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Throughout the last decades of the twentieth century and the beginning of the twenty-first, the teaching of English for specific and/or professional and academic purposes has probably constituted one of the most innovative areas in the Spanish University. With the advent of the Bologna reform, the theory and praxis of this dynamic field of knowledge has enhanced its range of activity, so as to include not only students, but also lecturers, whithin its concerns. The result can be measured by the innumerable variety of CLIL (Content Language Integrated Learning) teacher training experiences carried out along the Spanish Tertiary Education geography. This paper has two main purposes: on one hand, to give the account of the CLIL teacher training at the UPCT (included in the larger frame of teaching innovation programs), under its corresponding theoretical approach and bearing in mind the particular circumstances of the institution. On the other hand, to pose questions about the future perspectives of similar experiences in a teaching context that is becoming more and more complex and 'hybrid' from its very foundations. The partial conclusions of this study depict a global teaching/professional scenario that is both challenging and appealing, which must be seriously dealt with from the Universities and our common European administrative framework alike. [ABSTRACT FROM AUTHOR]

The introduction of quality management systems in Degree and Master education programmes offers a great opportunity to face some of the most persistent problems and challenges in Spanish higher education. In this context, it is possible to think of new institutional coordination schemes to expand and deepen into the idea of a study as an evolving joint project driven by a coordinated teaching team. However, in order that these new quality management systems become powerful agents for change in teaching culture, coordination and true improvement of the students' learning experience, they need to be thought, specifically, from an internal enhancement perspective and not from the usual external quality assurance perspective or as a device for external accountability. On one hand, it implies that quality management systems should be designed as actual academic coordination and government structures, with capacity for effective intervention on the curricula and learning processes of the studies. On the other hand, the ability of these systems for empowering deep enhancing changes on learning experiences depends on are spect of the diversity and ownership of studies and individuals, on fostering the presence of the students' voice inside the coordination system, on giving support to leadership inside the teaching team responsible of the study and on designing good internal and formative assessment procedures. This paper, grounded on the experience at the Universidad de Zaragoza, proposes a synthesis of these requirements in ten principles for a quality management system in higher education programmes specifically oriented toward the enhancement of the students' learning experience. [ABSTRACT FROM AUTHOR]