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The location of this research is the university, through which we are progressively channeled into a seemingly insoluble Gordian knot. What is our participation in the university and what cultural and human commitments inform this participation? More trivially, what rights and duties does the individual acquire or lose within his or her academic identities? Our main target was finding an ideal organizational practice to examine, such as an emergency event. What strategy can the university adopt? Can it realign its distortions and retain its resources? How and in what ways? What information is needed for this purpose? Which actors are relevant in this process? A systemic survey model is, therefore, presented to analyze data obtained from a sample of 200 respondents from various academic groups, including students, professors, administrative staff, and other stakeholders. Quotas were used for the primary challenge posed by the pictures representing dimensions according to a systemic schema of organizational effectiveness (OE). Respondents were then asked to judge the dimensions and pictures against their personal capacity for intellectual identity, functionalism, and materialism. During the test, the participants were expected to develop their capacity to approach phenomenal consciousness and the search for its neural correlates, thereby becoming familiar with the high-order demands and challenges posed by the current information available to them. A nine-item interval behaviorally anchored rating scale (BARS) was used to develop a systemic matrix that could show the participants' collective OE when an emergency event occurs at the university. This study aims to stimulate a broader investigation into the preparation of programs and plans that should be a priority today in the context of sustainability in educational institutions, thereby setting useful thresholds on decision-making paths. To develop the collective model, a matrix generated by each respondents' dimensional modal values (DMVs) in the test and the overall samples' modal values (OMMVs) were used. Borrowing from Luce's theory of probability, we analyzed the similarity of the OE university matrix from the results in descending order, restricting our attention to modal values which were chosen for the test and demonstrate how the learning model was formulated to assume that each group with evolved behavior could respond adaptively to a conditional function thanks to its permanence in a university environment.

Purpose: This paper aims to propose an explorative metamodel of the key organizational competences management and presents a Web-based tool (Co.S.M.O.© Competences Software Management for Organizations) for all-around assessment of the identified competences. Design/methodology/approach: Building on the Great Eight Competencies Model- GEC, the European Qualifications Framework-EQF and focus group feedback, an online questionnaire was developed to manage the key organizational competences and to adapt the competence metamodel to the Italian context. Findings: The competence metamodel described in this study and its newly designed tool (software with online questionnaire) could be used at the organizational level to improve productivity and efficiency by allowing an easy identification of key organizational competences and facilitating their acquisition and sharing. Research limitations/implications: Currently, the metamodel is mainly theoretical and the software sustained only a partial validation. Practical implications: The developed tool is a dynamic, easy to use and interactive Web-based software useful for managing the competences in both for-profit and not-for-profit organizations. Social implications: European official documents invite companies and institutions to work together and share human capital: the European Qualifications Framework-EQF, at the base of this model, facilitates a common organizational language for human resources management. Originality/value: Managerial competence literature indicates that a comprehensive model capturing a link between the EQF and a managerial competence model has not yet been considered in the literature.

An observational study has been carried out to analyse differences in performance between students of different undergraduate curricula in the same written business administration examination, focusing particularly on possible effects of "integrated" or "multi-modular" examinations, a recently widespread format in Italian assessment. In three out of six cohorts, the written tests were indeed parts or modules of a multiple integrated examination, while in the other three, they were single and independent examinations. At the same time, four of the cohorts were assessed only by means of a written examination, while the remaining two were assessed by a combination of written and oral examinations. The written part of every examination was a multiple-choice test randomly drawn from the same item pool. Performances have been analysed in the light of linear and generalized mixed-effect models. As a result, the presence of an integrated examination appears to affect students' performances on the multiple-choice test. Mixed models also estimate a gender effect, with females performing better than males, while there seems to be no effect due to the type of examination.

Purpose: This paper aims to propose an explorative metamodel of the key organizational competences management and presents a Web-based tool (Co.S.M.O.© Competences Software Management for Organizations) for all-around assessment of the identified competences. Design/methodology/approach: Building on the Great Eight Competencies Model- GEC, the European Qualifications Framework-EQF and focus group feedback, an online questionnaire was developed to manage the key organizational competences and to adapt the competence metamodel to the Italian context. Findings: The competence metamodel described in this study and its newly designed tool (software with online questionnaire) could be used at the organizational level to improve productivity and efficiency by allowing an easy identification of key organizational competences and facilitating their acquisition and sharing. Research limitations/implications: Currently, the metamodel is mainly theoretical and the software sustained only a partial validation. Practical implications: The developed tool is a dynamic, easy to use and interactive Web-based software useful for managing the competences in both for-profit and not-for-profit organizations. Social implications: European official documents invite companies and institutions to work together and share human capital: the European Qualifications Framework-EQF, at the base of this model, facilitates a common organizational language for human resources management. Originality/value: Managerial competence literature indicates that a comprehensive model capturing a link between the EQF and a managerial competence model has not yet been considered in the literature. [ABSTRACT FROM AUTHOR]

Byline: Serena Cubico, Elisa Bortolani, Giuseppe Favretto, Riccardo Sartori The present article aims to illustrate metric characteristics and selected research applications of an instrument that can be used to define aptitude for an entrepreneurial profile (created in the 1990s). TAI 'test di attitudine imprenditoriale - entrepreneurial aptitude test' describes entrepreneurial potential with regards to eight factors. The entrepreneurial aptitude test has acceptable metric characteristics and sufficient criteria reliability; the instrument presents significant correlations with career development and entrepreneurial jobs. The analysis highlights that the TAI and its specific items can be used to discriminate between entrepreneurs and non-entrepreneurs. The paper presents research carried out in different fields of applications: seniors and juniors in generational transition and small business management, and analysis of entrepreneurial success and career guidance.