Centrality of the person
Our Institute intends to orient its action having as a priority reference the system of values, experiences, needs and experiences of which each person is the bearer:
- the student and the family, whose stories must be valued and supported as prerequisites for the construction of meaningful relationships and educational paths;
- the Institute staff, whose professional and personal experiences constitute a reference and a resource to draw on to give solidity and continuity to a shared didactic project.
The common intention is to accompany students in their journey of cultural and human growth and teachers in the recognition and enhancement of their role within our Institute community and in the territory. The centrality of the person for MITA is concretized in the accompaniment it offers to students and staff in the development of their professional path through
- study support meetings held by the students themselves as well as ensuring the availability of teaching staff for any clarification;
- an information and orientation point (International Relations Office, which refers in particular to the Erasmus project) and centralised sources of information (Open-day, website, volunteer students and student associations offering orientation) are also guaranteed for incoming and outgoing students according to the principles of Kindness and Responsibility.
Every student living in our territory is a citizen and citizen by right of our Institute. Every person is welcomed without reservation in his or her personal, social, moral, cultural, religious and civil identity. It is precisely the interweaving of different characteristics that gives unity and richness to MITA Academy.
MITA accepts all enrolment applications from its territory, respecting the maximum capacity of its classrooms, and is committed to taking care of environments and relationships in order to foster a real inclusion where each person feels an important part of the community and is valued in his or her potential.
At the same time we intend to support an inclusive thinking that gives value to an idea of plural Institute where the meeting of the needs of each person finds a superior synthesis in the composition and negotiation of the same.
We will also pay particular attention to welcoming new academic staff, both at the beginning and during the year.
Higher Education Institute as a crossroads of thoughts, habits, cultures, age, roles, experiences, different needs. Institute, therefore, as a privileged place of exchange and collaboration, in search of positive synergies.
Through the collegial bodies and formal and informal moments of relationship, the Institute encourages the establishment of collaborative relationships within and between the components. We are aware that only constructive, frank and transparent dialogue, respecting the prerogatives and tasks of each role, can give coherence and effectiveness to the educational action and solidity of the educational alliance.
Participation, the contribution of ideas, expectations and skills offered by families, are elements of enrichment capable of giving rise to socialized, contextualized and shared gestures.
Collaboration is intended also on an international level through transnational cooperation projects with relevant entities in Europe and abroad.
In the Institute we share times, spaces, initiatives, projects. Often these are organizational or routine expressions: school time, marked by activities, lessons, meetings; places, inhabited by groups of people “used” to occupy certain spaces (classes, Administration & Secretary Office, tutors, etc.).
Alongside formal sharing, we consider the human investment in sharing thoughts, ideas, strategies, choices to be crucial. This is a dynamic movement, oriented to the common good, which urges the backwardness of the individualistic solution in favour of a more collective perspective, able to give meaning to the sharing of solutions or proposals.
Another aspect of sharing concerns the didactic, design and statistical materials produced by the Institute. Once the period of the locked drawer or the project kept in reserved areas is over, and now out of time, the world of education is solicited, thanks also to the opportunities offered by digital technology, to the free distribution of knowledge, understood as a common good.
Educating to kindness means to educate to respectful dialogue, to welcome diversity, to propose alternatives to selfishness and prevarication over the other, to encourage paths of nonviolent solution to the contrasts and conflicts that occur in the relationships between individuals and between groups.
In MITA Academy no discriminatory behaviour lead by differences in age, sex, gender, color, health or social condition (including disability), educational difficulties, social or geographical obstacle, religion or belief, political stance, national, cultural, linguistic or ethnic origin is accepted by the Institute and each case must be socialised to the entirety of the Technical-Scientific Committee and addressed by it through formal procedure (see Trust).
Our intention is to recognize ourselves in a relational style that, gradually and throughout the academic year, starts from respect for the other, encouraging dialogue in and between the components of the academy, making courtesy, listening and valuing environments and relationships a distinctive feature of our being a community.
Trust is a predisposition of the soul that to express itself requires the support of actions, the slow construction of relationships, of attention, the unfolding of moments of open encounters.
It calls us to transparency and loyalty, to the desire to see beauty before imperfection or lack. A kind of pedagogy of beauty that trains the eye to positivity and conceives the diversity of opinions as a fertile ground for mutual understanding.
A trustful academy can only be built together with the will to seek synergies and with the courage to reflect on mistakes and reciprocal subjectivity, a bit like the student who learns and feeds on their own mistakes to build new knowledge and give solidity to his own skills.
A trustful academy, finally, recognizes and respects the roles of each one and seeks the depth and transparency of relationships. It assigns to the Institute the educational role and to the family the primacy of the educational role and values and supports them in a pact of educational co-responsibility capable of acting in a shared and effective way.
Truthfulness is concretely guaranteed by MITA through the complaint procedure, for which whoever feels that their rights are unrespected can ask to be listened by the Technical-Scientific Committee and accompanied in the process of expression and resolution of a complaint.
- Listen to the complaint. Accept ownership of the problem. Apologise. Don’t blame others. Thank the customer for bringing the problem to your attention.
- Be understanding. Remember, the person is complaining about your business, not about you personally. Be calm, cheerful and helpful. Where possible, let the customer know that you will take responsibility for resolving the problem.
- Record the complaint. Detail the complaint so that you and other staff know exactly what the problem is. Have one place to record complaints and the actions taken to resolve them. This lets you see any patterns emerge over time. Complaints about a particular process or product might indicate that changes need to be made. Staff can also see what was done to resolve complaints in the past.
- Make sure you have all the facts. Check that you understand the details while the person is making the complaint, and ask questions if necessary. This will also let them know that you are taking their complaint seriously.
- Discuss options for fixing the problem. At the very least, a sincere apology costs nothing. But think about what this complaint could cost you in lost business or a complaint to the Equal Opportunity Commission. Maybe you can provide a free product or discount a future service.
- Keep your promises. Don’t promise things that you can’t deliver. In handling complaints it is better to under-promise and over-deliver.
- Be quick. If complaints take several days to resolve or are forgotten, they can escalate.
- Follow up. Record the customer’s contact details and follow up to see if they were happy with how their complaint was handled. Let them know what you are doing to avoid the problem in the future.
- Reward your staff. Encourage and reward your staff for dealing with unhappy customers and handling their complaints well.
An institute that welcomes, recognizes, favors positive relationships and respects individual differences, valuing them as resources, must be able to count on the presence of staff respectful of diversity, welcoming the history of each one, careful to recognize the different needs of students, their different times, styles, interests and motivations, to encourage the realization of increasingly individualized experiences.
From this emerges the complex role of the teacher, as an adult able to get in tune with the student’s relational modalities and continuously verify the adequacy of his educational action.
We intend, therefore, to support the necessary need to increase and reinforce the endowments that each teacher possesses, giving value to training, self-education, comparison and research, understood as:
- attitude and daily reconnaissance that goes through the making of students and adults;
- project strategy to build learning paths with students;
- activities that aim at innovation of the system;
- reflection and self-reflection in the collegiate group and in the whole professional community.
The educational activity, essential to the teaching profession, combined with the sharing and confrontation between adults is aimed at forming a common, readable and coherent line of the Institute, a shared thought and language, a common well-being and the elaboration of belonging to the Institute and its history nourished by a strong educational passion.
The professional action will also be expressed as a balance between the legitimate rights as workers and the fallout of any absences in the organization of work, considering the characteristics of the service to students. The common effort will be to find the best possible balance in the composition of these needs.
Career development is the focus point of this value. MITA encourages its students and teaching and administrative staff to undertake training opportunities on the national and foreign territory through its wide network of collaborators with the aim of contributing to the autonomous development of their career.
The concept of responsibility runs through every moment of the action of every staff operator. Educational responsibility, responsibility in supervising and guaranteeing safety, well-being and adequacy of the environment.
Responsibility as a value insists, in particular, in the intentionality of the educational gesture, open to novelty, opportunities and the discovery of new itineraries.
This type of responsibility requires us to have a humble attitude towards our knowledge and to be open to new and continuous paths of training and self-updating.
Responsibility in the organisational sector, as well as calling for a willingness to take on roles and functions in a system of relationships and mutual recognition, urges us to make our educational and administrative choices transparent, while respecting the right to confidentiality and non-invasiveness.
In times so deeply marked by digital, we are committed to re-establishing the distance between private and public. We intend to promote actions of civic, human and digital education, aimed at respecting the person, his image and personal data and the conscious use of technological devices.