PERIOD: SEPTEMBER Describe and evaluate the role that Systemic Design methodology can play in the generation of new strategies/ business / services/policies that foster sustainable development in a territory .

The course proposes the Systemic Design methodology which is rooted in a holistic overview of the context focus in flow of all resources (output-input management, local context, cultural and local production) . This methodology through the Holistic Diagnosis provides specific tools that allow to design the flow of material and energy across the different actors, locations , transforming outputs of one process into input for another one in order to obtain zero emissions and generating a cohesive implementation of sustainable development strategies towards a circular economy . The goal of the activities proposed during the course is to generate new relations through the visualization of hidden potentialities which boost a proactive collaboration among the components (industry- civil society - government). This approach applied to a selected territory will create synergies and a common language between local stakeholders, reducing waste and creating new high value-added products, as well as promoting a new business models, hence sustainable production and economic development. This approach will allow the students to understand in deeper a wider perspective, fostering a horizontal dialogue among all stakeholders on a decision-making process around sustainable development. For that aim the courses is divided in theoretical (T) and practical (P) parts with the following structure: - Overview on Systemic Design and Circular Economy (T-4h) - Presentation of the practical case study to be developed during the course: a real territory with specific features that needs to be enhanced with the involvement of the promoter (T-1h) - Analysis of the context: Holistic Diagnosis (HD) tool (T-1h) - Application of the HD to the case study by the students and supported by the teacher (P-4h) - Analysis of the main productive assets: how to detect formal and informal economies with their actors and impacts (T-1h) - Application of the economy analysis to the case study by the students and supported by the teacher (P-4h) - Identification of the criticalities in a certain area: how to transform a problem in opportunity (T-1h) - Identification in the case study of its criticalities by the students and supported by the teacher (P-2h) - Development of the opportunities: the leverage for change (T-1h) - Identification in the case study of its potentialities by the students and supported by the teacher (P-2h) - Definition of the Systemic Design project (T-2h) - Re-design the case study with the Systemic Design approach by the students and supported by the teacher (P-4h) - How to evaluate the outcome of the systemic project (T-1h) - Definition of the outcomes within the Systemic Design project of the case study developed by the students and supported by the teacher (P-2h) The practical part on the case study should be developed in group of students with different background and possibly from different PhD courses in order to favour the interdisciplinarity, the collaboration and the team work. To develop a complex system for a territory through a Systemic Design approach, the presence in the team of different competences is more than welcomed (at least one person with economy background, one with management, chemistry, biology, design, urbanistic). The evaluation will be based on the presentation of the case study developed in group with common written reports and schemas, and on individual oral presentation to test the level of awareness on the topic and the knowledge of the theoretical tools.

da lunedì 28 settembre 2020 a venerdì 9 ottobre 2020, tutte le mattine dalle 10 alle 13; modalità di erogazione da remoto!

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Gli studenti e le studentesse con disabilità o con Disturbi Specifici di Apprendimento (DSA), oltre alla segnalazione tramite procedura informatizzata, sono invitati a comunicare anche direttamente al/la docente titolare dell'insegnamento, con un preavviso non inferiore ad una settimana dall'avvio della sessione d'esame, gli strumenti compensativi concordati con l'Unità Special Needs, al fine di permettere al/la docente la declinazione più idonea in riferimento alla specifica tipologia di esame.