In a rapidly changing global economy, skills largely determine competitiveness and the ability to stimulate innovation in the businesses of the future. The integration of production, educational and scientific systems becomes the new method to address and manage the complexity in the contemporary time, but also a determining factor far the localization of global production cycles, in a moment when the opening of global markets, and the pandemie in 2020 and 2021, have made it clear that the problem of the updating of the operating dynamics within com pani es have taken on a global significance. The United Nations have described in the Global Goals far Sustainable Development, the issues that must be addressed contextually and in interdisciplinary terms far the future of economie growth and socia I cohesion. We find ourselves in a challenging moment of big transitions: what is known about industriai production has to be re-evaluated in light of the progressive shift towards the lndustry 4.0, that requires to companies new strategies and organizational models, changes in infrastructure, manufacturing technologies, human resources and management of practices (Ghobakhloo, 2018). When facusing on the ltalian economy, it is important net to distract attenti on from the loca I features of a manufacturing (Magni & Noè, 2017) made of small and medium enterprises, often connected in "production clusters with a strong rootedness in a specific local context'' (Deserti & Zurlo, 2011, p.2). There is the urgent the need to define and pursue an ltalian way of lndustry 4.0, and this is, to Visconti "an entrepreneurial challenge: we must invest resources, develop skills, innovate in processes, invent originai answers far everchanging markets" (Visconti in Magni and Noè, 2017, p. 9). lt may be said that the challenge is notjust entrepreneurial, but far design is practical and educational: the scientific community is wondering whether and how the methods, tools, and methodological approaches codified so far can face -or help- this transition, and to envision new ones. This article presents the research work made towards the construction of a new educational model of the 1st level Master Degree in Fashion Direction in Product Sustainability Managment, provided by the Milano Fashion lnstitute in collaboration with the Camera Nazionale della Moda Italiana, whose purpose is to focus on how sustainability, in all its aspects, is radically changing the way in which fashion companies operate and what are the consequences, in terms of knowledge and skills needed for the training of the managers of the future. The model methodology has been structured with an exploratory research made of inductive and deductive processes (Creswell, 2014; Bauer and Gaskell, 2013). The research approach was systemic­constructivist and based on the object of study, to previde the basis for a transdisciplinary approach that is relevant in the current complexity of the project as it is tightly relateci with the sustainability theme. In this complexity, the Master in Fashion Direction in Product Sustainability Management had also the purpose to respond to the objectives of the European Skill Agenda of the European Commission, which calls for a common commitment to implement reforms in severa I strategic sectors and focuses on three main lines of activity: 1. increase the quality and relevance of skills training; 2. make skills and qualifications more visible and comparable; 3. improve the analysis of skill needs and relateci information to enhance the professional choices. This is precisely the dimension of goals - that recalls the need for production systems capable of managing a multidisciplinary approach - that has to be applied also in training; design thus becomes the engine for education and professional training leading to the convergence of different sciences and disciplines, which find their complementarity in a joint application. The obtained transferable skills, as well as the ability to work in groups, creative thinking and the ability to solve problems, become the driving force for future development.

Bringing responsible fashion approaches to the fashion industry: a new educational model

G. M. Conti;M. Motta
2022

Abstract

In a rapidly changing global economy, skills largely determine competitiveness and the ability to stimulate innovation in the businesses of the future. The integration of production, educational and scientific systems becomes the new method to address and manage the complexity in the contemporary time, but also a determining factor far the localization of global production cycles, in a moment when the opening of global markets, and the pandemie in 2020 and 2021, have made it clear that the problem of the updating of the operating dynamics within com pani es have taken on a global significance. The United Nations have described in the Global Goals far Sustainable Development, the issues that must be addressed contextually and in interdisciplinary terms far the future of economie growth and socia I cohesion. We find ourselves in a challenging moment of big transitions: what is known about industriai production has to be re-evaluated in light of the progressive shift towards the lndustry 4.0, that requires to companies new strategies and organizational models, changes in infrastructure, manufacturing technologies, human resources and management of practices (Ghobakhloo, 2018). When facusing on the ltalian economy, it is important net to distract attenti on from the loca I features of a manufacturing (Magni & Noè, 2017) made of small and medium enterprises, often connected in "production clusters with a strong rootedness in a specific local context'' (Deserti & Zurlo, 2011, p.2). There is the urgent the need to define and pursue an ltalian way of lndustry 4.0, and this is, to Visconti "an entrepreneurial challenge: we must invest resources, develop skills, innovate in processes, invent originai answers far everchanging markets" (Visconti in Magni and Noè, 2017, p. 9). lt may be said that the challenge is notjust entrepreneurial, but far design is practical and educational: the scientific community is wondering whether and how the methods, tools, and methodological approaches codified so far can face -or help- this transition, and to envision new ones. This article presents the research work made towards the construction of a new educational model of the 1st level Master Degree in Fashion Direction in Product Sustainability Managment, provided by the Milano Fashion lnstitute in collaboration with the Camera Nazionale della Moda Italiana, whose purpose is to focus on how sustainability, in all its aspects, is radically changing the way in which fashion companies operate and what are the consequences, in terms of knowledge and skills needed for the training of the managers of the future. The model methodology has been structured with an exploratory research made of inductive and deductive processes (Creswell, 2014; Bauer and Gaskell, 2013). The research approach was systemic­constructivist and based on the object of study, to previde the basis for a transdisciplinary approach that is relevant in the current complexity of the project as it is tightly relateci with the sustainability theme. In this complexity, the Master in Fashion Direction in Product Sustainability Management had also the purpose to respond to the objectives of the European Skill Agenda of the European Commission, which calls for a common commitment to implement reforms in severa I strategic sectors and focuses on three main lines of activity: 1. increase the quality and relevance of skills training; 2. make skills and qualifications more visible and comparable; 3. improve the analysis of skill needs and relateci information to enhance the professional choices. This is precisely the dimension of goals - that recalls the need for production systems capable of managing a multidisciplinary approach - that has to be applied also in training; design thus becomes the engine for education and professional training leading to the convergence of different sciences and disciplines, which find their complementarity in a joint application. The obtained transferable skills, as well as the ability to work in groups, creative thinking and the ability to solve problems, become the driving force for future development.
Proceedings - GFC 2021 Warsaw
978-989-54263-2-4
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11311/1214242
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