*Academic added value*LUMSA as HEI to introduce structured teachings in the area of specialization in European Regulation: 60 hours Master Course for Master Degree students; 30 hours Intensive Professional Course for policymakers, regulators engaged at various levels of governance, and civil society.Both courses characterized by a theoretical/practical and multidisciplinary approach blending law, economics, and psychology. *Expected impacts*- Expand the LUMSA networking with non-academic institutions and professionals.- Establish at LUMSA a European perspective in curricula and teaching practices.- Increase employability of students and enhance career prospects of stakeholders. - Benefit regulators and regulated firms where crucial new competencies and skills will be utilised.- Encourage and advise students to pursue early-stage research and PhD studies in the domains that can contribute to avoiding regulatory failures and increasing confidence in regulation.- Benefit citizens as end-users of good quality regulation. *Elements of evaluation of the project* Total participants:International Conference: 80the psychology students’ Workshop: 30the PhD and EMLE students’ Roundtable: 30the Roundtable in informed consent: 30the Study Visit to the Chamber of Deputies: 30the Study visit to the Senate: 30 the European Research Night: 50 the High School week on Financial Education: 20Internship agreements: 20Internships: 25% of the Master Course’s students interested, 90% of them matched to a suitable institution.*Elements of evaluation of the scientific activities*The proposed Chair holder aimed to produce:- 1 paper published in a peer-reviewed highly ranked national journal (Deliverable 2) and at least 1 presentation at a conference within a year.- 1 paper in a peer-reviewed and open-access national journal (Deliverable 3) and at least 1 presentation at a conference within a year.- 1 paper presented at the international conference (Event 1) and published in a book with the leading publisher (Deliverable 4).- 1 chapter in a book by a leading publisher. At least 1 book presentation conference organised within a year of the publication (Deliverable 5).- 1 book on “Effective administrative law” published by a leading publisher (Deliverable 6). At least 1 book presentation conference within a year of the publication.*Dissemination*:- Open day events (“Giornate di orientamento”), the most traditional promotional tool intended to present all University courses to potential students, regulators, regulated firms and civil society. On this occasion (four per year), the Master Course and the internship opportunities will be presented to university students of all LUMSA Departments, as well as to students from other universities;- LUMSA social networks: providing basic information on the Course; - E-mail: through their institutional e-mail and a dedicated e-mail account, the proposed Chair holder is continuously available to answer questions on the Master Course organisation and opportunities offered by the course; - In-class presentations: meeting students from different Master's degree programs (law, economics, political science, communication, language) by taking part in their class, during the first semester of teaching; - Internships: contribute to spreading the European approach to Better Regulation and creating and strengthening the bridge between regulators and civil society.*New technologies*- Video Management Platform for courses;- A dedicated website will be devoted to the courses and will give information to all interested in seminars, conferences, documents, and regulations on Better Regulation in Italy and worldwide.

Gestational surrogacy (GS) is transnational practice of assisted reproduction increasingly undergone by European citizens in Member States and Third Countries. Women’s Movements (WMs), primary actors in policies on human reproduction, understand GS either as a form of commodification of women and children, or as an empowering opportunity for women in poor countries. WMs are forging alliances with other stakeholders (LGBTQI, pro-life, and private actors) to influence decision makers to abolish or to regulate GS. WoMoGeS analyzes the ‘politics of signification’ on GS of WMs in 2 developed countries, US, and Italy, and 2 developing countries, India and Mexico, to reveal variety of diagnostic, prognostic and motivational frames, their policy demands and strategic alliances across different social contexts, and the interplay between discourses and policy making at country-level and transnationally. By carrying out a comparison of 4 context-specific case-studies and engaging WMs and GS stakeholders, this project aims to hinder the risk that GS activism reproduces the same polarizing dynamics as in the debate on prostitution, and the risk that WMs’ perspectives in developing countries, main providers of surrogate mothers, are silenced by more visible WMs in developed countries. WoMoGeS aims to promote dialogue between WMs and GS stakeholders, catalyze European policy making on GS that considers diversity of thought, and to propose mature reflections on assisted reproduction based on scientific information. Training and supervision by top experts on GS at UT and on WMs at LUMSA will enable me to continue skill development started during my PhD on WMs’ contribution to gender-related discourses, strengthen my ability to work across different fields of Sociology, and acquire new competences in Bioethics and comparative social analysis, with the goal to consolidate my profile as sociologist expert in gender studies and critical analysis of social movements' discourses.

The STRATEGIC project aims to co-create responsible research and innovation approach that aligns with social-cultural values, principles, contexts, needs and interests in SSA and implement capacity development plans that can strengthen the ethics and regulatory capacity to ensure responsible digital health technologies for clinical research and practice. The project will involve SSA and EU partners and stakeholders and co-create functional resources, such as the STRATEGIC training materials. The urgency of strengthening ethics and legal infrastructure for digital health technologies in SSA is due to the increasing integration of digital technologies into clinical research and practice and the potential negative impacts of these systems on patients, communities and society. While most countries in the Global North have recognised the importance of responsible digital health technologies, the ethics and regulatory capacities for addressing the ethical and legal risks of these technologies are still lacking in SSA. The overarching aim of the STRATEGIC project is to co-create a theoretically strong, empirically supported and widely consulted responsible research and innovation approach and capacity development plan and materials that can strengthen relevant ethics and regulatory institutions for clinical research and practice in SSA. It will identify and map the existing ethical and legal infrastructure in SSA, highlighting the gaps and needs; use these insights to co-create an RRI approach and co-develop and implementing trainings that will also be interested into existing training infrastructure and network. It will also establish sustainable e-community that exist beyond the project. Methodologies to be used include, stakeholder engagement and co-creation strategies such as focus groups, consensus workshops and roundtable discussions.

The project aims at enhancing quality of design and delivery of initial teacher education (ITE) towards increasing the professionalism bar for teaching profession in Kosovo through the implementation of European-inspired quality assurance mechanism that produce teacher professionalism aspired by teaching profession in Kosovo. The two important concepts in this project are 1) internal quality assurance mechanism in Initial Teacher Education (including but not limited to program review, organised monitoring, collecting feedback from students on quality of teaching and learning resources, review of quality of student services, review of managerial practices including staff policies, review of research activity etc, and 2) the development of teacher professionalism. The project makes the link in a way that the proposed internal quality assurance mechanism needs to contribute to the achievement of the desired professionalism in school system. The desired professionalism is referred to the policy set up for the teaching profession which the internal quality assurance system needs to contribute to. In addition, in order to achieve a quality culture in initial teacher education, the project supports the development of management skills and practices to manage internal quality assurance as well as development of teacher educator competencies to be able to deliver quality courses (specified in quality indicators for teaching in teacher education) that are in line with the expectations of professionalism in teaching profession and at the service of school reform. In order to address this, the project provides capacity building and resources for teacher educators and managers of initial teacher education. In this way the project brings all stakeholders together to link to the development of a quality culture in teacher education in Kosovo.

Aim of EMLE is to provide students with advanced knowledge in 'Law and Economics' (L&E). This integrated discipline studies economic effects of legal rules and the legal bases of economic efficiency. A comparative approach is used to evaluate strengths/weaknesses of alternative legal rules from an economic viewpoint. L&E builds on the insight that economics is a behavioural science, able to explain and predict how people act under various legal conditions, revealing which legal instruments are most efficient in addressing market failures (e.g. market power, negative externalities (e.g. pollution and risk-creation), and information-asymmetry (e.g. between producers and consumers)). Economic analysis also informs policymakers about economic effects of rules aiming at other social goals than efficiency. By studying economic rationales of lawmaking, L&E provides a positive analysis of and normative benchmark for the actions of policymakers, administrative agencies and courts. L&E has become increasingly relevant in the modern policy debate. EMLE is a 1-year Master covering all major fields of L&E, from the traditional fields of private law, competition policy and economic regulation to analyses of international and EU law, Law & Finance, innovation and the digital economy. Insights from behavioural economics are included in the curriculum. Due to the increasing importance of empirical methods and their usefulness for policymaking, Empirical Legal Studies are part of the curriculum. In the 1st and 2nd term, students (max. 35/class) study in 1 of 3 universities. In the 3rd term, students choose between 6 universities in smaller classes. In the first 2 terms courses on the core topics in L&E are taught. Specialisation starts in the 2nd term and is completed in the 3rd term with 2 further specialised courses and a thesis. EMLE-graduates are trained to work for private companies, public organisations, economic advisors, (multinational) lawfirms, but also for Ph.D. research.