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The aim of this article is to expose the emprise in curricular innovation of the Faculty of Humanities and Education (HUHEZI) at Mondragon University. This experience will be illustrated through the subject Cross-cultural Education and Values Education of the Teacher Training Degree (Infant and Primary Education Degrees). The practice described is located within the cooperative framework of Grupo Mondragón. This paper explains the keys and the institutional and collective process of the education project at HUHEZI. It portrays the development and the evolution of the subject afore mentioned from its early start (Teacher Training Degree in the academic year 2005-2006) to nowadays (2012- 2013). The core of the paper is the exposition of the organization of this subject, its methodology, participation means, staff training, its ongoing design, application, evaluation and the improvement of its cross-curricular perspective - all of which represent the main ingredients of the educational project of HUHEZI. Difficulties and challenges are also described, such as the need to balance the democratic means of participation with the academic and epistemological disciplines. The current financial struggle, the constant political alterations and the sudden socio-cultural changes are some other challenges to be faced. [ABSTRACT FROM AUTHOR]

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]