Coordinating and Supporting Research and Teaching Processes in Italian Public Universities: A Job Profiles and Competences Analysis

In recent years, Italian public universities have been going through a deep process of change, slightly approaching the concept of “entrepreneurial universities” (Bolzani et al., 2014; Clark, 1998; Etzkowitz, 2003; Gibbons et al., 1994; Riviezzo & Napolitano, 2014; Slaughter & Leslie, 1997). Changes followed different logics and assumed different forms, but the aim appeared to be the same everywhere: to increase the efficiency and effectiveness of their organizational processes and structures (Casciotti, 2005; Sporn, 2001). Moreover, despite the different organizational forms they assumed, the strategy of creating some parallel managerial infra-structures to some extent replacing the traditional academic structures, has been quite commonly employed (Bleiklie, 2007). This work explores the organizational dimension of two important roles located in the key areas of “support to research” and “support to teaching” of universities. To that end, it aims to identify their main characteristics, responsibilities and expected competences through the analysis of an empirical case of an Italian university. The adopted methodology is an integrated approach employing a multi-level qualitative research method structured on three phases: 1) exploratory; 2) descriptive; and 3) critical/analytical. When comparing the literature-derived model with the evidence-based model of organizing research and academic teaching support, some resistances and limits are clearly identified and described.