Guiding principles
  • Integrity
  • Responsibility
  • Collaboration

Ethical code

SUPSI has operated in Southern Switzerland for the last 20 years, plus many more if we consider the history behind the establishment of the institution, and in its primary role the University supports the development of our society by means of its activities in the fields of education, research and high-level technology transfer, in an ever-increasing range of professional contexts.
This is why the SUPSI Board and Executive have decided that it is essential to codify the three guiding principles, a source of inspiration for everyday University activities: integrity, responsibility and collaboration.
Around these three cardinal guiding principles, the ethical code summarises and clarifies the code of conduct and the most important organisational principles to which all those operating in SUPSI must refer, accepting roles and responsibilities that apply both internally and externally.
At the same time, the code defines the SUPSI commitment toward its students, partners and all other stakeholders in the territory and in the national and international scientific and academic communities.
Understanding and adhering to the ethical code, which integrates and reinforces the principles described in the regulations and directives, are fundamental conditions underlying the reputation of SUPSI.

Educational agreement with students

A university subsists first and foremost because of its students, who must be engaged in its daily activities in order to experience a sense of belonging to the institute they will attend for the duration of their study programmes. The SUPSI objective for its students is twofold: their education should equip them with the proper professional skills, but they should also become citizens who are informed and able to build up valuable knowledge, in terms of both personal development and the development of the community of students to which they belong.
The educational agreement initiative is based on these considerations and is also marked by the desire to remodel the teacher-student relationship approach, requiring the latter category to assume responsibilities while at the same time providing them with adequate responses to their learning needs, provided by their instructors in the classroom, in the partner companies or in virtual spaces, and also by means of high-quality services to support them in their personal development and transform the period of study into an experience of life and participation. On the one hand, the university constructs the contents and the learning environment, while on the other hand, the students construct their own learning process, based on their motivational thrust and assuming responsibility for themselves, for others and in general for the community in which they live.