1. Could you briefly introduce yourself and describe your role at the University of Salerno?
I am Dr Giuseppina Moccia, scientific and technological officer at the ‘Public Health Laboratory for the Analysis of Community Health Needs’ within the Department of Medicine at the University of Salerno. I also hold the role of University Disability Manager, with the aim of promoting inclusion, fostering equal opportunities and contributing to the creation of an increasingly accessible university environment that is attentive to the needs of people with disabilities, both in their working lives and in their participation in the university community. In this role, I consider it essential to promote a culture of disability that goes beyond the purely healthcare dimension and recognises the importance of environmental, organisational and social factors in fostering people’s active participation in university life. Particular attention is paid to the accessibility of spaces, the identification of personalised solutions and the promotion of reasonable adjustments, so that every member of staff can carry out their duties under conditions of equal opportunity, autonomy and dignity.
2. When and where did you undertake the mobility? What motivated you to take part in this mobility experience?
I took part in the exchange programme from 5 to 8 May 2026 in Bielefeld, Germany. I chose to take part in this experience with the aim of gaining first-hand insight into the strategies and best practices adopted by another university to promote the inclusion of people with disabilities, with particular reference to staff working within the university environment.
The exchange programme provided an important opportunity to discuss issues of accessibility, workplace inclusion and reasonable adjustments, which are essential tools for meeting individual needs and removing the barriers that can limit the participation of people with disabilities.
I believe that international exchange is fundamental to understanding how universities can develop more inclusive working environments, through measures relating to physical spaces, the organisation of activities, communication and professional relationships. The aim is to promote a university model in which diversity is recognised as a value and in which every person can contribute fully to working life, regardless of their personal circumstances.
3. What did you find most enriching about the experience, both professionally and personally?
The aspect I found most enriching was the focus on welcoming people and on designing spaces specifically organised to meet the needs of university staff. This experience allowed me to reflect on the importance of viewing inclusion not as an occasional measure, but as a cross-cutting principle that must guide organisational decisions and the design of work environments. Accessibility, in fact, is not merely about removing architectural barriers; it also encompasses the ability to use spaces independently, access information, take part in activities and carry out one’s work in conditions suited to one’s needs. A further point for reflection concerned the value of reasonable adjustments, which may take the form of adaptations to spaces and workstations, the introduction of assistive technologies, the provision of accessible communication tools, or a different organisation of work activities, where necessary. From a personal and professional perspective, this experience has reinforced my belief that a genuine culture of inclusion must begin with listening to people with disabilities, understanding their needs, and the ability of institutions to identify concrete, sustainable solutions that respect individual autonomy.
4. How do you think you will be able to apply what you learned during the mobility experience to your work, whether in teaching, research or other activities?
The knowledge and insights gained during the international mobility placement will make a tangible contribution to the development of the University Disability Manager’s activities, through the identification and analysis of good practices to be promoted and adapted to the context of the University of Salerno. A key priority is improving the accessibility of university premises and the working conditions for people with disabilities, by paying greater attention to the design of spaces, the organisation of work activities and the availability of appropriate tools and support. Particular attention will be paid to enhancing the process of listening to and directly involving staff, with a view to identifying any barriers and promoting, in collaboration with the relevant departments, personalised solutions based on the principles of fairness, equal opportunities and the promotion of individual abilities. In this context, reasonable adjustments are an essential tool for ensuring full participation in working life and fostering an accessible and inclusive professional environment. The skills acquired may also be shared through awareness-raising and training initiatives aimed at the university community, with the aim of combating stereotypes and prejudices, promoting greater awareness of disability issues and fostering a culture of inclusion. Accessibility, in fact, should not be viewed merely as a response to individual needs, but as a cross-cutting principle capable of improving the quality, effectiveness and sustainability of the entire university environment. I also believe that effective and structured management of disability and inclusion policies within the university can serve as a key driver of innovation for the entire public administration system. As a public institution dedicated to education, research and the dissemination of knowledge, the university can play a driving role in experimenting with and promoting inclusive organisational models, thereby contributing to the dissemination of good practices that can also be transferred to other public bodies. From this perspective, the experience gained during the mobility programme will help not only to improve internal processes within the University, but also to share approaches and solutions capable of generating a broader impact on administrative culture, promoting public workplaces that are increasingly accessible, equitable and focused on the development of individuals. The international experience will therefore provide an opportunity to develop operational proposals, share best practices with the relevant departments and bodies, and promote measures that are practically implementable and replicable. In this way, the outcomes of the mobility programme can lead to a process of continuous improvement, helping to make the University of Salerno an increasingly inclusive environment and, at the same time, a benchmark for the promotion of a culture of accessibility and equal opportunities throughout the public administration.
5. Would you advise your colleagues to take part in a mobility programme at NEOLAiA universities? If so, why?
Of course. I strongly encourage my colleagues to take part in the mobility activities organised within the framework of the NEOLAiA Alliance, as they represent an important opportunity for professional and personal development, as well as a practical means of fostering cooperation and the exchange of knowledge between European universities. Direct interaction with other academic institutions allows us to learn about different organisational approaches, observe experiences developed in other contexts, and identify innovative solutions that can be adapted to our own institution. This is particularly significant when addressing complex issues such as disability, accessibility and inclusion in the workplace – areas in which sharing experiences can help to improve university policies and services. Mobility also enables us to broaden our perspective, better understand the needs of people with disabilities, and recognise the value of work environments designed to ensure autonomy, participation and equal opportunities. I believe that investing in international mobility means investing in the quality of the university and in the ability of institutions to evolve. Experiences such as this offer concrete insights for building a more aware, accessible and inclusive academic community, in which every person can feel welcomed, recognised and empowered to realise their full potential.
