Between 1996 and 2000, Italian university had undergone a deep reform process. After decades of inertia, its structures and functioning logics started to change, marking a divide with the university as it had been known so far. The research presented offer an in-depth analysis of the process by which didactic autonomy reform - the starting point of the wider university reform - had been constructed. With few exceptions, the largest part of what has been written about this reform was impressionistic, based on personal opinions, almost always from a negative perspective and almost never acquainted with the facts. On the basis of empirical evidences and through the voice of those who played a leading role in the reform process, this research analyzes how the didactic reform had been elaborated, normatively enacted, and operationally implemented. By the means of in-depth interviews with actors directly engaged in the process, official documents analysis and a case-study on the reform implementation in four faculties and a study course of a large northern Italy university, the analysis highlights conditions, dynamics and logics which are at the base of how reform had been thought, constructed and realized.
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