Narrative Learning for Students in Late: a Model for Intervention in Higher Education

This chapter aims at discussing the use of the narrative device, structured in different narrative codes, to support and to improve learning processes concerning students considered to be late in their University studies. We will describe a European project research-intervention, INSTALL, which proposes an innovative methodology, based on the use of narration, namely the Narrative Mediation Path (NMP). The project has a double purpose: on one hand it fosters the acquisition of the Key Competence defined ‘Learning to Learn’, functional to the improvement of the University performance; on the other hand it allows the evaluation of the narrative methodology designed on the purpose to develop such a specific competence. Specifically, we will discuss both the theoretical bases of the utilized methodology and its functionality in fostering reflexive processes of mentalization concerning the University life as experienced by students who have been late in their performance. Lastly, we will describe the above mentioned methodology through the exemplification of a pilot project carried out with a group of late performing students, commonly defined in literature as Non Traditional Students (NTS), attending the Federico II University in Naples, who made an explicit request to participate voluntarily.