Corporate and Public Administration Communication

The course delves into the phenomenon of consumption through a sociological lens, viewing it as a social and communicative act. It emphasizes the consumption experience, its agency, and its interplay with the socio-cultural context and power dynamics. Specifically, the course aims to equip students with the understanding and skills necessary to grasp the social and symbolic significance of consumption, the social aspects of the consumption experience, the role of consumer goods in identity formation and recognition, gender representation and communication, as well as socio-cultural consumption trends. Special attention is given to emerging consumption practices like critical consumption, responsible consumption, antagonistic consumption, prosumerism, and the interrelation between consumption tactics and power strategies. The course structure comprises three parts. The first part introduces students to key sociological approaches to consumption, defining concepts such as consumption and experience, exploring the social, economic, psychological, and anthropological dimensions of consumer behavior, and acquainting students with the principles, theories, terms, rules, procedures, methods, and techniques relevant to the study of consumption. The second part aims to develop students' ability to comprehend and navigate the intricacies of consumer behavior, identifying determinants and models of choice, analyzing socio-cultural trends influencing lifestyles and consumption experiences, particularly focusing on recent trends in critical and responsible consumption, and addressing sustainability concerns. Lastly, the third part concentrates on applying sociological insights into consumption to tasks, problem-solving, and critically evaluating specific consumption practices, thereby bridging theoretical knowledge with practical application.

Basic knowledge of sociological concepts and theories.

For attending students: 1. Codeluppi V., Manuale di sociologia dei consumi, Carocci, Roma, 2022. 2. Roberti, G. (2022), Female influencers: Analyzing the social media representation of female subjectivity in Italy, "Frontiers in Sociology", 7 (available at the enclosed link https://www.frontiersin.org/articles/10.3389/fsoc.2022.1024043/full). For attending students the submission of a final paper and participation in classroom exercises is mandatory. Slides published by the professor on Google Classroom are considered an integral part of the examination programme. For NON-attending students: 1. Codeluppi V., Manuale di sociologia dei consumi, Carocci, Roma, 2022. 2. Roberti, G. (2022), Female influencers: Analyzing the social media representation of female subjectivity in Italy, "Frontiers in Sociology", 7 (available at the enclosed link https://www.frontiersin.org/articles/10.3389/fsoc.2022.1024043/full). 3. F. Forno, P. Graziani, Il consumo critico. Una relazione solidale tra chi acquista e chi produce, Il Mulino, Bologna, 2016. Slides published by the professor on Google Classroom are considered an integral part of the examination programme.

Although attendance is not compulsory, it is strongly encouraged due to the nature of the learning objectives and the focus of the course. Attendance provides students with valuable opportunities to engage directly with the content, participate in discussions and benefit from interactive activities such as case studies and professional testimonials.

For students enrolled in the course (attending students), their learning will be evaluated through an essay, which they will write on a topic agreed upon with the instructor, as well as a written exam. Those who are NOT attending will only be assessed through a written exam. The final assessment is structured as follows: Grade: 28-30 - Description: The learning objectives have been excellently achieved. Specifically, the student exhibits outstanding knowledge, adept expression, mastery of specialized language pertinent to the discipline, confident presentation, critical and analytical evaluation skills, the ability to interconnect topics, and the presentation of original examples. Grade: 24-27 - Description: The educational objectives have been achieved at a good level. The student demonstrates solid knowledge of the course material, satisfactory expression skills, a competent use of specialized language, confidence in presentation, a fair ability for critical and analytical evaluation, and the capacity to offer original examples. Grade: 18-23 - Description: The educational objectives have been met at a sufficient level. The student displays some gaps in understanding, occasional lapses in appropriate language use, and exhibits elementary thematic, analytical, and communicative knowledge and skills. Grade: <18 - Description: The learning outcomes have not been achieved adequately. The student struggles with appropriate language use, lacks critical thinking abilities, exhibits significant learning gaps, and finds it challenging to navigate the course topics.

Bardhi F. and Eckhardt G. (2017), “Liquid Consumption”, Journal of Consumer Research, 44, 3: 582-597, doi 10.1093/jcr/ucx050. Barker, C., and Jane, E. A. (2016). Cultural studies: Theory and practice. London: Sage. Bauman, Z. (2000). Liquid Modernity. Cambridge: Polity Press. Bauman, Z. (2001). Consuming Life. Journal of consumer culture, 1(1), 9-29. Bauman Z. (2007). Consuming Life. Cambridge: Polity Press. Beck, U. (1992). Risk Society: Towards a New Modernity. London: Sage Publications. Belk, R. (2014). Alternative Conceptualizations of the Extended Self. Advanced in Consumer Research, 42, 251-254. Boccia Artieri G. (2011), «Forme e pratiche della socievolezza in Rete. Connessi in pubblico», Sociologia della Comunicazione, n. 41-42, pp. 51-66. Botsman R., Rogers R. (2011), What’s Mine is Yours. How Collaborative Consumption is Changing the Way We Live, Collins, London. Bourdieu P. (1979), La distintion. Critique sociale du jugement, Minuit, Paris [tr. it. La distinzione, il Mulino, Bologna 1983]. Brenton, S. (2013). The political motivations of ethical consumers. International Journal of Consumer Studies, 37(5), 490-497. Dahrendorf, R. (1979). Life chances. Approaches to social and political theory. Chicago: University of Chicago Press. de Barcellos, M.D., Teixera, C.M. and Venturini, J.C. (2014). Personal values associated with political consumption: an exploratory study with university students in Brazil. International Journal of Consumer Studies, 38, 207-216. Degli Esposti P., Mortara, A., Roberti G. (2021), "Sharing and Sustainable Consumption in the Era of COVID-19”, in Sustainability, n. 13, 1903, doi: https://doi.org/10.3390/ su13041903. Degli Esposti P., Mortara, A., Roberti G. (2021), "Sustainable Consumer Behaviour: A Field Analysis of Italians’ Attitudes Towards Sustainable Consumption”, in Micro & Macro Marketing, n. 1/2021, pp. 69-87, doi: 10.1431/100337. Douglas, M., and Isherwood, B. (1996). The world of goods. Routledge: New York. Fabris G. (2003), Il nuovo consumatore: verso il postmoderno, FrancoAngeli, Milano. Fabris G. (2008), Societing. Il marketing nella società postmoderna, Egea, Milano. Ferraro R., Escalas J. E., and Bettman J. R. (2011). Our possessions, our selves. Domains of self-worth and the possession-self link. Journal of Consumer Psychology, 21, 169-177. Giddens, A. (1991). Modernity and Self-Identity. Cambridge: Polity Press, Hall, S. (2016). Cultural Studies 1983: A Theoretical History. Durham: Duke University Press. Hamari J., Sjöklint M. and Ukkonen A. (2015), “The sharing economy: Why people participate in collaborative consumption”, Journal of the Association for Information Science and Technology, 67: 2047-2059. Lee, J.D., Bahl, A., Black, G.S., Duber-Smith, D.C. and Vowles, N.S. (2016). Sustainable and non-sustainable consumer behavior in young adults. Young Consumers, 17(1), 78-93. https://doi.org/10.1108/YC-08-2015-00548 Lyotard, J. (1984). The Postmodern Condition. A Report on Knowledge. Minneapolis: University of Minnesota Press. Ma Y.J., Littrell M.A., and Niehm L. (2012). Young female consumers’ intentions toward fair trade consumption. International Journal of Retail &Distribution Management, 40(1), 41-63. Maffesoli, M. (1995). The time of the tribes: The decline of individualism in mass society. London: Sage. Maffesoli, M. (2016). From Society to Tribal Communities. The Sociological Review, 64(4), 739-747. https://doi.org/10.1111/1467-954X.12434. Micheletti M. (2003), Political Virtue and Shopping. Individuals, Consumerism, and Collective Action, Palgrave Macmillan, New York [tr. it. Critical Shopping, FrancoAngeli, Milano 2010]. Morley, D., and Hall, S. (2018). Essential Essays, Volume 1: Foundations of Cultural Studies. Durham: Duke University Press. Mortara, A., and Roberti, G. (2018). The sharing economy and young people: an exploratory research project. In I. Cruz, R. Ganga, and S. Wahlen (eds.), Contemporary Collaborative Consumption. Trust and Reciprocity Revisited (pp. 97-129). Springer VS. Ozgen, O. (ed.) (2019). Handbook of Research on Consumption, Media, and Popular Culture in the Global Age. Hershey, PA: IGI Global. Paltrinieri R. (2012), Felicità responsabile. Il consumo oltre la società dei consumi, FrancoAngeli, Milano. Paltrinieri R., Spillare S. (2015), L’Italia del biologico. Un fenomeno sociale, dal campo alla città, Edizioni Ambiente, Milano. Papaoikonomou, E., Cascon-Pereira, R., and Ryan, G. (2014). Constructing and communicating an ethical consumer identity: A Social Identity Approach. Journal of Consumer Culture, 16(1), 209-231. Ritzer, G. (2010). Enchanting a Disenchanted World: Continuity and Change in the Cathedrals of Consumption (3rd ed.). London: Sage. Ritzer G. and Jurgenson N. (2010), “Production, Consumption, Prosumption: The Nature of Capitalism in the Age of the Digital ‘Prosumer’”, Journal of Consumer Culture, 10, 1: 13-36. Roberti, G. (2021), “Youth Consumption, Agency and Signs of Girlhood: Rethinking Young Italian Females’ Lifestyles”, in Vogel M. A. e Arnell L. (a cura di), Living like a girl. Agency, Social Vulnerability and Welfare Measures in Europe and Beyond, Berghahn Books, New York-Oxford, pp. 45-64. Santamaria, L., Escobar-Tello, C., and Ross. T. (2016). Switch the channel: using cultural codes for designing and positioning sustainable products and services for mainstream audiences. Journal of Cleaner Production, 123, 16-27. Sloam, J. (2014). The outraged young: young Europeans, civic engagement and the new media in a time of crisis. Information, Communication & Society, 17(2): 217-231. DOI: 10.1080/1369118X.2013.868019. Stolle D., Hooghe M., and Micheletti M. (2005), “Politics in the SuperMarket: Political Consumerism as a Form of Political Participation”, International Review of Political Science, 26, 3: 245-269. Vermeir I., and Vermeke W. (2006). Sustainable food consumption: Exploring the consumer ‘‘attitude- behavioral intention’’ gap. Journal of Agricultural and Environmental Ethics, 19, 169-194. Warde A. (2014), “After taste: Culture, consumption and theories of practice”, Journal of Consumer Culture, 14, 3: 279-303.

The teaching methodology will incorporate lectures, case study analyses, exercises, potential insights from professionals, and a flipped classroom approach. Lectures, flipped classroom sessions, professional testimonies, and case study analyses are designed to facilitate the acquisition of knowledge and comprehension skills outlined in the learning objectives. They provide students with essential information and contexts to grasp the subject matter thoroughly. The flipped classroom model and exercises are geared towards fostering communication skills, honing analysis and critical evaluation abilities, and promoting self-directed learning. By engaging actively with course materials outside of class and participating in interactive exercises during sessions, students develop a deeper understanding of the content and enhance their capacity for independent thinking and problem-solving.

The course delves into the phenomenon of consumption through a sociological lens, viewing it as a social and communicative act. It emphasizes the consumption experience, its agency, and its interplay with the socio-cultural context and power dynamics. Specifically, the course aims to equip students with the understanding and skills necessary to grasp the social and symbolic significance of consumption, the social aspects of the consumption experience, the role of consumer goods in identity formation and recognition, gender representation and communication, as well as socio-cultural consumption trends. Special attention is given to emerging consumption practices like critical consumption, responsible consumption, antagonistic consumption, prosumerism, and the interrelation between consumption tactics and power strategies. The course structure comprises three parts. The first part introduces students to key sociological approaches to consumption, defining concepts such as consumption and experience, exploring the social, economic, psychological, and anthropological dimensions of consumer behavior, and acquainting students with the principles, theories, terms, rules, procedures, methods, and techniques relevant to the study of consumption. The second part aims to develop students' ability to comprehend and navigate the intricacies of consumer behavior, identifying determinants and models of choice, analyzing socio-cultural trends influencing lifestyles and consumption experiences, particularly focusing on recent trends in critical and responsible consumption, and addressing sustainability concerns. Lastly, the third part concentrates on applying sociological insights into consumption to tasks, problem-solving, and critically evaluating specific consumption practices, thereby bridging theoretical knowledge with practical application.

Basic knowledge of sociological concepts and theories.

For attending students: 1. Codeluppi V., Manuale di sociologia dei consumi, Carocci, Roma, 2022. 2. Roberti, G. (2022), Female influencers: Analyzing the social media representation of female subjectivity in Italy, "Frontiers in Sociology", 7 (available at the enclosed link https://www.frontiersin.org/articles/10.3389/fsoc.2022.1024043/full). For attending students the submission of a final paper and participation in classroom exercises is mandatory. Slides published by the professor on Google Classroom are considered an integral part of the examination programme. For NON-attending students: 1. Codeluppi V., Manuale di sociologia dei consumi, Carocci, Roma, 2022. 2. Roberti, G. (2022), Female influencers: Analyzing the social media representation of female subjectivity in Italy, "Frontiers in Sociology", 7 (available at the enclosed link https://www.frontiersin.org/articles/10.3389/fsoc.2022.1024043/full). 3. F. Forno, P. Graziani, Il consumo critico. Una relazione solidale tra chi acquista e chi produce, Il Mulino, Bologna, 2016. Slides published by the professor on Google Classroom are considered an integral part of the examination programme.

Although attendance is not compulsory, it is strongly encouraged due to the nature of the learning objectives and the focus of the course. Attendance provides students with valuable opportunities to engage directly with the content, participate in discussions and benefit from interactive activities such as case studies and professional testimonials.

For students enrolled in the course (attending students), their learning will be evaluated through an essay, which they will write on a topic agreed upon with the instructor, as well as a written exam. Those who are NOT attending will only be assessed through a written exam. The final assessment is structured as follows: Grade: 28-30 - Description: The learning objectives have been excellently achieved. Specifically, the student exhibits outstanding knowledge, adept expression, mastery of specialized language pertinent to the discipline, confident presentation, critical and analytical evaluation skills, the ability to interconnect topics, and the presentation of original examples. Grade: 24-27 - Description: The educational objectives have been achieved at a good level. The student demonstrates solid knowledge of the course material, satisfactory expression skills, a competent use of specialized language, confidence in presentation, a fair ability for critical and analytical evaluation, and the capacity to offer original examples. Grade: 18-23 - Description: The educational objectives have been met at a sufficient level. The student displays some gaps in understanding, occasional lapses in appropriate language use, and exhibits elementary thematic, analytical, and communicative knowledge and skills. Grade: <18 - Description: The learning outcomes have not been achieved adequately. The student struggles with appropriate language use, lacks critical thinking abilities, exhibits significant learning gaps, and finds it challenging to navigate the course topics.

Bardhi F. and Eckhardt G. (2017), “Liquid Consumption”, Journal of Consumer Research, 44, 3: 582-597, doi 10.1093/jcr/ucx050. Barker, C., and Jane, E. A. (2016). Cultural studies: Theory and practice. London: Sage. Bauman, Z. (2000). Liquid Modernity. Cambridge: Polity Press. Bauman, Z. (2001). Consuming Life. Journal of consumer culture, 1(1), 9-29. Bauman Z. (2007). Consuming Life. Cambridge: Polity Press. Beck, U. (1992). Risk Society: Towards a New Modernity. London: Sage Publications. Belk, R. (2014). Alternative Conceptualizations of the Extended Self. Advanced in Consumer Research, 42, 251-254. Boccia Artieri G. (2011), «Forme e pratiche della socievolezza in Rete. Connessi in pubblico», Sociologia della Comunicazione, n. 41-42, pp. 51-66. Botsman R., Rogers R. (2011), What’s Mine is Yours. How Collaborative Consumption is Changing the Way We Live, Collins, London. Bourdieu P. (1979), La distintion. Critique sociale du jugement, Minuit, Paris [tr. it. La distinzione, il Mulino, Bologna 1983]. Brenton, S. (2013). The political motivations of ethical consumers. International Journal of Consumer Studies, 37(5), 490-497. Dahrendorf, R. (1979). Life chances. Approaches to social and political theory. Chicago: University of Chicago Press. de Barcellos, M.D., Teixera, C.M. and Venturini, J.C. (2014). Personal values associated with political consumption: an exploratory study with university students in Brazil. International Journal of Consumer Studies, 38, 207-216. Degli Esposti P., Mortara, A., Roberti G. (2021), "Sharing and Sustainable Consumption in the Era of COVID-19”, in Sustainability, n. 13, 1903, doi: https://doi.org/10.3390/ su13041903. Degli Esposti P., Mortara, A., Roberti G. (2021), "Sustainable Consumer Behaviour: A Field Analysis of Italians’ Attitudes Towards Sustainable Consumption”, in Micro & Macro Marketing, n. 1/2021, pp. 69-87, doi: 10.1431/100337. Douglas, M., and Isherwood, B. (1996). The world of goods. Routledge: New York. Fabris G. (2003), Il nuovo consumatore: verso il postmoderno, FrancoAngeli, Milano. Fabris G. (2008), Societing. Il marketing nella società postmoderna, Egea, Milano. Ferraro R., Escalas J. E., and Bettman J. R. (2011). Our possessions, our selves. Domains of self-worth and the possession-self link. Journal of Consumer Psychology, 21, 169-177. Giddens, A. (1991). Modernity and Self-Identity. Cambridge: Polity Press, Hall, S. (2016). Cultural Studies 1983: A Theoretical History. Durham: Duke University Press. Hamari J., Sjöklint M. and Ukkonen A. (2015), “The sharing economy: Why people participate in collaborative consumption”, Journal of the Association for Information Science and Technology, 67: 2047-2059. Lee, J.D., Bahl, A., Black, G.S., Duber-Smith, D.C. and Vowles, N.S. (2016). Sustainable and non-sustainable consumer behavior in young adults. Young Consumers, 17(1), 78-93. https://doi.org/10.1108/YC-08-2015-00548 Lyotard, J. (1984). The Postmodern Condition. A Report on Knowledge. Minneapolis: University of Minnesota Press. Ma Y.J., Littrell M.A., and Niehm L. (2012). Young female consumers’ intentions toward fair trade consumption. International Journal of Retail &Distribution Management, 40(1), 41-63. Maffesoli, M. (1995). The time of the tribes: The decline of individualism in mass society. London: Sage. Maffesoli, M. (2016). From Society to Tribal Communities. The Sociological Review, 64(4), 739-747. https://doi.org/10.1111/1467-954X.12434. Micheletti M. (2003), Political Virtue and Shopping. Individuals, Consumerism, and Collective Action, Palgrave Macmillan, New York [tr. it. Critical Shopping, FrancoAngeli, Milano 2010]. Morley, D., and Hall, S. (2018). Essential Essays, Volume 1: Foundations of Cultural Studies. Durham: Duke University Press. Mortara, A., and Roberti, G. (2018). The sharing economy and young people: an exploratory research project. In I. Cruz, R. Ganga, and S. Wahlen (eds.), Contemporary Collaborative Consumption. Trust and Reciprocity Revisited (pp. 97-129). Springer VS. Ozgen, O. (ed.) (2019). Handbook of Research on Consumption, Media, and Popular Culture in the Global Age. Hershey, PA: IGI Global. Paltrinieri R. (2012), Felicità responsabile. Il consumo oltre la società dei consumi, FrancoAngeli, Milano. Paltrinieri R., Spillare S. (2015), L’Italia del biologico. Un fenomeno sociale, dal campo alla città, Edizioni Ambiente, Milano. Papaoikonomou, E., Cascon-Pereira, R., and Ryan, G. (2014). Constructing and communicating an ethical consumer identity: A Social Identity Approach. Journal of Consumer Culture, 16(1), 209-231. Ritzer, G. (2010). Enchanting a Disenchanted World: Continuity and Change in the Cathedrals of Consumption (3rd ed.). London: Sage. Ritzer G. and Jurgenson N. (2010), “Production, Consumption, Prosumption: The Nature of Capitalism in the Age of the Digital ‘Prosumer’”, Journal of Consumer Culture, 10, 1: 13-36. Roberti, G. (2021), “Youth Consumption, Agency and Signs of Girlhood: Rethinking Young Italian Females’ Lifestyles”, in Vogel M. A. e Arnell L. (a cura di), Living like a girl. Agency, Social Vulnerability and Welfare Measures in Europe and Beyond, Berghahn Books, New York-Oxford, pp. 45-64. Santamaria, L., Escobar-Tello, C., and Ross. T. (2016). Switch the channel: using cultural codes for designing and positioning sustainable products and services for mainstream audiences. Journal of Cleaner Production, 123, 16-27. Sloam, J. (2014). The outraged young: young Europeans, civic engagement and the new media in a time of crisis. Information, Communication & Society, 17(2): 217-231. DOI: 10.1080/1369118X.2013.868019. Stolle D., Hooghe M., and Micheletti M. (2005), “Politics in the SuperMarket: Political Consumerism as a Form of Political Participation”, International Review of Political Science, 26, 3: 245-269. Vermeir I., and Vermeke W. (2006). Sustainable food consumption: Exploring the consumer ‘‘attitude- behavioral intention’’ gap. Journal of Agricultural and Environmental Ethics, 19, 169-194. Warde A. (2014), “After taste: Culture, consumption and theories of practice”, Journal of Consumer Culture, 14, 3: 279-303.

The teaching methodology will incorporate lectures, case study analyses, exercises, potential insights from professionals, and a flipped classroom approach. Lectures, flipped classroom sessions, professional testimonies, and case study analyses are designed to facilitate the acquisition of knowledge and comprehension skills outlined in the learning objectives. They provide students with essential information and contexts to grasp the subject matter thoroughly. The flipped classroom model and exercises are geared towards fostering communication skills, honing analysis and critical evaluation abilities, and promoting self-directed learning. By engaging actively with course materials outside of class and participating in interactive exercises during sessions, students develop a deeper understanding of the content and enhance their capacity for independent thinking and problem-solving.

The course delves into the phenomenon of consumption through a sociological lens, viewing it as a social and communicative act. It emphasizes the consumption experience, its agency, and its interplay with the socio-cultural context and power dynamics. Specifically, the course aims to equip students with the understanding and skills necessary to grasp the social and symbolic significance of consumption, the social aspects of the consumption experience, the role of consumer goods in identity formation and recognition, gender representation and communication, as well as socio-cultural consumption trends. Special attention is given to emerging consumption practices like critical consumption, responsible consumption, antagonistic consumption, prosumerism, and the interrelation between consumption tactics and power strategies. The course structure comprises three parts. The first part introduces students to key sociological approaches to consumption, defining concepts such as consumption and experience, exploring the social, economic, psychological, and anthropological dimensions of consumer behavior, and acquainting students with the principles, theories, terms, rules, procedures, methods, and techniques relevant to the study of consumption. The second part aims to develop students' ability to comprehend and navigate the intricacies of consumer behavior, identifying determinants and models of choice, analyzing socio-cultural trends influencing lifestyles and consumption experiences, particularly focusing on recent trends in critical and responsible consumption, and addressing sustainability concerns. Lastly, the third part concentrates on applying sociological insights into consumption to tasks, problem-solving, and critically evaluating specific consumption practices, thereby bridging theoretical knowledge with practical application.

Basic knowledge of sociological concepts and theories.

For attending students: 1. Codeluppi V., Manuale di sociologia dei consumi, Carocci, Roma, 2022. 2. Roberti, G. (2022), Female influencers: Analyzing the social media representation of female subjectivity in Italy, "Frontiers in Sociology", 7 (available at the enclosed link https://www.frontiersin.org/articles/10.3389/fsoc.2022.1024043/full). For attending students the submission of a final paper and participation in classroom exercises is mandatory. Slides published by the professor on Google Classroom are considered an integral part of the examination programme. For NON-attending students: 1. Codeluppi V., Manuale di sociologia dei consumi, Carocci, Roma, 2022. 2. Roberti, G. (2022), Female influencers: Analyzing the social media representation of female subjectivity in Italy, "Frontiers in Sociology", 7 (available at the enclosed link https://www.frontiersin.org/articles/10.3389/fsoc.2022.1024043/full). 3. F. Forno, P. Graziani, Il consumo critico. Una relazione solidale tra chi acquista e chi produce, Il Mulino, Bologna, 2016. Slides published by the professor on Google Classroom are considered an integral part of the examination programme.

Although attendance is not compulsory, it is strongly encouraged due to the nature of the learning objectives and the focus of the course. Attendance provides students with valuable opportunities to engage directly with the content, participate in discussions and benefit from interactive activities such as case studies and professional testimonials.

For students enrolled in the course (attending students), their learning will be evaluated through an essay, which they will write on a topic agreed upon with the instructor, as well as a written exam. Those who are NOT attending will only be assessed through a written exam. The final assessment is structured as follows: Grade: 28-30 - Description: The learning objectives have been excellently achieved. Specifically, the student exhibits outstanding knowledge, adept expression, mastery of specialized language pertinent to the discipline, confident presentation, critical and analytical evaluation skills, the ability to interconnect topics, and the presentation of original examples. Grade: 24-27 - Description: The educational objectives have been achieved at a good level. The student demonstrates solid knowledge of the course material, satisfactory expression skills, a competent use of specialized language, confidence in presentation, a fair ability for critical and analytical evaluation, and the capacity to offer original examples. Grade: 18-23 - Description: The educational objectives have been met at a sufficient level. The student displays some gaps in understanding, occasional lapses in appropriate language use, and exhibits elementary thematic, analytical, and communicative knowledge and skills. Grade: <18 - Description: The learning outcomes have not been achieved adequately. The student struggles with appropriate language use, lacks critical thinking abilities, exhibits significant learning gaps, and finds it challenging to navigate the course topics.

Bardhi F. and Eckhardt G. (2017), “Liquid Consumption”, Journal of Consumer Research, 44, 3: 582-597, doi 10.1093/jcr/ucx050. Barker, C., and Jane, E. A. (2016). Cultural studies: Theory and practice. London: Sage. Bauman, Z. (2000). Liquid Modernity. Cambridge: Polity Press. Bauman, Z. (2001). Consuming Life. Journal of consumer culture, 1(1), 9-29. Bauman Z. (2007). Consuming Life. Cambridge: Polity Press. Beck, U. (1992). Risk Society: Towards a New Modernity. London: Sage Publications. Belk, R. (2014). Alternative Conceptualizations of the Extended Self. Advanced in Consumer Research, 42, 251-254. Boccia Artieri G. (2011), «Forme e pratiche della socievolezza in Rete. Connessi in pubblico», Sociologia della Comunicazione, n. 41-42, pp. 51-66. Botsman R., Rogers R. (2011), What’s Mine is Yours. How Collaborative Consumption is Changing the Way We Live, Collins, London. Bourdieu P. (1979), La distintion. Critique sociale du jugement, Minuit, Paris [tr. it. La distinzione, il Mulino, Bologna 1983]. Brenton, S. (2013). The political motivations of ethical consumers. International Journal of Consumer Studies, 37(5), 490-497. Dahrendorf, R. (1979). Life chances. Approaches to social and political theory. Chicago: University of Chicago Press. de Barcellos, M.D., Teixera, C.M. and Venturini, J.C. (2014). Personal values associated with political consumption: an exploratory study with university students in Brazil. International Journal of Consumer Studies, 38, 207-216. Degli Esposti P., Mortara, A., Roberti G. (2021), "Sharing and Sustainable Consumption in the Era of COVID-19”, in Sustainability, n. 13, 1903, doi: https://doi.org/10.3390/ su13041903. Degli Esposti P., Mortara, A., Roberti G. (2021), "Sustainable Consumer Behaviour: A Field Analysis of Italians’ Attitudes Towards Sustainable Consumption”, in Micro & Macro Marketing, n. 1/2021, pp. 69-87, doi: 10.1431/100337. Douglas, M., and Isherwood, B. (1996). The world of goods. Routledge: New York. Fabris G. (2003), Il nuovo consumatore: verso il postmoderno, FrancoAngeli, Milano. Fabris G. (2008), Societing. Il marketing nella società postmoderna, Egea, Milano. Ferraro R., Escalas J. E., and Bettman J. R. (2011). Our possessions, our selves. Domains of self-worth and the possession-self link. Journal of Consumer Psychology, 21, 169-177. Giddens, A. (1991). Modernity and Self-Identity. Cambridge: Polity Press, Hall, S. (2016). Cultural Studies 1983: A Theoretical History. Durham: Duke University Press. Hamari J., Sjöklint M. and Ukkonen A. (2015), “The sharing economy: Why people participate in collaborative consumption”, Journal of the Association for Information Science and Technology, 67: 2047-2059. Lee, J.D., Bahl, A., Black, G.S., Duber-Smith, D.C. and Vowles, N.S. (2016). Sustainable and non-sustainable consumer behavior in young adults. Young Consumers, 17(1), 78-93. https://doi.org/10.1108/YC-08-2015-00548 Lyotard, J. (1984). The Postmodern Condition. A Report on Knowledge. Minneapolis: University of Minnesota Press. Ma Y.J., Littrell M.A., and Niehm L. (2012). Young female consumers’ intentions toward fair trade consumption. International Journal of Retail &Distribution Management, 40(1), 41-63. Maffesoli, M. (1995). The time of the tribes: The decline of individualism in mass society. London: Sage. Maffesoli, M. (2016). From Society to Tribal Communities. The Sociological Review, 64(4), 739-747. https://doi.org/10.1111/1467-954X.12434. Micheletti M. (2003), Political Virtue and Shopping. Individuals, Consumerism, and Collective Action, Palgrave Macmillan, New York [tr. it. Critical Shopping, FrancoAngeli, Milano 2010]. Morley, D., and Hall, S. (2018). Essential Essays, Volume 1: Foundations of Cultural Studies. Durham: Duke University Press. Mortara, A., and Roberti, G. (2018). The sharing economy and young people: an exploratory research project. In I. Cruz, R. Ganga, and S. 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The teaching methodology will incorporate lectures, case study analyses, exercises, potential insights from professionals, and a flipped classroom approach. Lectures, flipped classroom sessions, professional testimonies, and case study analyses are designed to facilitate the acquisition of knowledge and comprehension skills outlined in the learning objectives. They provide students with essential information and contexts to grasp the subject matter thoroughly. The flipped classroom model and exercises are geared towards fostering communication skills, honing analysis and critical evaluation abilities, and promoting self-directed learning. By engaging actively with course materials outside of class and participating in interactive exercises during sessions, students develop a deeper understanding of the content and enhance their capacity for independent thinking and problem-solving.