University education between professional skills and the development of students' subjectivity: the case of two degree courses in communication sciences


University education is conceived, on the one hand, as a contribution to the development of subjectivities (Biesta, 2017) and, on the other hand, as a response to the various demands of stakeholders, territories, work sectors and, in general, the market economy (De Feo & Pitzalis, 2017). This dual role of the university is confirmed by what emerges from 35 in-depth interviews administered, within the framework of an action-research project, to lecturers of two degree courses in the field of communication at a university institute that has been present in Italy for 13 years, characterised precisely by a multifaceted intersection with the world of the professions. Starting, therefore, from our particular research context and from a critical perspective that refers to Bourdesi's contribution to the reflection on education, this work aims to provide ideas for overcoming the dichotomy between practical skills and theoretical knowledge in the light of the environmental, economic, democratic and technological challenges facing the university.