By Antonia Silvaggi, Head of Skills for Culture, Founder, Melting Pro, Italy

ABSTRACT 

In a rapidly evolving cultural landscape, researchers and professionals are increasingly expected to bridge the gap between academic knowledge and societal challenges. The OFFICINA CHANGES programme, developed by DINAMICA (Melting Pro, Ideazione s.r.l., and BAM! Strategie Culturali) for Fondazione CHANGES, supports a diverse group of participants—including PhD students, research fellows, RTD-a researchers, and project partners—working across the cultural heritage and creative sectors. The programme equips them with both soft and hard skills to transfer research outputs into societal, cultural, and market-driven contexts. Running from February to October 2025, it features a blended, modular structure combining online workshops, peer learning labs, and a design-thinking-based Summer School. Grounded in a co-designed methodology and aligned with the EntreComp and ResearchComp frameworks, OFFICINA CHANGES fosters entrepreneurial mindsets, interdisciplinary collaboration, and public engagement. It offers a transferable model for professional development, innovation, and research valorisation across multiple educational and institutional contexts.

ACKNOWLEDGEMENTS 

The author gratefully acknowledges the support of the Fondazione CHANGES, in particular Ilaria Manzini – Fondazione Changes Scientific Director and Massimo Bianchi – Training Expert Fondazione Changes – and the broader CHANGES Extended Partnership, coordinated within the Italian PNRR initiative. Special thanks go to the DINAMICA network—Melting Pro, BAM! Strategie Culturali, and Ideazione s.r.l.—for their co-design and facilitation of the training programme.

We would also like to thank the members of the Faculty CHANGES for their contributions to quality assurance and strategic guidance, as well as all participants, speakers, and stakeholders involved in the co-design and evaluation processes. Their active engagement has been instrumental in shaping the programme and driving its continuous improvement.

Introduction

The CHANGES project, funded by the European Union under Italy’s PNRR framework (Mission 4 – Education and Research, Component 2 – From Research to Enterprise, Investment 1.3, Extended Partnerships – CUP B83D22001210006, funded by the Ministry of University and Research), aims to establish a national and international centre of excellence for training, research, and technology transfer in the cultural heritage and creative sectors. Its mission is to foster sustainable innovation by bridging the gap between academic research and societal impact, with a special focus on employment, territorial development, and post-pandemic resilience.

The CHANGES Foundation is a non-profit organisation, established in September 2022 with the aim of coordinating, as the Hub, the PNRR Extended Partnership project ‘CHANGES: Cultural Heritage Innovation for Next-Gen Sustainable Society’, in response to the MUR Call for Proposals D.D. no. 341 of 15 March 2022. With 12 universities, 3 research institutions, 3 schools of advanced studies, 4 companies, 3 third sector organisations, and 1 centre of excellence, the CHANGES Foundation coordinates a multi-technological and transdisciplinary ecosystem focused on cultural heritage, sustainability, and innovation. Structured through a “hub-and-spoke” model, it brings together 9 thematic Spokes addressing challenges such as digital preservation, cultural entrepreneurship, sustainable tourism, and risk management.

As part of its 2024–2026 strategic plan, the CHANGES Foundation has launched an ambitious capacity-building initiative to strengthen the professional development of early-career and mid-career researchers. Within this framework, OFFICINA CHANGES (March–October 2025) is a blended learning programme specifically designed for PhD students, RTD-a researchers, and postdoctoral fellows involved in the project.

The programme responds to a clear demand for cross-sectoral competencies aimed at strengthening the capacity of researchers to find professional opportunities beyond the academic career and was shaped through a detailed training needs analysis conducted by the Dinamica Network (Melting Pro, BAM! Strategie Culturali, Ideazione s.r.l.). It draws on two key European reference models: ResearchComp, for the development of transversal research competencies, and EntreComp – the European Entrepreneurship Competence Framework – to cultivate entrepreneurial thinking, value creation, and innovation capacity.

To ensure that the training programme is fully aligned with the mission of the CHANGES Foundation and effectively addresses the specific needs of its target groups, a continuous, integrated, and multidimensional evaluation strategy has been embedded throughout the design and delivery process. This strategy serves a dual purpose: on the one hand, to monitor the achievement of the expected learning outcomes for each workshop and peer learning session; on the other, to identify emerging needs and refine the content, methodologies, and delivery formats accordingly.

As part of the broader strategy for monitoring the quality and relevance of the training, a Faculty was established to play a consultative and assessing role. Comprising representatives from academia, enterprises, and research fellows across the Hub, the Faculty contributes to validating training content, reviewing feedback, and advising on possible improvements. Its involvement helps ensure that the programme maintains high scientific and professional standards while remaining agile and context-responsive.

Through OFFICINA CHANGES, a comprehensive needs assessment system is set out to ensure that the training programme will allow for constant feedback and adjustments, including structured surveys, interviews, and co-design sessions with project partners and stakeholders. This participatory process laid the foundation for a learner-centred and flexible model, structured into over 10 thematic masterclasses, peer learning labs, and a 3-day Summer School.

At the time of submitting this article, the programme is still ongoing. The Summer School is scheduled for September 2025, and its content—along with the broader training offer—has been refined and adapted based on continuous feedback collected throughout the delivery phase. This iterative process allows for responsive adjustments in content, methods, and delivery formats, ensuring that the programme stays aligned with participants’ evolving needs.

Through co-design with diverse stakeholders, the programme delivers a learner-centred, problem-based experience combining soft and hard skills: from public engagement, negotiation, and communication to project design and technology transfer. The aim is to empower researchers to translate academic knowledge into societal and market-oriented outcomes within the cultural and creative industries.

The OFFICINA CHANGES Syllabus: Main Content and Learning Objectives

The OFFICINA CHANGES Training Programme is designed to achieve a dual objective: first, to support the development of both soft and hard skills among PhD candidates, RTD-a researchers, research fellows, and project partners; and second, to strengthen connection, collaboration, and knowledge transfer across the diverse Spokes of the Extended Partnership PNRR project “Cultural Heritage Innovation for Next-Gen Sustainable Society.”

Participants in the programme come from across Italy and represent a wide range of interdisciplinary fields connected to cultural heritage. Their backgrounds span the humanities, digital innovation, scientific research, and areas related to both tangible and intangible heritage, reflecting the diverse and cross-cutting nature of the CHANGES Extended Partnership.

Delivered by the DINAMICA network (Melting Pro, BAM! Strategie Culturali, and Ideazione s.r.l.), the programme addresses sector-specific challenges by offering a practical, multidisciplinary learning environment tailored to the needs of cultural heritage researchers, while fostering a space to explore how their work could generate external impact beyond academia.

Participants have the opportunity to enhance their professional and entrepreneurial competencies through a structured pathway that includes 10 online masterclasses (April–October 2025), 8 peer learning labs (May–October 2025), and a 3-day Summer School (September 2025). Each session is guided by clearly defined learning objectives, framed using Bloom’s taxonomy to ensure progressive skill acquisition and application.

Beyond individual development, the programme provides a collaborative layer that enables participants to explore how their research outputs can be translated into real-world applications. It encourages cross-Spoke dialogue, peer networking, and interdisciplinary collaboration—key mechanisms for fostering innovation within and beyond the CHANGES ecosystem. Central to the programme are peer-to-peer learning, co-design methodologies, and applied training formats. To acknowledge participants’ achievements, the programme will award Open Badges, formally recognizing both learning outcomes and commitment to the shared objectives of the CHANGES Hub.

Evaluation, Research Framework, and Needs Mapping

Evaluation and feedback mechanisms played a foundational role in the design and ongoing refinement of the OFFICINA CHANGES training programme. To ensure the learning experience was relevant, responsive, and aligned with the real needs of its target groups, a structured research framework was developed and implemented by the DINAMICA network.

The needs mapping process followed a mixed-method approach combining both quantitative and qualitative tools. It began with a desk-based review of national and European research frameworks (e.g., ResearchComp, EntreComp) to map key transversal competencies for researchers in the cultural and creative sectors. This was followed by semi-structured interviews with coordinators from each of the nine Spokes of the CHANGES partnership, aimed at identifying strategic priorities, methodological gaps, and sector-specific training needs.

In parallel, a self-assessment questionnaire was administered to newly recruited researchers (RTD-a, PhD students, postdocs), gathering data on their prior experience, existing skillsets, priority areas for learning, and openness to collaborative learning formats. The results highlighted a strong need for both soft skills—including communication, public engagement, entrepreneurship, negotiation, and cross-sector collaboration—and hard skills such as budgeting, impact assessment, intellectual property management, and project design.

These insights were instrumental in shaping the programme’s structure and content. For example, the strong emphasis on entrepreneurial mindset and stakeholder engagement confirmed the need to include peer learning labs and workshops on project pitching, sustainability planning, and real-world challenge co-design. Similarly, identified gaps in technical and strategic capacities informed the design of specific masterclasses on impact evaluation, funding strategies, and IP rights.

The CHANGES Faculty, as a multidisciplinary board, plays a key role in validating the training offer and ensuring that it remains coherent, high-quality, and strategically aligned. Furthermore, all training activities include built-in ex-post feedback mechanisms—such as reflective check-outs and online surveys—to evaluate learning outcomes, track emerging needs, and inform future iterations of the programme. This continuous feedback loop allows the programme to evolve as a responsive, agile, and impact-driven learning environment.

Overview of the Masterclasses: Format and Teaching Method

Each masterclass is structured as an interactive 2.5-hour online workshop, forming part of a broader blended learning pathway that also includes peer learning circles, and a digital learning community hosted on platforms such as Zoom, Mural, Circle, Mentimeter and Google Drive. The teaching method follows a consistent, learner-centred structure:

• Ice-breaker activity and group formation
• Testimonial or expert inputs based on real-world cases, typically 2 external guest speakers and a discussant from the CHANGES Faculty or Extended Partnership
• Peer discussion and facilitated group feedback
• Final reflective check-out and post-session survey

Each session is designed around specific learning objectives, aligned with Bloom’s taxonomy, to support progressive skill development and practical application. Beyond the expert contributions, active participation and discussion among participants are central to the learning process. Time is intentionally dedicated to peer exchange and collective reflection, encouraging participants to explore how the insights and tools presented could be meaningfully translated into their own research contexts. This structure promotes both individual growth and a shared understanding across disciplines, reinforcing the programme’s emphasis on collaborative and impact-oriented learning.

Peer Learning Programme on Entrepreneurial Thinking: Objectives and Format

This peer learning session was designed in alignment with the EntreComp (Entrepreneurship Competence Framework) and the ResearchComp Framework, both of which emphasise the value of entrepreneurial thinking as a key dimension of researchers’ professional development. The labs cycle follows a dual objective: on the one hand, to encourage participants to reflect on the potential of transforming their research ideas into entrepreneurial initiatives; on the other, to support the personal and professional development of each participant as a cultural professional.

Learning objectives included:

• Strengthening self-awareness regarding individual professional identity and motivations
• Exploring the applicability of entrepreneurial approaches in cultural research and practice
• Translating research topics or outcomes into value propositions for broader audiences
• Familiarising participants with strategic tools to visualise, test, and adapt ideas

To support these objectives, the workshops make use of practical, visual tools such as the Lean Model Canvas and the Business Model Canvas YOU, both adapted specifically for researchers and professionals in the cultural sector. These frameworks are used not only to explore entrepreneurial pathways, but also to empower participants to recognise and articulate their own value within complex and interdisciplinary ecosystems.

In general, each session was designed according to this format:

Each session, lasting 2 hours and 30 minutes, follows a dynamic and participatory format:

• Ice-breaker activity to stimulate group connection
• Introduction of themes and tools by a guest speaker
• Hands-on experimentation (individually or in groups)
• Group discussion and facilitated peer reflection
• Final check-out and evaluation
• Post-session feedback questionnaire

Participation and active discussion among peers were central to the methodology, enhancing learning through collaborative reflection, critical thinking, and applied practice.

CHANGES Summer School: Objectives and Learning Approach

The CHANGES Summer School is an intensive, in-person training experience designed to bring together researchers, professionals, and stakeholders from across the cultural heritage sector. Its main objective is to provide participants with the opportunity to collaborate in interdisciplinary teams on real-world challenges presented by companies and institutions within the broader network of the CHANGES Foundation. Working through design thinking methodology, each participant develops a prototype linked to their own research project, moving from academic insight to practical application.

The programme emphasizes the use of design thinking methodologies and tools introduced during the Masterclasses and Peer Learning Labs. Participants are encouraged to co-design innovative solutions, prototype concepts, and communicate their ideas effectively. A key component of the Summer School is the opportunity to work closely with real stakeholders, and especially private companies, embracing the logic of open innovation and engaging in continuous team-based collaboration. This setting enhances not only technical and conceptual capacities but also interpersonal and adaptive skills.

Scheduled in early September 2025, the experience is expected to foster a professional exchange environment, where peer learning, shared reflection, and hands-on practice support participants in consolidating their competencies and extending the impact of their research beyond academia. The learning dimension will be reinforced by facilitated networking sessions, creating a non-formal setting where participants can expand their networking trajectories. Special attention will be given to the capacity of researchers and professionals to give constructive feedback on ideas and experimentations, to contribute to a genuinely creative space that is perceived as a safe space by all.

The new and innovative aspect of the teaching methods

A distinctive strength of the OFFICINA CHANGES training programme lies in its integration of soft and hard skills development within a research-to-societal impact framework, underpinned by a strong emphasis on participation, dialogue, and peer exchange. Each session is intentionally designed to combine theoretical input with experiential learning, using tools such as simulations, storytelling, case-based exercises, and design thinking. Central to the methodology is peer-to-peer learning, where participants actively contribute to one another’s growth by sharing insights, testing ideas collaboratively, and reflecting on their research practice in relation to real-world challenges.

What makes this model especially robust is its iterative, co-designed structure, shaped through ongoing feedback and developed in collaboration with organisations embedded in the cultural and creative sector—most notably the DINAMICA network—whose expertise ensures the content remains grounded in current professional realities. These co-design processes are paired with academic validation, ensuring that each training activity maintains a high standard of scientific and pedagogical rigour.

As the coordinating hub of a multi-actor ecosystem, the CHANGES Foundation fosters a participatory learning environment where researchers, institutions, enterprises, and third-sector organisations engage in continuous dialogue. This dynamic interaction enhances the programme’s relevance and cross-sector impact. Quality assurance is embedded through a structured system of monitoring and evaluation, ensuring each activity remains responsive to learners’ needs and aligned with the evolving landscape of cultural heritage innovation.

A distinctive feature of the programme is its hybrid delivery model, which leverages a suite of online tools and collaborative platforms to facilitate active engagement in remote settings. Sessions are hosted on Zoom, with integration of Mural for real-time visual co-creation, Circle to support asynchronous community building and resource exchange, and Google Drive for collaborative work and shared documentation. These platforms are not only functional but pedagogically strategic, supporting inclusive participation, continuity of dialogue between sessions, and the development of a digital learning community. By combining creative facilitation methods with carefully chosen technologies, OFFICINA CHANGES promotes collective intelligence, shared ownership, and a collaborative mindset, ultimately reinforcing a culture of mutual learning, innovation, and research valorisation across the partnership.

Ongoing Evaluation and Results

A central pillar of the OFFICINA CHANGES training model is its robust and multidimensional evaluation and feedback strategy, designed to ensure alignment with both the professional development needs of participants and the strategic objectives of the CHANGES Hub. While this paper is being submitted, the programme is still ongoing, with the final Masterclasses and the Summer School scheduled for Autumn 2025. Nonetheless, interim ex post reports have already been produced for each of the completed Masterclasses and Peer Learning Labs, providing valuable data for continuous improvement. Each session is evaluated through structured participant questionnaires and facilitated reflective moments, assessing relevance, satisfaction, and the applicability of content to participants’ research or professional contexts.

The results gathered thus far reflect high satisfaction rates (averaging between 4.1 and 4.4 out of 5) and confirm the value of the programme’s blended approach, which combines theoretical foundations with practical tools and experimentation. Participants particularly appreciated the clarity of theoretical inputs, the relevance of real-life case studies, and the peer discussion spaces, which proved essential for mutual learning. At the same time, critical yet constructive feedback highlighted areas for improvement, such as requests for more discipline-specific content, extended time for interactive group work, and stronger integration between theoretical frameworks and applied practices.

This ongoing evaluation process is embedded in a participatory methodology involving researchers, trainers, and stakeholders across Italy, and was initially framed through a comprehensive training needs analysis that included surveys, interviews, and co-design sessions. Evaluation is not simply retrospective but formative and adaptive, guiding future content and delivery choices to ensure the programme stays relevant, agile, and responsive to real-world cultural heritage challenges.

Additional evaluation activities are planned for the digital learning infrastructure, including the Circle platform, which was introduced to support asynchronous peer dialogue and community building. The upcoming assessments will explore user engagement, platform accessibility, and the extent to which Circle contributes to long-term networking and cross-Spoke collaboration. These insights will help refine not only the digital architecture but also the blended learning strategy underpinning the CHANGES training ecosystem.

Applicability to Different Educational Contexts

A defining feature of the programme is its alignment with the principles of open innovation, as conceptualised by Chesbrough (2003). This model advocates for decentralised knowledge production and the expansion of collaborative networks to drive innovation—contrasting sharply with the closed innovation paradigm, which relies on internal control and exclusivity. In line with this approach, OFFICINA CHANGES is particularly effective in operating within “in-between” spaces—where culture intersects with wellbeing, sustainability, scientific research, and social innovation. This reflects the inherently interdisciplinary nature of the CHANGES Spokes, which are deliberately designed to transcend traditional sectoral boundaries.

By fostering transversal competencies and reinforcing networking capacities, OFFICINA CHANGES lays a strong foundation for applied interdisciplinary practice and collaborative learning. It enables meaningful cross-sectoral dialogue and co-creation, supporting cooperation not only within the cultural domain but also across scientific, technological, and societal contexts.

As such, the programme demonstrates strong potential for replication in any setting that embraces open, networked, and interdisciplinary approaches to knowledge production and application. It is especially relevant to environments seeking to bridge scientific research with societal challenges through innovation ecosystems grounded in mutual learning, cross-sectoral engagement, and collaborative design.

CONCLUSIONS

OFFICINA CHANGES represents a key capacity-building initiative within the broader CHANGES project, funded by the European Union through Italy’s PNRR framework. Designed to equip researchers in the cultural and creative sectors with a mix of soft and hard skills, the programme exemplifies a research-to-impact approach rooted in interdisciplinarity, innovation, and co-design.

Developed through a participatory training needs analysis and grounded in the EntreComp and ResearchComp frameworks, the programme responds to the evolving demands of cultural research, technology transfer, and entrepreneurial capacity. Its blended learning structure—comprising thematic masterclasses, peer learning labs, and a Summer School—supports researchers in applying their academic knowledge to real-world societal and market challenges.

The initiative’s strength lies in its adaptability and responsiveness: continuous evaluation, stakeholder involvement, and quality assurance mechanisms have enabled dynamic adjustments to content and format. As a result, new sessions have been added to address emerging priorities, ensuring the programme remains relevant and impactful. OFFICINA CHANGES ultimately offers a scalable and transferable model for integrating professional development, interdisciplinary collaboration, and innovation in research ecosystems across Europe.

While this paper is being submitted, the programme is still ongoing, with the final Masterclasses and the Summer School scheduled for Autumn 2025. Nonetheless, interim ex post reports have already been produced for each of the completed Masterclasses and Peer Learning Labs, providing valuable data for continuous improvement. Each session is evaluated through structured participant questionnaires and facilitated reflective moments, assessing relevance, satisfaction, and the applicability of content to participants’ research or professional contexts. This iterative and data-informed approach ensures that the programme continues to evolve in step with the needs of its participants and the challenges of the sector.

REFERENCES

Chesbrough, H. W. (2003). Open innovation: The new imperative for creating and profiting from technology. Boston, MA: Harvard Business School Press.

Council of the European Union. (2018). Council recommendation of 22 May 2018 on key competences for lifelong learning (2018/C 189/01). Official Journal of the European Union, C 189, 1–13. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX%3A32018H0604%2801%29

European Commission / Joint Research Centre. (2016). EntreComp: The entrepreneurship competence framework. Publications Office of the European Union. https://data.europa.eu/doi/10.2760/574864

European Commission / Joint Research Centre. (2022). ResearchComp: The European competence framework for researchers. Publications Office of the European Union. https://researchcomp.eu

Antonia Silvaggi, Head of Skills for Culture, Founder, Melting Pro, Italy 

Antonia Silvaggi has a background in Archeology, and a Master degree in Management and Governance for not for profit organisations at the Luiss Business School of Rome. She is one of the co-founder of Melting Pro, a consultancy organisation active in the field culture. She is a researcher, trainer and project manager of international cooperation projects in the field of audience development, storytelling and creative entrepreneurship for Melting Pro. She currently manages the Mu.SA- Museum Sector Alliances project and CONNECTING AUDIENCES European Alliance for Education and Training in Audience Development, and the ADESTE Plus project.