Il Project management come dispositivo pedagogico sostenibile per sviluppare competenze trasversali nell'ambito dell'istruzione terziaria

Introduction: The research starts from the analysis of the phenomena that make the current and future world of work dynamic, complex and subject to continuous changes. In this context, the research focuses on the role of tertiary education. Specifically, it studies the Active Learning Methodologies and pedagogical devices that the literature identifies as effective to support students of tertiary education in the acquisition of those transversal skills that promote their employability. Objective: The main objective of the research is to analyse the use of Project management as a sustainable pedagogic device able to encourage tertiary education students, specifically at EQF Level 5, to develop those transversal skills that foster their sustainable employability. Method: The qualitative emerging research was designed according to the Grounded Theory, approached through the case study (first exploratory and then explanatory) and deepened through interviews and focus groups that provide primary information. Results: The learning of Project management, both in informal contexts and in formal ones of tertiary level, allows the development of transversal skills that the dedicated literature considers useful for the sustainable employability of the individual, as a citizen and professional, who acts in a complex and constantly changing global context. The use of Project management as a pedagogic device, which integrates the acquisition of technical skills with the development of transversal ones in the field of formal education, becomes effective if the seven elements identified as crucial to recontextualize the practice within the context of tertiary education are adopted, namely: informal communities of practice; hard and soft skills; cross-functionality; dialectics with work organizations; experiential learning; logical and structured analytic and technical frameworks of Project management and Critical Reflection; complex, systemic and integrative problem-based learning. The pedagogic device of project management, as a "region of knowledge" (Bernstein, 2000) should be integrated with the forms of knowledge that represent the "structure of knowledge" and that Bernstein classifies as "strong", therefore, academic knowledge. For this reason, the holistic approach of teaching project management at tertiary education plays a role of strengthening the factors of the pedagogic device. This holistic approach requires the: professor as a practitioner; teaching Project management in all disciplinary areas and at all levels of tertiary education; culture and widespread awareness of the benefits of project management; competence-based, multidisciplinary and independent teaching approach; integration of project management as a device for Action Learning and Project-Based Learning and as a device for both designing and managing the project; recognition of the scientific value of project management; creation of Learning Communities and Project management communities of practice. Conclusions: If connected to educational approaches that encourage reflection (Situated Learning, Experiential Learning, Action Learning, Cooperative and Collaborative Learning, York-Barr Method) Project management becomes the pedagogic device capable of producing a transformative approach in the individuals who learn it, thanks to critical reflection and transformative dialectics. To facilitate thoughtful learning, the hard elements of Project management are combined with soft ones, putting into practice an embedded approach for the development of transversal skills related to complex forms of thinking, that facilitate the sustainable employability of individuals: complex and integrated Problem-solving, analytical and critical thinking, systems thinking competency. Discussion: In the context of pedagogic research, it would also be of interest to deepen the investigation of the profession of Project management professor, who has been defined as a practitioner.