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Since the beginning of this century, University has been experiencing a profound transformation. In this framework, the guidance and tutoring are a major issue in Higher Education. The modern Life designing conception highlights two fundamental factors: the commitment of the person in the construction of the life-project through systematic reflection and the need for professional support in different forms and contexts: a challenge for reflection and creative response of guidance and mentoring at universities. This is why innovations in tutoring are so numerous, promoted at universities either by teachers or by governance in order to achieve the implementation of guidance and tutoring systems, based on new technologies and scientific developments that respond to identified needs. This is generating an innovative dynamics and a structural renovation at universities, achieving a better Higher Education quality. Thus, the studies included in this paper constitute a mosaic of intervention practices in University. [ABSTRACT FROM AUTHOR]

Spanish universities are experiencing profound changes in every sphere and aspect, which call into question their customary approaches to teaching and learning, as well as university tutoring and guidance, making these a need which cannot be met by traditional methods. Creating guidance units at a specific centre or faculty within a particular University is an initiative which is not yet widespread. These units require a planning, a design and a subsequent execution of guidance activities for all the students and teachers of a specific university centre. This particular way of counselling organising is characterised by the support for the teaching staff, the coordination among the different university actors who may be involved in a given type of actions, and optimum leverage of all the available resources. This paper describes the Guidance Unit of the Faculty of Educational Sciences at the University of Granada, the legal, political, conceptual/ideological and institutional context in which it emerges, its organisational structure and the actions carried out through a model of functioning by programmes. Finally, there is an evaluation of the limitations and potentials found in the first two years of implementation, concluding in favour of the importance of increasing the dynamism of guidance in the centre, coordinated work by the teaching staff, and the meeting of the needs which arise among students, the need to deal with different types of resistance which are natural to university life, and the value of centre guidance units as a quality element in Higher education. [ABSTRACT FROM AUTHOR]