Risultati d’apprendimento e allineamento costruttivo nei Syllabi dei Mega-Atenei: quali “promesse” per studentesse e studenti?

The Syllabus, namely the document which contains the program of each university course, represents the first instrument for teachers to interact with students. It should be designed with a correct and effective way of communication, aimed at sharing its formative value, and stimulating the student's initial involvement in the learning process. In this framework, the interest of the empirical research presented here is to investigate how this instrument is designed by university teachers, paying particular attention to the drafting of learning outcomes and internal coherence between its parts. A stratified and randomised sample of 343 syllabi selected among those of the Italian state "Mega Universities" was analysed. The results of the analysis revealed some interesting elements both regarding the role played by the Syllabus in the educational design and in relation to academics’ teaching practices.