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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]

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 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]

This paper focuses on the perceptions of students from different subject areas as regards student assessment procedures in the University of Santiago de Compostela. We believe that an awareness of how the perceptions of these different groups coincide, can offer insights into the cultural manifestations present in student assessment, as well as providing valuable information on the strengths and weaknesses to consider in any attempt at improving the quality of university education. [ABSTRACT FROM AUTHOR]