Thus, while the quantitative expansion of higher education continued, political
authorities dealt only with emergencies. To address the problem of the teaching staff who
had been hired and continued to be hired with an ambiguous status (or without any status
at all), university legislation concentrated for almost two decades on personnel matters,
ignoring pedagogical problems and instituting organizational changes which overall
proved rather ineffective. Two laws passed in 1973 and in 1980, and slightly revised up
to 1985, reorganized the teaching staff. A second level of professorship, professore
associate, was added to the first level of full professor; a new position, ricercatore, was
introduced for teaching staff without full responsibility for a course.
The 1973 law also tried to deal with university management issues, and gave a role to
representatives of all those involved in the university including teaching staff,
administrative staff and students. This undoubtedly constituted a change as compared to
the past, when only full professors were represented, and apparently satisfied the requests
for democratization; in practice, it produced very limited effects. The structure of central
administrative bodies was not much affected; as far as the teaching staff was concerned,
the transformation of faculty councils was a more radical measure. However, even this
change did not lead to a substantial renewal of policies, as no power was given to student
representatives, whereas teachers with career problems turned out to be rather dependent
on full professors. Thus, all in all, the scepticism which had been originally expressed
with regard to cogestione (the participation of all representatives in the management
process), proved in the end quite well-grounded.
A faint echo of the 1968 controversies about academic power may be recognized in
the 1980 law, which allowed universities to set up departments. However, this was not
compulsory, and moreover, decision-making power remained in the traditional faculty
structure, as departments had mainly an organizational function, or at most some
responsibility for research projects. The law stated that after four years of such an
‘experiment’, a final decision should be taken with regard to university government and
structures but, predictably, this failed to happen.
Thus at the end of the 1980s, the possibility of a major reform along the lines
discussed for a quarter of a century had lost all credibility. Events did start moving, but in
a different direction. The major topics under discussion became more and more the
differentiation of curricula, which had been violently refused by the 1968 movement, and
the autonomy of universities, which had been scarcely considered beforehand. The
political trend towards European Union heavily contributed to concentrating attention
upon such topics, which were at the centre of debate in other countries.
With regard to autonomy, a first result came in 1989, when universities were allowed
to adopt statutes departing from the national rules previously in force. In 1993, budget
autonomy was established; previously, each line of expenditure was separately funded by
the Ministry, but now each university would receive a lump sum to be spent at its own
discretion. As regards curriculum, a law of 1997, implemented during 1999, replaced the
detailed national curricula, which previously were set centrally for each study
programme, with ‘guidelines’, within which each university will be able to define its own
curriculum. This process of didactic autonomy is just starting and, in fact, even the
processes of institutional and financial autonomy begun in 1989 are not completed.
However, the trend appears quite clear.
Encyclopedia of contemporary italian culture 860