Società a partecipazione pubblica nel mercato dell'energia elettrica tra concorrenza e obblighi di servizio pubblico

La disciplina pubblicistica dell’energia elettrica presenta specificità rilevanti rispetto ad altri settori della regolazione economica. Il settore energetico si caratterizza infatti per una complessa regolazione, dovuta sia alle specificità dell’oggetto della disciplina, cioè l’energia elettrica come bene immateriale, sia alla molteplicità degli interessi pubblici coinvolti, che si innestano su fallimenti di mercato (i.e. il sistema a rete non duplicabile), sia agli obiettivi di politica internazionale e di sicurezza nazionale, che intercettano delicate interrelazioni con l’ambiente e il clima, come tutelati nel Green Deal, nelle normative europee e nazionali e negli accordi internazionali sulla decarbonizzazione e sullo sviluppo sostenibile. Inoltre, la filiera elettrica è “verticalmente integrata”, cioè suddivisa in attività diverse, cioè la produzione, il dispacciamento, la trasmissione, la distribuzione, la vendita all’ingrosso e al dettaglio di energia. Queste sono esercitate in regimi di mercato differenti: monopolio naturale (dovuto al carattere sub-additivo dei costi) per il dispacciamento, la trasmissione e la distribuzione di energia; libera concorrenza per la produzione e la vendita. L’esigenza di assicurare la concorrenza nel mercato energetico si contempera con la necessità di rispettare gli obblighi di servizio pubblico, in un delicato bilanciamento tra esigenze contrapposte. La Direttiva U.E. del 13 luglio 2009 n. 2009/72/Cee, all’art. 3, qualifica infatti la fornitura di energia elettrica come un servizio universale, attribuendo agli utenti il diritto di ricevere la fornitura e di mantenere prezzi ragionevoli, facilmente e chiaramente comparabili, trasparenti e non discriminatori.

The transformative potential of community engagement in higher education: an analysis of service-learning effects on students, communities, and institutions.

Service-learning in higher education is gaining attention as a reliable tool to support students’ learning and fulfil the mission of higher education institutions (HEIs). This dissertation addresses existing gaps in the literature by examining the effects and perspectives of service-learning in HEIs through three studies. The first study compares the effects of a voluntary semester-long service-learning course with traditional courses. A survey completed by 110 students before and after the lectures found no significant group differences in the psychosocial variables under inspection. Nevertheless, service-learning students showed higher scores concerning the quality of participation. Factors such as students’ perception of competence, duration of service-learning, and self-reported measures may have influenced the results. The second study explores the under-researched perspective of community partners in higher education and European settings. Twelve semi-structured interviews were conducted with community partners from various community organisations across Europe. The results highlight positive effects on community members and organisations, intrinsic motivations, organisational empowerment, different forms of reciprocity, the co-educational role of community partners, and the significant role of a sense of community and belonging. The third study focuses on faculty perspectives on service-learning in the European context. Twenty-two semi-structured interviews were conducted in 14 European countries. The findings confirm the transformative impact of service-learning on the community, students, teachers, and HEIs, emphasising the importance of motivation and institutionalisation processes in sustaining engaged scholarship. The study also identifies the relevance of the community experience, sense of community, and community responsibility with the service-learning experience; relatedness is proposed as the fifth pillar of service-learning. Overall, this dissertation provides new insights into the effects and perspectives of service-learning in higher education. It integrates the 4Rs model with the addition of relatedness, guiding the theoretical and practical implications of the findings. The dissertation also suggests limitations and areas for further research.

The European External Action Service and the Implementation of the 'Union Method' in European Foreign Policy

The European External Action Service (EEAS or Service) is one of the most significant and most debated innovations introduced by the Lisbon Treaty. This analysis intends to explain the anomalous design of the EEAS in light of its function, which consists in the promotion of external action coherence. Coherence is a principle of the EU legal system, which requires synergy in the external actions of the Union and its Members. It can be enforced only through the coordination of European policy-makers' initiatives, by bridging the gap between the 'Communitarian' and intergovernmental approaches. This is the 'Union method' envisaged by A. Merkel: "coordinated action in a spirit of solidarity - each of us in the area for which we are responsible but all working towards the same goal". The EEAS embodies the 'Union method', since it is institutionally linked to both Union organs and Member States. It is also capable of enhancing synergy in policy management and promoting unity in international representation, since its field of action is delimited not by an abstract concern for institutional balance but by a pragmatic assessment of the need for coordination in each sector. The challenge is now to make sure that this pragmatic approach is applied with respect to all the activities of the Service, in order to reinforce its effectiveness. The coordination brought by the EEAS is in fact the only means through which a European foreign policy can come into being: the choice is not between the Community method and the intergovernmental method, but between a coordinated position and nothing at all.