This is a higher education student and staff mobility project, please consult the website of the organisation to obtain additional details.

This is a higher education student and staff mobility project, please consult the website of the organisation to obtain additional details.

This action supports physical and blended mobility of higher education students and staff from EU Member States and third countries associated to Erasmus+ to any country in the world. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.

"The Internationalization at the Lumsa is considered a way of being of the University in all its dimensions and joints (teaching, research, mobility, recruitment, administration, communication).The idea that internationalization does not coincide mechanically with an increase in the number of exchanges or registrations from abroad, but rather with the ability to promote and develop a truly international cultural and professional profile of our students, teachers and researchers is considered a priority.The aim to extend and consolidate the process of internationalizing the University has long been considered among the top priorities .The University aims to increase its draw on a national and international level, by developing cooperative as well as competitive strategies, with particular focus on studies in the second curriculum.In fact, an increase in enrolment for degree courses and a higher success rate in students careers has been noted. A targeted policy in the selection of partner Universities, structured agreements for specific teachings, increasing the mobility of incoming teachers and temporary contracts for visiting professors have improved the quality ofmobility for both incoming students as well as those graduating. These agreements aim for a higher educational standard for students participating in Erasmus mobility programs or programs of internationalization for study courses in order to make the degree qualification more marketable and competitive in the world of work.Proposing to significantly increase the share of mobile students, as much for curriculum I and the II, the University wants a greater number of students enjoy the opportunity of studying abroad, encouraging the acquisition of new methodologies and inclusion in the ""learning agreements"" of teachings consistent with the educational objectives of the course but not featured in Lumsa's educational syllabus. The focus given by Lumsa in their scheduling, to the internationalization of degree courses and developing activities for ""traineeships through appropriate agreements and partnerships, foresees an increase in the possibilities of students to carry out internship's abroad, training and research for degree thesis's (also on the basis of reciprocity involving equal opportunities for foreign students in Italy). At the same time, the strengthening of framework agreements with partner Universities selected for quality and affinity leads to not separate cooperation in teaching from that in the field of research.As for teaching the first element to consider is the mobility of University students with the new Erasmus+ programme. The number of bilateral agreements has been steadily increasing and now amounts to 153. This gives an important signal about the efforts that the University is making to increase the mobility and the initiatives under this new program. The percentage of students who have gone abroad with this new program does not reflect the efforts made by the University to increase the number of outgoing students, while the number of incoming students has always been significantly higher and the data indicates that this gap is likely to increase.The provision of English language education is constantly increasing and now the Lumsa has established two degree courses entirely in English. Development of the teaching in the target language as an instrument intended to boost the draw of the University, is one of the strategic lines of Lumsa's internationalization policy."

The project is intended to equip participants with specific skills for professional activities in any regulatory institution or regulated firm and for citizens to become aware of their rights and opportunities when confronted with a regulatory process or a regulation. The master university course and related activities proposed are intended to spread the European approach to regulation according to which empirically informed and cognitive-based regulation is more effective and fine-tuned, and therefore less burdensome to end-users and regulators.This approach to regulation can be expected to result in major changes in the personnel who staff regulators, which have traditionally had a strong presence of lawyers and, only in a limited extent and in some fields, by (traditional) economists and statistician. Indeed, the organization of regulators should be enriched also by behavioural economists, political scientists and cognitive psychologists. For this reason the course is intended to reach students from law, economics, political science and from psychology Departments of LUMSA and other Universities. Psychology students are asked to acquire the preliminary knowledge needed by attending the “European Union Law” course offered in the law department of LUMSA.The proposed course and related activities aim to fill a void in the Italian training landscape. Few traditional university courses concern the economic theory of regulation, or approach regulation from a juridical point of view in courses of Economic Law, Public Law, Administrative law. Some economics university curricula offer teaching on behavioural economics whose knowledge is not used for regulatory purpose, and few law university curricula are enriched by regulation teachings. No psychology course is enriched by courses on regulation and European law. In order to train experts in BR, the course is divided into three modules. The Ist Module covers the impact of European liberalisation, harmonization and simplification policies on regulatory theory and tools. The IInd Module approaches all stages of the regulatory process, from rulemaking to institutional framework and enforcement, and the tools to improve the flow and the stock of regulation used at European level and which European institutions ask member States to adopt. In the IIIrd Module, theoretical and practical problems arising when behavioural findings are used in rulemaking are approached. The first part is devoted to establishing how the regulatory process should change in order to allow evidence from cognitive sciences to emerge and use it, and to analysing the impact of cognitive sciences on the regulatory toolkit. The second part deals with practical problems and solutions related to the application of cognitive insights to specific regulatory domains and it is mainly organized through workshops and cognitive experiments.Students will take part in interactive lessons, case studies and workshops where academics with field experience and high level practitioners are involved. E.g. they will learn how to perform an impact assessment and use their evidence in order to choose a regulatory strategy; they will participate to some behavioural experiments and use evidence in order to design a regulatory strategy, and/or check its implementation. At the end of the course students will perform a optional internship in an institution involved in better regulation (regulator, regulated firm or think tank). Those students will be the first vehicle to disseminate European methodologies and approach to regulation. Many other vehicles to disseminate this teaching experience will be deployed (eg syllabus, web-site, scientific papers, roundtable debate, conferences, the Regulatory Clinic)