The Assessment of Cultural Experience through the Measurement of Cross-Cutting Skills: The Giffoni Experience Case Study

The Assessment of Cultural Experience through the Measurement of Cross-Cutting Skills: The Giffoni Experience Case Study

Carmen Gallucci (University of Salerno, Italy), Piera Bellelli (University of Salerno, Italy), Giuliana Saccà (University of Sannio, Italy) and Felice Addeo (University of Salerno, Italy)
DOI: 10.4018/978-1-4666-5007-7.ch005
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Abstract

The g-local changing process requires new service-based business models which redesign a universe of value crucial to economic success. The chapter aims to verify how this process can be achieved through knowledge-based-cultural activities that enhance people and their capabilities, promoting participation together with knowledge. The Knowledge economy, S-D logic and Experiential Learning represent the theoretical framework for devising a model to assess the impact of cultural experience on learning through the measurement of cross-cutting skills. The model has been applied on a pilot study represented by the Giffoni Experience, a cultural and innovative experiential format known worldwide and tested in two editions (2011, 2012) to assess the impact of the cultural experience in terms of empowerment or self-enhancement through the performance levels achieved in the four cross-cutting skills.
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Introduction

The empirical research highlights how the continuous learning processes, both at individual and collective level, is facilitated by cultural experiences and traced back to four transversal abilities. A multidimensional map for the assessment of redemption effects of learning through experiences, both in terms of traditional cultural forms and edutainment, is designed on four cross-cutting skills, indicator of the self-empowerment process (P.O.L.C. for Kids). The further clustering procedure allow to distinguish among several types of participants, according to their different propensity towards the four cross-cutting skills. The multidimensional map could be used as operative framework to supply management with feedback for the re-planning of the experiential format. Furthermore, the final classification could be also used as a guidelines to organize the activities of the Giffoni Experience and to target them according to the different types of participants.

To date, studies have defined models of individual-collective experience measurement; the present research, however, aims to devise a model that integrates cultural experience assessment, both in an individual-collective learning perspective, to reinforce paradigms focusing on the individual as a source of new knowledge. Learning is increasingly seen as a dialogic, social and cultural process of creation and development of meaning in which the key words are: participation and sharing, fragmentation and reassembly of space, time and ways, as the Giffoni Experience has highlighted. In this perspective, further developments about Giffoni Experience can consider web 2.0 technologies as a tool to improve e-learning and encourage the development of soft skills and also to assess individual and collective performance in the cross-cutting skills area as well as to plan and design Giffoni Experience activities, both real and virtual.

The progressive dematerialization of value assets that characterizes post-modern society and testifies to the post-crisis changes facing the post-industrial economy, has redefined the already complex context of competition and forces us to reconsider the whole system of markets and society. The role of the Economy and therefore, of Marketing, is to identify new models of business that, thanks to their capacity for uniting individuals, businesses and territories, can generate new competitive advantage and encourage sustainable growth.

From this perspective, Knowledge becomes the catalyst of a knowledge economy based on the only resource that does not answer to the principle of scarcity: human potential1. A change in the paradigm that rests on the concept of innovation in its etymological meaning (Latin: in-illativo and novus, new) of the capacity to change and bring in new elements. Innovation moves away from its cybernetic matrix and becomes instead a knowledge based system, becoming one of the main vectors of change, in an ever more competitive, and for this reason more complex, background. Knowledge, in its wider sense, becomes a factor of creation of individual and collective wealth, confirming the thesis of the “Knowledge economy” (Drucker, 1966).

This paper aims to assess how such knowledge is created, shared and enriched by the development of continuous learning processes and facilitated by cultural experiences to which individuals have access in order to generate wealth both at individual and collective level. The attendance in cultural experience facilitates this life long learning process, supporting the self-empowerment of the individual itself and within the group of peer.

To date, literature studies have defined models of measurement for individual-collective experience. However, the present research aims to devise a model that integrates assessment of cultural experience, both in an individual and collective learning perspective, seen as “learning to improve” (efficiency) and “learning to innovate” (efficacy) (Marino & Mastroberardino, 1993), reinforcing paradigms focusing on the individual as a source of the virtuous cycle knowledge, know-how, self-capabilities for Country System empowerment.

Key Terms in this Chapter

Knowledge Economy: Theoretical framework according to which knowledge creates individual and collective wealth.

Prosumer: Originally found in Toffler's studies (1980), it refers to people who produce some of the goods and services for their own consumption, so it defines at the same time the recipient and the creator of experience.

Experiential marketing: “A customer focused concept”- differs to experience economy and is based on the modularity of the mind ( Pinker, 1997 ) finding its natural resolution in a holistic perspective: the individual becomes actively involved through “three basic systems – sensation, cognition and affect – each with its own structures, principles and mutual interactions.

Edutainment: A portmanteau from education and entertainment, it defines widespread activities on a continuum that goes from full entertainment forms to e-learning and multimedia systems. Recently, there has been a strong upsurge in cultural events (exhibition, festivals, concerts, etc.) that constitute a form of event edutainment which can contribute to the intellectual growth of both the individual and, more importantly, of society (Pailoa & Grandinetti, 2009).

Cross Cutting Skills: Transversal abilities used to assess the experience-based learning processes. The cross cutting skills surveyed by P.O.L.C. model are: Problem-solving, Organization, Leadership, Communication.

Service Marketing: Promotion of services offered by a business to its clients. Services marketing may refers to B2C and B2B services, and it might include services like telecommunications, health treatment, financial, hospitality, car rental, air travel, and professional services.

Cultural Marketing: A specific type of marketing whose aim is to promote a message, a service, or a product to a group of potential purchasers from a particular culture or demographic.

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