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The current crisis, unsustainable growth, financial scandals involves reflection on the role of universities in the professional training, particularly those who have to manage businesses. On this issue, there is a perception that the teaching of ethics and corporate social responsibility (CSR) is insufficient (Baetz and Sharp, 2004; Kashyap et al., 2006). In this regard, universities play a fundamental role due both to the impact of the incorporation of CSR into the design of their study and research programs, and its incorporation into universities' mission, vision, and corporate strategy (Muijen, 2004). Then, the present study focuses jon analyzing both the definition of educational objectives and skills development to be acquired by students as the level of inclusion of CSR offered by Spanish universities. In particular, the present paper focuses on analyzing reports verified by National Agency for Quality Assessment of degrees related to the organizational management area implemented in the 2010-2011 academic course, which degrees has been developed based on European Higher Education Area. Based on previous papers, the results of the present paper show that the Bologna process and the Higher Education reform in Spanish universities have promoted an increase of the presence of CSR in the business education. [ABSTRACT FROM AUTHOR]

The implementation of the European Higher Education Area in Spain has involved a substantial change in the traditional practices of university education, introducing important modifications both in the teaching methodology and in the assessment criteria. This work presents the experience carried out by the Faculty of Economics and Business Administration of Albacete in the subject of Cost Accounting. The paper aims to determine whether the new methodologies used in recent years and the introduction of new criteria for assessment have had a positive impact on the improvement of the students' performance and motivation in the aforementioned subject, which is taught in the third year of the degree in Business and Management Administration (ADE). In order to achieve this, we compared the grades obtained by students during the academic years 2009/2010 and 2010/2011 (in which the ECTS methodology was applied) with those obtained in the two immediately preceding academic years: 2007/2008 and 2008/2009 (where the teaching methodology involved lectures and a final exam worth 100% of the final grade). The findings evince an overall increase in the rate of students who take the exam and participate in the process of continuous assessment as a result of the new teaching methodologies. [ABSTRACT FROM AUTHOR]

The internet has become the main source where information can be located, which has facilitated certain university student practices, plagiarism and cyber-plagiarism in particular. Academic plagiarism and related dishonest practices result in the incorporation, although unevenly, of legal, educational, and anti-plagiarism software, etc., on websites in an increasing number of Spanish university libraries. This can be a strategic decisión if considered within the framework of the new EHEA teaching methods, which require that students produce a large number of academic papers, and the growing implementation in the Spanish universities of informational skills. [ABSTRACT FROM AUTHOR]

The initial design, development and evaluation of an innovation experience are presented in this paper. The subject "Gerontological Pedagogy" constitutes the context where this experience which has been denominated as "Knowledge exposition and construction" has been developed in the Department of Educational Sciences at the University of Oviedo. The main objective has been to stimulate students' participation. The article describes how the methodological change took place in the academic course 2007/2008 and, moreover, what conclusions can be extracted in order to improve the subject. [ABSTRACT FROM AUTHOR]