activities, processes, required competences, and it impacts across society at several levels, from individual to collective perspective. Clearly, DX has huge effects on the labour market, which has been largely debated in past few years. The OECD (2016)  has documented that technological change has been a key driver behind the de-industrialisation in OECD’s countries, having as a consequence a slowed down job creation. Frey and Osborne (2013)  argued that particularly automation had and has greatly impacted on the labour market in terms of labour savings: although this phenomenon so far has affected in particular low skilled workers, new business processes necessarily affect also middle management, management and high-skills professionals/consultants, which are typical graduate jobs. Seamlessly, being an entrepreneur in the technological era, requires a greater level of digital skills, and a sound understanding of the trends of digital transformation over time, in business and society. Alongside with the digital competences for citizens of 21st century (DigComp 2.1), graduates should be also equipped with transversal skills allowing them to operate on “digitalised” business sectors, in order to be prepared both to access the labour market as employees, and to create new business as intrapreneurs or entrepreneurs. To this respect, Higher Education plays a fundamental role in equipping future graduates to deal with an evolving business scenario: whilst there has been an increased attention on digital skills acquisition, both from the student side (DigComp) and teacher side (DigCompOrg), a little effort has been devoted to the understanding on how digital transformation affects the market where the citizen will perform his/her role as worker. While most of learning opportunities are focused on short-term modules and stand-alone courses with or without certification (e.g. Digital Strategy and Transformation - MBA module Business & IT, Nyenrode Business Universiteit, NL; the online course at the University of Berkely, USA; the short-course of the IEDC, Bled School of Management, SI; etc.), some interesting example on how the digital transformation concept and related significances can be embedded into disciplinary curriculum have been carried out particularly in Business and Economics field: as example, the “Elite Module in Digital Transformation” developed by the Faculty of Economics and Business Administration at the University of Aarhus, proposes a curricular semester focused on DX. It is envisaged that there will be a major impact, both in students’ awareness of the labour market, and on their own employability, if the DX concept would be integrated in different fields than Business Administration and IT.
Two levels of intervention should be pursued: 1- On the teachers, to make them aware about the impact of digital transformation on their own reference field markets; 2- On the students, in order to increase their capability to act and manage the complexity and the  rapid changes of the market as a result of digital transformation.
The action would contribute at the same time to the evolution of internal processes at higher education institutions to support graduates’ employability, as: increased integration among academic body and support services; improved interdisciplinarity; enhanced capacity to embed the world of work into academic curricula.

 

Total cost: € 281.172,00

EU contribution: € 281.172,00

EU contribution to UniMC: € 56.953,00

Project website: