Gender Balance in Computer Science and Engineering in Italian Universities

TL;DR

This paper analyzes the current state of gender balance in Computer Science and Engineering at Italian universities, highlighting the challenges and the impact of recent initiatives to increase women's participation.

Contribution

It provides a descriptive analysis of gender balance in Italian university Computer Science and Engineering programs, offering insights into the effectiveness of recent gender equality initiatives.

Findings

Gender imbalance persists in Italian university ICT fields.

Recent initiatives show limited measurable impact on increasing women's participation.

The study highlights areas needing targeted interventions.

Abstract

Multiple studies have shown that gender balance in the fields of Science, Technology, Engineering and Maths -- and in particular in ICT -- is still far to be achieved. Several initiatives have been recently taken to increase the women participation, but it is difficult, at present, to evaluate their impact and their potential of changing the situation. This paper contributes to the discussion by presenting a descriptive analysis of the gender balance in Computer Science and Computer Engineering in Italian Universities.

Tables

Table 1. Table 1. The  14 14 14 scientific areas used in the Italian university system. For each area we show the numeric ID, a three-letter code used in this paper, the name and the number of  SDs it contains.

ID	Acron.	Area Name	# SD
01	MCS	Mathematics and Computer Sciences	7
02	PHY	Physics	6
03	CHE	Chemistry	8
04	EAS	Earth Sciences	4
05	BIO	Biology	13
06	MED	Medical Sciences	26
07	AVM	Agricultural Sciences and Veterinary Medicine	14
08	CEA	Civil Engineering and Architecture	12
09	IIE	Industrial and Information Engineering	20
10	APL	Antiquities, Philology, Literary Studies, Art History	19
11	HPP	History, Philosophy, Pedagogy and Psychology	17
12	LAW	Law	16
13	ECS	Economics and Statistics	15
14	PSS	Political and Social Sciences	7
	Total		184

Table 2. Table 2. Number of male and female professors and researchers for each area

	Area	F	M	Total	%F
01	MCS	$970$	$2073$	$3043$	$31.88\%$
02	PHY	$476$	$1775$	$2251$	$21.15\%$
03	CHE	$1353$	$1447$	$2800$	$48.32\%$
04	EAS	$305$	$730$	$1035$	$29.47\%$
05	BIO	$2526$	$2168$	$4694$	$53.81\%$
06	MED	$3024$	$5922$	$8946$	$33.80\%$
07	AVM	$1182$	$1822$	$3004$	$39.35\%$
08	CEA	$1154$	$2302$	$3456$	$33.39\%$
09	IIE	$980$	$4570$	$5550$	$17.66\%$
10	APL	$2523$	$2144$	$4667$	$54.06\%$
11	HPP	$2035$	$2330$	$4365$	$46.62\%$
12	LAW	$1762$	$2882$	$4644$	$37.94\%$
13	ECS	$1841$	$3036$	$4877$	$37.75\%$
14	PSS	$683$	$1001$	$1684$	$40.56\%$
		$20814$	$34202$	$55016$	$37.83\%$

Full text

gender equality, Italy, computer education, statistical study

††copyright: acmcopyright††journalyear: 2019††conference: European Conference on Software Architecture; September 9–13, 2019; Paris, France††booktitle: European Conference on Software Architecture (ECSA), September 9–13, 2019, Paris, France††price: 15.00††doi: 10.1145/3344948.3344966††isbn: 978-1-4503-7142-1/19/09††ccs: Social and professional topics Computational science and engineering education††ccs: Social and professional topics Gender

1. Introduction

In recent years, gender diversity and equality in STEM (Science, Technology, Engineering and Mathematics) in general, and in Computer Science and Engineering in particular, has been the subject of several studies and events (Abraham et al., 2018; Crnkovic et al., 2019; Pèrez et al., 2018; Woetzel et al., 2015; Stoet and Geary, 2018; Chang and ChangTzeng, 2018) that emphasize how diverse skills could be beneficial in dealing with the raising complexity of today’s systems. This interest is motivated by the observation that diversity enhances creativity and multi-cultural experience leads to better outcomes (Clarke et al., 2018). The results collected so far highlight how the percentage of women working in ICT is quite low (less than 10% in some areas); the initiatives taken as yet to promote the women participation in ICT are quite at their infancy and so it is difficult to evaluate their impact and their potential of changing the situation. Such initiatives include events pointing out the historic female role models like Ada Lovelace (Ada Lovelace Festival. Connecting Pioneers in Tech., 2019) and Margaret Hamilton (Hamilton, 2018), awards and fellowships schemas as the EU Marie Curie program (Marie Curie Fellowships, 2018) or the Google Program Women Techmakers (Women Techmakers Scholars Program., 2019), to cite a few. However, some of these measure – if dedicated exclusively to women – can be perceived negatively, creating the impression that they are easier to obtain, based on gender and not on merit.

Understanding and addressing the gender gap is a complex issue with several facets that require the involvement not only of ICT people but also sociologists, psychologists and politicians. In this paper we contribute to the discussion by analyzing the gender balance in Computer Science and Computer Engineering in Italian universities. Our analysis will be mostly descriptive: investigating the root causes of the observed situation and assessing existing and possible countermeasures is the topic of ongoing research.

The work has been inspired by a recently appeared paper, The gender equality paradox in STEM education (Stoet and Geary, 2018), where the authors found that countries with high levels of gender equality have some of the largest STEM gaps in secondary and tertiary education. According to this study, the number of women in STEM in Italy is close to 35%; Italy is placed around the average point with respect to the global gender gap index, and has comparatively more women in STEM than other countries with the same index. We found this fact quite intriguing, since the perception in our work environment was quite different. To have a clear picture of the gender balance situation in Italian universities, we retrieved and analyzed publicly available data about the professors/researchers and of students.

The paper is organized as follows. Section 2 summarizes some related works dealing with the analysis and understanding of gender issues in STEM. Section 3 describes the dataset that has been collected, and the analysis methods employed in the present paper; Section 4 discusses the results of the analysis. Finally, conclusions and future research directions are briefly summarized in Section 5.

2. Related Work

To begin with, it is important to observe that women never left the computing field but were pushed out: the historical perspective illustrated in (Vardi, 2018) contains several actual examples, from the women in the ENIAC team whose contribution was never publicized, to more recent cases of plain academic hostility (Alison T and Correll, 2018; McKinley, 2018). The influence of negative media images about women in computing is described in (Payton and Berki, 2019), where the authors highlight how for gender-clichèd images ”ordinary women” are perceived as less than capable, while ordinary men can and do fully engage and participate in the computing disciplines.

The already mentioned paper (Stoet and Geary, 2018) shows that more gender-equal societies have fewer women taking STEM degrees, while the percentage of women STEM graduates is higher for countries that have more gender inequality. For example, countries like Tunisia, Albania and Turkey with a low global gender equality index have between 35% and 40% of women among STEM graduates, while in Finland and Norway, traditionally with a high gender equality index, the percentage of women among STEM graduates drops to 20%. The paper raised several discussions about its validity, some of which concerned the usage of the gender equality index or of the data analyzed111https://blog.raulza.me/category/gender/, accessed on 2019-05-27.

In the proceedings of Gender Equality workshops held at ICSE in May 2018 (Abraham et al., 2018) and May 2019 (Crnkovic et al., 2019) the readers can find the details of several initiatives devoted to the promotion of gender equality. In the following we briefly describe some of these contributions.

A socio-historical study trying to explain the decreasing percentage of women in ICT is presented in (Patitsas, 2019). Using a sociological closure theory to explain the gendering of computing, the author focuses on the history of enrollment booms in computer science. The results suggest that the percentage of women is affected by specific choices made in the admissions policies and by the presentation of the career using male-oriented images.

In (Singh, 2019) the author studies the presence of women in $355$ Open Source Software (OSS) Communities. Specifically, she focuses on the impact of “women only spaces” as a way to increase the presence of women in OSS. Indeed, research has shown that women perform better when they can build connections and mentoring networks with other women.

In (Bennaceur et al., 2018) the authors present the results of a survey whose aim is to identify significant factors affecting the gender distribution in STEM in the UK. The paper presents statistics on the perception of the importance of diversity for a successful organization. Then, the attitude of women and men with respect to diversity, equality and mentoring is analyzed; finally, the authors identify areas of improvements and provide practical suggestions based on the answers received from the survey.

The situation in the UK is the topic of another work (de Ribaupierre et al., 2018). Women represent $17\%$ of the workforce in UK’s ICT and $14\%$ of the students in undergraduate Computer Science programmes. The authors illustrate the measures implemented by the School of Computer Science and Informatics of Cardiff University to foster a more balanced situation by raising awareness about gender balance and contrasting stereotypes and unconscious biases.

In (Bastarrica et al., 2018) the authors describe the Gender Equality Admissions Program, active at the University of Chile since 2013 to increase the participation of women in STEM disciplines. The aim of the program is to contrast the strong cultural stereotype existing in Chile according to which STEM disciplines are “for men”. Since the the program has been in place, the number of women accepted into engineering and science program has grown from $19\%$ to more than $32\%$.

3. Data and Methods

In this section we provide some key facts about the structure of the Italian university system. There are two types of university professors, full and associate, both of which are permanent positions. The lowest rank of tenured assistant professor has been replaced since 2010 by two temporary positions: Type A and Type B researcher. Type A positions last for three years and can be renewed once; Type B positions last for three years and can lead to a (tenured) associate professorship. Each university professor and researcher in Italy is bound to a specific field of study, called  Scientific Discipline (SD). Each SD is assigned an alphanumeric code of the form $AA/MN$, where $AA$ is a numeric value from $00$ to $14$ denoting the  Scientific Area (SA), $M$ is a letter ($A,B,C,\ldots$) representing the macro sector, and $N$ is a single digit identifying a specific SD within the macro sector.

Table 1 lists the $14$ SAs and the number of SDs within each area. There are $184$ SDs, whose aims and scope are described in (DM 159, 2012); an English translation of the names of the SDs are provided in Appendix A. The main focus of this paper will be on Computer Science and Engineering, that correspond to the SDs $01/B1$ and $09/H1$, respectively. $01/B1$ refers to Area $01$ (Mathematics and Computer Science), macro sector $B$ (Informatics) and SD $1$ (Informatics); $09/H1$ refers to area $09$ (Industrial and Information Engineering), macro sector $H$ (Computer Engineering) and SD $1$ (Information Processing Systems).

The  Ministry of University and Research (MIUR) provides the list of professors and researchers employed in public and private state-recognized universities at the end of any chosen year since 2000222http://cercauniversita.cineca.it/php5/docenti/cerca.php, Accessed on 2019-04-18. The list includes all tenured and tenure-track personnel (full/associate professors, tenured researchers, tenure-track type B researchers), and non tenure-track type A researchers. However, data older than 2008 is severely incomplete and has been ignored in our analysis.

Aggregate statistics on students enrolled in state-recognized universities on each academic year are available through the Student’s National Database333http://anagrafe.miur.it/index.php, Accessed on 2019-04-18. The data refers to the academic years ranging from 2003/2004 to 2017/2018, and include the number of male and female students enrolled in bachelor and master degrees, broken down by university and field of study.

4. Analysis

For the sake of completeness, before focusing on Computer Science and Engineering we illustrate the whole Italian situation. Figure 1 shows the distribution of the percentage of women among Italian university professors and researchers in 2018, for each SD. We observe that women are under-represented in many research areas: in particular, all SDs in the  Physics (PHY) and  Earth Sciences (EAS) areas, and most of those in  Industrial and Information Engineering (IIE), show a percentage of women below $35\%$. On the other hand, Biology (BIO) and Antiquities, Philology, Literary Studies, Art History (APL) show higher percentages of female professors and researchers. There are, however, huge variations even within the same area. Medical Sciences (MED) is a prominent example: the percentage of women ranges from a minimum of $6.78\%$ in 06/E3–Neurosurgery and maxillofacial surgery to a maximum of $64.46\%$ in 06/A3–Microbiology and clinical microbiology. It is important to remark that there is a large variation in the number of professors in different fields of study (see below) that might amplify the differences.

We can get a useful summary of the distribution of the percentage of female professors across all fields of study by looking at Tukey’s five number summary (Tukey, 1977) (minimum, first quartile, sample median, third quartile, maximum):

[TABLE]

The numbers show that:

• •

The minimum percentage of women is $6.78\%$ (in 06/E3–Neurosurgery and maxillofacial surgery);

• •

A quarter of the SDs ($46$ out of $184$) have a percentage of women $\leq 28.25\%$;

• •

Half of the SDs ($92$ out of $184$) have a percentage of women $\leq 48.44\%$;

• •

Three quarters of the SDs ($138$ out of $184$) have a percentage of women $\leq 48.91\%$;

• •

The maximum percentage of women is $76.16\%$ (in 11/E3–Developmental and educational psychology).

The number of professors varies greatly across disciplines by almost an order of magnitude. The five-number summary of the total number of professors and researchers for each SD is the following:

[TABLE]

The SD with the lowest number of professors is 13/A4–Applied Economics ($74$ professors and researchers, $17$ of which female). Half of the SDs have less than $249$ professors. The SD with the highest number of professors is 01/B1–Computer Science ($917$ professors, $223$ of which female). 09/H1–Information Engineering is the fifth largest group with $778$ professors, $114$ of which female.

Both the Computer Science and Information Processing Systems SD, highlighted in blue in figure 1, score badly with respect to the percentage of women. Computer Science has the lowest percentage ($24.32\%$) in the  Mathematics and Computer Sciences (MCS) research area. This value drops to $14.65\%$ for the Information Processing Systems SD, that however is not the lowest value in the IIE area, the lowest being 09/E2–Electrical energy engineering ($8.26\%$ of women).

Table 2 shows the total number of male and female professors on each scientific area. The three areas with the lowest percentage of women are Industrial and Information Engineering ($17.66\%$), Physics ($21.15\%$) and Earth Sciences ($29.47\%$). On the other hand, the three areas with the highest percentage of women are Antiquities, Philology, Literary Studies, Art History ($54.06\%$), Chemistry ($48.32\%$) and History, Philosophy, Pedagogy and Psychology ($46.62\%$). It is therefore quite evident that, in general, women are under-represented in physics and engineering.

Focusing our attention on Computer Science and Engineering, Figure 2 shows the historical trend of the total number of professors in the 01/B1–Computer Science and 09/H1–Information Engineering SDs, and the percentage of women. Computer Science has, on average, about twice the fraction of female professors and researchers than Information Engineering. Although the total number of professors in both disciplines is more or less steadily increasing during the time period under consideration (2008–today), the percentage of women remains basically unchanged.

Figure 3 shows the number of newly enrolled students in Bachelor and Master degrees in Computer Science and Information Engineering during the period 2003–2017. The number of students of both degrees (Figure 3(a)) dropped to a minimum around the year 2009; specifically, the minimum number of enrollments in Computer Science was $4096$ students in 2010, $521$ of which female, while for Information Engineering the minimum number of enrollments was in 2008 with $10830$ students, $1952$ of which female. After that, yearly enrollments started to grow again up to the most recent values of $7096$ for Computer Science and $15596$ for Information Engineering, both in 2017. Interestingly, while the percentage of female students in Computer Science is stable, the percentage of female students in Information Engineering has grown during the period 2005–2010, raising from about $14\%$ to about $21\%$, and keeping stable since then. The last available data point shows that, in 2017, $21.61\%$ of students in Information Engineering are women, compared with just $12.34\%$ for Computer Science. We currently have no plausible explanation for this phenomenon, also considering that the percentage of female professors of Computer Engineering is actually lower than Computer Science.

Figure 3(b) shows the gender composition within the newly enrolled students in Master degrees in Computer Science and Engineering. We observe that the yearly enrollments reach a minimum in 2013 for Computer Science ($992$ students, $154$ of which female) and in 2012 for Information Engineering ($1974$ students, $279$ of which female). Essentially, the negative peak of enrollments in Bachelor degrees impacted those to the Master degrees after a few years, presumably the time taken to students to complete the lower degree. Looking at the percentage of women among newly enrolled students, we observe that the fraction of female students in Information Engineering increased slowly from $11.86\%$ in 2004 to $14.63\%$ in 2017. On the other hand, the fraction of female students in Computer Science dropped a few points from $21.61\%$ in 2004 to to about $14--15\%$ from 2007 onward, up to the most recent value $15.50\%$ in 2017. Interestingly, the prominent gap between the percentages of female students in Computer Science and Computer Engineering observed in Figure 3(a) is absent on the data for Master students.

5. Conclusions

In this paper we presented an initial investigation of the gender (un-)balance situation in Italian universities, with particular emphasis on Computer Science and Computer Engineering. We analyzed publicly available data provided by the Italian Ministry of University and Research about the population of professors and students. The data shows that women are in general under-represented among university professors, in particular in STEM disciplines. However, the analysis of individual SDs shows a considerable variability within the same area: for example, within the Medical Sciences area the percentage of women ranges from $6.78\%$ to $64.46\%$, depending on the specific field of study. Women in Computer Science and Computer Engineering are under-represented, the situation being worse in Computer Engineering, where in 2018 only $14.65\%$ of professors and researchers are women, compared with $24.32\%$ for Computer Science. Interestingly, the situation is the opposite among students, where there is a lower percentage of female students in Computer Science than Information Engineering.

This work opens several investigation lines. We are currently attempting to investigate the root causes of the severe gender imbalance that is observed in Computer Science and Engineering. Additionally, we are assessing the effectiveness of the initiatives that have been put in place to attract more women towards STEM disciplines. Finally, we are considering to extend the study to different countries trying to understand possible societal influences in the percentage of women in Computer science and Engineering.

Acknowledgements.

Raffaela Mirandola has been partially supported by the Sponsor Swedish KK-Stiftelsens http://www.kks.se/ project No. Grant #20170232.

Appendix A List of Scientific Disciplines

The list below enumerates all scientific areas, macro-sectors and scientific disciplines used in the Italian university system. We use the English translation by the Italian National University Council444https://www.cun.it/documentazione/academic-fields-and-disciplines-list/, accessed on 2019-05-29, since the officianl denominations are in Italian..

**01: **

Mathematics and computer sciences

**01/A: **

Mathematics

**01/A1: **

Mathematical logic, mathematics education and history of mathematics

**01/A2: **

Geometry and algebra

**01/A3: **

Mathematical analysis, probability and statistics

**01/A4: **

Mathematical physics

**01/A5: **

Numerical analysis

**01/A6: **

Operational research

**01/B: **

Informatics

**01/B1: **

Informatics

**02: **

Physics

**02/A: **

Physics of fundamental interactions

**02/A1: **

Experimental physics of fundamental interactions

**02/A2: **

Theoretical physics of fundamental interactions

**02/B: **

Physics of matter

**02/B1: **

Experimental physics of matter

**02/B2: **

Theoretical physics of matter

**02/B3: **

Applied physics

**02/C: **

Astronomy, astrophysics, Earth and planetary physics

**02/C1: **

Astronomy, astrophysics, Earth and planetary physics

**03: **

Chemistry

**03/A: **

Analytical and physical chemistry

**03/A1: **

Analytical chemistry

**03/A2: **

Models and methods for chemistry

**03/B: **

Inorganic chemistry and applied technologies

**03/B1: **

Principles of chemistry and inorganic systems

**03/B2: **

Chemical basis of technology applications

**03/C: **

Organic, industrial and applied chemistry

**03/C1: **

Organic chemistry

**03/C2: **

Industrial and applied chemistry

**03/D: **

Medicinal and food chemistry and applied technologies

**03/D1: **

Medicinal, toxicological and nutritional chemistry and applied technologies

**03/D2: **

Drug technology, socioeconomics and regulations

**04: **

Earth sciences

**04/A: **

Earth sciences

**04/A1: **

Geochemistry, mineralogy, petrology, volcanology, Earth resources and applications

**04/A2: **

Structural geology, stratigraphy, sedimentology and paleontology

**04/A3: **

Applied geology, physical geography and geomorphology

**04/A4: **

Geophysics

**05: **

Biology

**05/A: **

Plant biology

**05/A1: **

Botany

**05/A2: **

Plant physiology

**05/B: **

Animal biology and anthropology

**05/B1: **

Zoology and anthropology

**05/B2: **

Comparative anatomy and cytology

**05/C: **

Ecology

**05/C1: **

Ecology

**05/D: **

Physiology

**05/D1: **

Physiology

**05/E: **

Experimental and clinical biochemistry and molecular biology

**05/E1: **

General biochemistry and clinical biochemistry

**05/E2: **

Molecular biology

**05/F: **

Experimental biology

**05/F1: **

Experimental biology

**05/G: **

Experimental and clinical pharmacology

**05/G1: **

Pharmacology, clinical pharmacology and pharmacognosy

**05/H: **

Human anatomy and histology

**05/H1: **

Human anatomy

**05/H2: **

Histology

**05/I: **

Genetics and microbiology

**05/I1: **

Genetics and microbiology

**06: **

Medicine

**06/A: **

Pathology and laboratory medicine

**06/A1: **

Medical genetics

**06/A2: **

Experimental medicine, pathophysiology and clinical pathology

**06/A3: **

Microbiology and clinical microbiology

**06/A4: **

Pathology

**06/B: **

General clinical medicine

**06/B1: **

Internal medicine

**06/C: **

General clinical surgery

**06/C1: **

General surgery

**06/D: **

Specialized clinical medicine

**06/D1: **

Cardiovascular and respiratory diseases

**06/D2: **

Endocrinology, nephrology, food and wellness sciences

**06/D3: **

Blood diseases, oncology and rheumatology

**06/D4: **

Skin, contagious and gastrointestinal diseases

**06/D5: **

Psychiatry

**06/D6: **

Neurology

**06/E: **

Specialized clinical surgery

**06/E1: **

Heart, thoracic and vascular surgery

**06/E2: **

Plastic and paediatric surgery and urology

**06/E3: **

Neurosurgery and maxillofacial surgery

**06/F: **

Integrated clinical surgery

**06/F1: **

Odontostomatologic diseases

**06/F2: **

Eye diseases

**06/F3: **

Otorhinolaryngology and audiology

**06/F4: **

Musculoskeletal diseases and physical and rehabilitation medicine

**06/G: **

Paediatrics

**06/G1: **

Paediatrics and child neuropsychiatry

**06/H: **

Gynaecology

**06/H1: **

Obstetrics and gynecology

**06/I: **

Radiology

**06/I1: **

Diagnostic imaging, radiotherapy and neuroradiology

**06/L: **

Anaesthesiology

**06/L1: **

Anaesthesiology

**06/M: **

Public health

**06/M1: **

Hygiene, public health, nursing and medical statistics

**06/M2: **

Forensic and occupational medicine

**06/N: **

Applied medical technologies

**06/N1: **

Applied medical technologies

**07: **

Agricultural and veterinary sciences

**07/A: **

Agricultural economics and appraisal

**07/A1: **

Agricultural economics and appraisal

**07/B: **

Agricultural and forest systems

**07/B1: **

Agronomy and field, vegetable, ornamental cropping systems

**07/B2: **

Arboriculture and forest systems

**07/C: **

Agricultural, forest and biosytems engineering

**07/C1: **

Agricultural, forest and biosystems engineering

**07/D: **

Plant pathology and entomology

**07/D1: **

Plant pathology and entomology

**07/E: **

Agricultural chemistry and agricultural genetics

**07/E1: **

Agricultural chemistry, agricultural genetics and pedology

**07/F: **

Food technology and agricultural microbiology

**07/F1: **

Food science and technology

**07/F2: **

Agricultural microbiology

**07/G: **

Animal science and technology

**07/G1: **

Animal science and technology

**07/H: **

Veterinary medicine

**07/H1: **

Veterinary anatomy and physiology

**07/H2: **

Veterinary pathology and inspection of foods of animal origin

**07/H3: **

Infectious and parasitic animal diseases

**07/H4: **

Clinical veterinary medicine and pharmacology

**07/H5: **

Clinical veterinary surgery and obstetrics

**08: **

Civil engineering and architecture

**08/A: **

Landscape and infrastructural engineering

**08/A1: **

Hydraulics, hydrology, hydraulic and marine constructions

**08/A2: **

Sanitary and environmental engineering, hydrocarbons and underground fluids, safety and protection engineering

**08/A3: **

Infrastructural and transportation engineering, real estate appraisal and investment valuation

**08/A4: **

Geomatics

**08/B: **

Structural and geotechnical engineering

**08/B1: **

Geotechnics

**08/B2: **

Structural mechanics

**08/B3: **

Structural engineering

**08/C: **

Design and technological planning of architecture

**08/C1: **

Design and technological planning of architecture

**08/D: **

Architectural design

**08/D1: **

Architectural design

**08/E: **

Drawing, architectural restoration and history

**08/E1: **

Drawing

**08/E2: **

Architectural restoration and history

**08/F: **

Urban and landscape planning and design

**08/F1: **

Urban and landscape planning and design

**09: **

Industrial and information engineering

**09/A: **

Mechanical and aerospace engineering and naval architecture

**09/A1: **

Aeronautical and aerospace engineering and naval architecture

**09/A2: **

Applied mechanics

**09/A3: **

Industrial design, machine construction and metallurgy

**09/B: **

Manufacturing, industrial and managenent engineering

**09/B1: **

Manufacturing technology and systems

**09/B2: **

Industrial mechanical plants

**09/B3: **

Business and management engineering

**09/C: **

Energy, thermomechanical and nuclear engineering

**09/C1: **

Fluid machinery, energy systems and power generation

**09/C2: **

Technical physics and nuclear engineering

**09/D: **

Chemical and materials engineering

**09/D1: **

Materials science and technology

**09/D2: **

Systems, methods and technologies of chemical and process engineering

**09/D3: **

Chemical plants and technologies

**09/E: **

Electrical and electronic engineering and measurements

**09/E1: **

Electrical technology

**09/E2: **

Electrical energy engineering

**09/E3: **

Electronics

**09/E4: **

Measurements

**09/F: **

Telecommunications engineering and electromagnetic fields

**09/F1: **

Electromagnetic fields

**09/F2: **

Telecommunications

**09/G: **

Systems engineering and bioengineering

**09/G1: **

Systems and control engineering

**09/G2: **

Bioengineering

**09/H: **

Computer engineering

**09/H1: **

Information processing systems

**10: **

Antiquities, philology, literary studies, art history

**10/A: **

Archaeological sciences

**10/A1: **

Archaeology

**10/B: **

Art history

**10/B1: **

Art history

**10/C: **

Cinema, music, performing arts, television and media studies

**10/C1: **

Cinema, music, performing arts, television and media studies

**10/D: **

Sciences of antiquity

**10/D1: **

Ancient history

**10/D2: **

Greek language and literature

**10/D3: **

Latin language and literature

**10/D4: **

Classical and late antique philology

**10/E: **

Medieval latin and romance philologies and literatures

**10/E1: **

Medieval latin and romance philologies and literatures

**10/F: **

Italian studies and comparative literatures

**10/F1: **

Italian literature, literary criticism and comparative literature

**10/F2: **

Contemporary Italian literature

**10/F3: **

Italian linguistics and philology

**10/G: **

Glottology and linguistics

**10/G1: **

Glottology and linguistics

**10/H: **

French studies

**10/H1: **

French language, literature and culture

**10/I: **

Spanish and Hispanic studies

**10/I1: **

Spanish and Hispanic languages, literatures and cultures

**10/L: **

English and Anglo-American studies

**10/L1: **

English and Anglo-American languages, literatures and cultures

**10/M: **

Germanic and Slavic languages, literatures and cultures

**10/M1: **

Germanic languages, literatures and cultures

**10/M2: **

Slavic studies

**10/N: **

Eastern cultures

**10/N1: **

Ancient Near Eastern, Middle Eastern and African cultures

**10/N3: **

Central and East Asian cultures

**11: **

History, philosophy, pedagogy and psychology

**11/A: **

History

**11/A1: **

Medieval history

**11/A2: **

Modern history

**11/A3: **

Contemporary history

**11/A4: **

Science of books and documents, history of religions

**11/A5: **

Demography, ethnography and anthropology

**11/B: **

Geography

**11/B1: **

Geography

**11/C: **

Philosophy

**11/C1: **

Theoretical philosophy

**11/C2: **

Logic, history and philosophy of science

**11/C3: **

Moral philosophy

**11/C4: **

Aesthetics and philosophy of languages

**11/C5: **

History of philosophy

**11/D: **

Educational theories

**11/D1: **

Educational theories and history of educational theories

**11/D2: **

Methodologies of teaching, special education and educational research

**11/E: **

Psychology

**11/E1: **

General psychology, psychobiology and psychometrics

**11/E2: **

Developmental and educational psychology

**11/E3: **

Social psychology and work and organizational psychology

**11/E4: **

Clinical and dynamic psychology

**12: **

Law studies

**12/A: **

Private law

**12/A1: **

Private law

**12/B: **

Business, navigation and air law and labour law

**12/B1: **

Business, navigation and air law

**12/B2: **

Labour law

**12/C: **

Constitutional and ecclesiastical law

**12/C1: **

Constitutional law

**12/C2: **

Ecclesiastical law and canon law

**12/D: **

Administrative and tax law

**12/D1: **

Administrative law

**12/D2: **

Tax law

**12/E: **

International and European Union law, comparative, economics and markets law

**12/E1: **

International and European Union law

**12/E2: **

Comparative law

**12/E3: **

Economics, financial and agri-food markets law and regulation

**12/F: **

Civil procedural law

**12/F1: **

Civil procedural law

**12/G: **

Criminal law and criminal procedure

**12/G1: **

Criminal law

**12/G2: **

Criminal procedure

**12/H: **

Roman law, history of medieval and modern law and philosophy of law

**12/H1: **

Roman and ancient law

**12/H2: **

History of medieval and modern law

**12/H3: **

Philosophy of law

**13: **

Economics and statistics

**13/A: **

Economics

**13/A1: **

Economics

**13/A2: **

Economic policy

**13/A3: **

Public economics

**13/A4: **

Applied economics

**13/A5: **

Econometrics

**13/B: **

Business administration and Management

**13/B1: **

Business administration and Management

**13/B2: **

Management

**13/B3: **

Organization studies

**13/B4: **

Financial Markets and Institutions

**13/B5: **

Commodity science

**13/C: **

Economic history

**13/C1: **

Economic history

**13/D: **

Statistics and mathematical methods for decisions

**13/D1: **

Statistics

**13/D2: **

Economic statistics

**13/D3: **

Demography and social statistics

**13/D4: **

Mathematical methods of economics, finance and actuarial sciences

**14: **

Political and social sciences

**14/A: **

Political theory

**14/A1: **

Political philosophy

**14/A2: **

Political science

**14/B: **

Political history

**14/B1: **

History of political thought and institutions

**14/B2: **

History of international relations and of non-European societies and institutions

**14/C: **

Sociology

**14/C1: **

General and political sociology, sociology of law

**14/C2: **

Sociology of culture and communication

**14/D: **

Applied sociology

**14/D1: **

Sociology of economy and labour, sociology of land and environment