Linguistic, Literary and Translation Studies

Sapienza's Quality Assurance System (AQ) is described in detail on the Quality Team's web pages, which can be consulted at https://www.uniroma1.it/it/pagina/team-qualita.
The web pages describe the ten-year process developed by the University to establish Sapienza's Quality Assurance system, the organizational model adopted, the QA stakeholders (Quality Team, Monitoring Committees, Joint Teacher-Student Committees, Study Program Quality Committees), the active Working Groups, the main activities developed, and the documentation prepared for the management of Quality Assurance processes and activities in Teaching, Research and the Third Mission.
The web pages also serve as a platform for communication and for making reference data available for review activities, for drafting the reports of the Joint Teacher-Student Committees and Monitoring Committees, and for compiling the SUA-Teaching and SUA-Research forms.
Each degree program and each department is then free to adapt the Sapienza Quality Assurance Model defined on the Quality Team web pages in the Quality Assurance section of the degree program/department, adapting it to its own organizational specificities while complying with the models and procedures defined by ANVUR and the Quality Team.
The Degree Program/Department web pages, together with the SUA-Didattica and SUA-Ricerca forms, are the tools used to communicate how the Quality Assurance System is implemented at the Degree Program/Department level.

The Course Quality Committee is composed of two lecturers from the degree program (the Head of the Degree Program and the Monitoring Form Manager), a student representative and the degree program's teaching coordinator. It remains in office for three years and is responsible for drafting periodic review reports and updating the SUA-AVA Form annually. It presents the results of its activities to the degree program in accordance with the deadlines set by the relevant bodies of the Faculty and the University.
The Quality Group periodically examines the data provided by the Faculty and the University on the progress of the Degree Program, as well as activating internal verification procedures, mainly related to the results of the personal preparation test, the choice of study plans, the regularity of students' careers and any reports received from student representatives and/or students enrolled in the Degree Program.
The Course Quality Committee is actively involved in planning the work related to the evaluation and self-evaluation process of the degree program. Based on the deadlines communicated by the University and the relevant documentary sources, it draws up the following documents annually: Annual Monitoring Report, Dars Opis and, every five years, a Cyclical Review Report, and updates the SUA CdS Form. It also constantly monitors the careers of students in order to avoid delays in the awarding of degrees and dropouts.
 

The organization and responsibility for the QA of the Degree Program in Linguistic, Literary and Translation Studies lie with the Degree Program Quality Assurance Committee.
It is composed of: a) the President of the Degree Program, as a member by right; b) one or two tenured lecturers; b) the teaching coordinator of the Degree Program and/or other technical-administrative staff involved in the teaching management of the Degree Program; c) a representative of the students in accordance with the provisions of the European guidelines for quality.
The Committee meets when convened by the President of the Degree Program, who attends the meetings assisted by the teaching representative.
Its main task is to draft the Cyclical Review Report, the Annual Monitoring Report and the DARS-Opis document.
It also assists the President of the Degree Program in preparing the Degree Program's educational offer and updating the data in the SUA-CdS Form. The Committee presents the results of its activities to the Degree Program Council, in accordance with the deadlines set by the University Quality Team and the Faculty Monitoring Committee.

The Steering Committee for the Degree Programme in Linguistics, literature and translation studies is that of the SEAI Department.
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The joint teacher-student committee for the degree programme in Linguistic, Literary and Translation Studies is that of the Faculty of Arts and Philosophy. Go to page
The Quality Assurance Management Committee for the Degree Program in Linguistic, Literary and Translation Studies maintains constant and fruitful relations with the Faculty Joint Teacher-Student Committee (as well as with the Monitoring Committee for Arts and Philosophy), analyzing its annual reports, considering its strategies and implementing its recommendations.

The Faculty consulted CGIL and ISFOL regarding the suitability of the educational programme as a whole in relation to labour market demand. On 3 December 2008, the Faculty received written responses to the two consultations. ISFOL believes that “the employment and professional opportunities provided for in the educational program are correctly identified for the various degree courses and, in general, are appropriate for the various courses of study, in relation to the needs of the labour market”. The CGIL also expressed a “positive opinion” on the Faculty's educational program.
At the final meeting of the University-level consultation on 19 January 2009, considering the results of the previous online consultation, the organizations involved gave a favourable assessment of the rationalization of La Sapienza's educational offering, which is aimed not only at reducing the number of courses but also at diversifying them into classes that are highly attractive and for which there is more than adequate teaching staff. Furthermore, after evaluating the Faculties' educational offerings in detail, the organizations themselves expressed a favourable opinion on the establishment of the individual courses.

When proceeding with the amendment of the regulations, the CGAQ of the CdS, represented by Prof. Daniela Puato (President of the CdS) and Prof. Claudio Di Meola, conducted consultations with the interested parties on the content of the proposed amendment, in accordance with the procedures and deadlines established by the University, presenting the tables and main sections of the new CdS regulations. The contribution provided by the SEAI Department was essential in this regard, which for the occasion set up a broad and highly qualified Steering Committee.
The consultations took place through face-to-face or online meetings and the simultaneous completion of a questionnaire specifically prepared for each category consulted, based on the model provided
by the University. A total of ten consultations were conducted with the following parties deemed to be interested:
a) PhD programmes (3)
- PhD in Germanic and Slavic Studies, University of Rome La Sapienza: coordinator
- PhD in English Literature, Language and Translation, University of Rome La Sapienza: coordinator
- PhD in Linguistic Disciplines and Foreign Literatures, University of Pisa: coordinator
b) organizations representing production, services and professions (5)
- ACI SPORT SpA: Director of Communications
- Italian Association of Translators and Interpreters (AITI): President of the Lazio Section
- ASSO Professional Interpreters' Association: Member
- BULZONI Publishing House: Editorial Production Manager
- CASTELVECCHI Publishing House: Editorial Director
c) student representatives (2)
- Student representative on the LM-37 Degree Program in Linguistic, Literary and Translation Studies
- Student representative at the Faculty of Arts and Philosophy Assembly and the University Language Centre.
The parties were invited by email with an attachment containing the following sections of the new SUA-CdS form: A4.a - Specific educational objectives of the course and description of the educational path; A4.b1 - Knowledge and understanding / Ability to apply knowledge and understanding; A2.a – The professional profiles to be trained; A2.a – Function in a work context: Main functions of the professional figures and list of skills associated with the function; A2.a – Skills associated with the function in a work context; A2.a – Employment opportunities; A2.b – The course prepares for the profession of (ISTAT code).
The above-mentioned annex also contained the table of exams included in the training programme and their distribution by year, with a proposal for organization into two curricula, one monolingual and one bilingual, still under discussion by the Council; the list of languages of study; an indication of the courses planned for the “Related and complementary” group; a brief summary of the results of the most relevant indicators on “Careers”, “Satisfaction” and “Employability”, from Almalaurea and Opis data for the last academic year. Also attached to the above email was a consultation questionnaire to be completed during the meeting and returned dated and signed.
The following emerged from the meetings. The parties gave an overall positive or very positive assessment, declaring themselves satisfied with the structure of the Regulations under discussion. Four parties explicitly praised the establishment of a monolingual curriculum (doctoral coordinators and student representatives) and some also praised the increase in credits for language and translation teaching in the second year. Specifically, it was emphasized that the monolingual program can facilitate the achievement of the high level of specialist skills required for the development of a doctoral research project and facilitate the regularity of the careers of students interested in a single language area.
Furthermore, based on their previous experience, the doctoral coordinators consulted said they were satisfied or highly satisfied with the preparation of the graduates of the degree program admitted to their doctoral programs.
The organizations representing service providers and professions commented in particular on the professional profiles. All parties believe that the profiles meet the needs of the labour market for the next ten years and all appreciate the solid linguistic and cultural preparation of our graduates, while hoping for greater professionalization in the fields of translation, publishing and/or communication.
Student representatives would like to see an improvement in students' language skills through an increase in the number of hours of language teaching and the introduction of a monolingual program for all languages of study.
In summary, the parties consulted are broadly satisfied with the proposed regulations.
With the consultation phase having been completed as requested on 15 November 2024, the above-mentioned interested parties received, in accordance with the University's requirements, due notification of the outcome of the overall consultation process in which they were involved. At the same time, they were informed that further consultations would be held in a manner similar to that adopted in the present case, subject to any changes and/or additions requested by the University.
At the Council meeting of 21 November 2024, the President discussed the results of the discussions with the parties concerned. During the ensuing discussion, several members of the Council, while expressing a positive opinion on most of the indications provided by the interested parties, declared their opposition to the establishment of a monolingual curriculum and, for this reason, the Council, by a majority vote, decided against the approval of the regulations. During the Council meeting of 2 December 2024, the final regulations were approved.
The minutes of the Council meetings and consultations with the parties can be consulted at the following link: https://drive.google.com/drive/folders/1-hQ2c_Y8qTgBqoLvWvEd0fYjxnznuX9E...
 

• Annual Monitoring Form (AMF) (PDF)
• Cyclic Review Report (CPR) (PDF)
• Opis Results Analysis Document (Opis-RAD) (PDF)