María García-Feijoo

This study validates the Sustainable Tourism Attitude Scale (SUS-TAS) in four major Spanish cities—Madrid, Barcelona, Bilbao, and Seville—assessing residents’ perceptions of tourism sustainability. A quantitative approach was used, with data collected from 660 residents via an online survey. Exploratory Factor Analysis (EFA) with Varimax rotation confirmed a seven-factor structure, and ANOVA tests revealed significant perceptual differences across cities. Results show that residents in Barcelona report the highest perceived social costs, while Bilbao shows greater support for long-term planning, reflecting varying levels of tourism maturity. The study confirms that sociodemographic variables—especially sex and education—shape sustainability attitudes, while age has no significant effect. Findings support the need for context-sensitive policies that integrate resident voices into sustainable tourism planning. This research fills a gap by validating SUS-TAS in mature European destinations, offering a reliable tool for urban tourism governance.

Business schools face social, economic, cultural, and technological changes that require constant rethinking not only of teaching and learning, but also of leadership and management. In contrast to traditional strategic planning models, this article proposes a new participatory approach for the university community, arriving at a common story and visualizing an exciting future for the school. Applying case study methodology, the paper describes a process of shared strategic reflection at a century-old European business school by following Otto Scharmer's Theory U. The process enabled achievement of shared definitions of vision, values, lines of progress, and strategic projects, and the study itself improved the participants’ perception of the process and its impact on a shared vision's generation. After process implementation, and as a general conclusion, Theory U contributed to promoting shared strategic reflection, with results that are very valuable in the highly uncertain, challenging environment in which business schools are immersed.

Societies today face complex economic, political, and social challenges, many of them connected to the prevailing economic paradigm. Management teams that consider not only economic benefit but also the development of the well-being of the different stakeholders and of society in general are needed. This is called humanistic management, a trend business schools (BSs) can contribute to through a certain way of educating their students. To do so, BSs need to implement a competency-based learning (CBL) model that develops specific competencies. One of the ways BSs have used to deploy CBL has been through participation in Tuning projects. This research starts from an integrated model with criteria and indicators for analyzing the implementation of CBL in higher education institutions and operationalizes its dimensions. It then presents a methodological proposal to analyse the processes BSs have followed to implement CBL at different levels and in different contexts, using case study methodology.

The purpose of this research is to perform a systematic review of the literature published on the benefits of applying the service-learning methodology with business students. Several works and studies identify significant contributions that are important to the student’s profile; however, a systematic review of the benefits derived from the methodology application in the profile previously described has not yet been conducted. The main objective of this study is to gather, identify, and classify evidence from 32 studies conducted across global business schools regarding the benefits of service-learning in university students. The applied methodology follows the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” statement for systematic reviews. The studies were extracted from the World of Science, Scopus, and Educational Resource Information Center databases and were analyzed according to the suggested objectives. The suggested systematic review provides a rigorous analysis of academic literature on the benefits of service learning in the student’s personal, social, academic, and civic environment. A theoretical framework that combines all gathered benefits from the 32 studies has been suggested in these pages, by means of grouping these benefits into four categories considering prior research on the academic, personal, social, and citizenship outcomes. Several quantitative, qualitative, and mixed studies support the benefits of this methodology, focusing on the student’s profile development. We found that students enjoy plenty of outcomes after participating in the service-learning experience, thus, the most frequent outcome is greater social engagement. With more than 4,000 students involved in the total analyzed studies, we present a list of ranked outcomes that reflects and supports the strength of the methodology. Through this study, institutions as well as teachers may be aware of the potential present in this methodology. Our study also suggested a framework for university coordinators to act.

Firms in multiple sectors are incorporating information technology (IT) partners to gain digital capabilities, improve their operations, and offer new value propositions. The deployment of digitalization in well‐established firms from traditional sectors enables the creation of specific strategic alliances (concentric) with IT providers. However, establishing these particular strategic alliances with an IT provider raises tensions and reconsiderations both at the internal level and within the alliance as a consequence of the profound organizational challenges that both digitalization and a strategic alliance imply. This study analyzes how digitalization influences the emergence of these new strategic alliances, highlighting the process and key factors that have contributed to its success at our unit of study in the retailing sector.

In 2015, more than 190 countries pledged to meet by 17 sustainable development goals (SDGs) by 2030 that aim to ensure sustainable global social and economic development, and to strengthen universal peace. Public institutions, businesses, organizations and individuals are all called upon to contribute to this challenge. Focusing on business schools (BSs), and the potential impact they have on graduates, we ask what they are doing for the deployment of these objectives. To this end, we conducted a systematic review of the literature related to SDGs and business schools in the WOS, SCOPUS and ERIC databases. A multi-stage exclusion process resulted in 16 documents for review. The findings of this study provide key information on the role that business schools have to play in achieving SDGs and the ways in which they can be incorporated into their activity: from more in-depth actions linked to creating awareness, questioning current paradigms, fostering cooperation and interdisciplinarity with stakeholders, and working on coherence; to more specific interventions such as creating student associations, incorporating new teaching methodologies or increasing students’ participation in extracurricular activities. In addition, this study also allows us to identify gaps in the literature, giving ideas on necessary future lines of research.

Schools face social, economic, cultural and technological change that makes the need to address the process of strategic reflection relevant for leaders. Compared to a traditional model of strategic planning, this article proposes a new approach in which the future emerges through the construction of a shared vision. The objective of this study is the development of a framework to promote, in a school or network of schools, a shared reflection about the future based on the Theory U developed by Scharmer. This theory helps make organizations aware of the environment, define the desired future and select projects to achieve it. In addition, it emphasizes the participation of all members of the organization (or network) in the reflection process. This paper presents the case study of the shared reflection process of “Kristau Eskola” (an educational network of schools in Spain), in which 93 school directors participated. The conclusions of the study reveal the usefulness of Theory U to support strategic reflection processes; they highlight the advantages of being part of a network; reveal the generation of a shared mission, vision and values; and finally, point out specific projects to be addressed by the leaders for building the desired future.

One of the concerns in our time is the need to integrate economic, social and environmental aspects, which is known as sustainable development. The role of higher education is essential for providing future professionals with the necessary profiles to respond to the sustainability challenges in increasingly complex and global contexts. That is why numerous authors have sought to define key competencies, skills and learning outcomes for sustainability. However, there is still no agreement on what these key competencies for sustainability in higher education really are. For that reason, the objective of this paper is to determine which are the sustainability core competencies, considering three different geographical regions (Europe, Latin America, and Central Asia), and the perspective of four different stakeholders (graduates, employers, students and academics). The framework of the research is the development of the so-called Tuning projects, which aim to design comparable and compatible higher education degrees in different regions of the world, based on student-centered and competency-based learning. Using an exploratory factor analysis (EFA), the results of this study reveal the existence of a factor intimately related to sustainability, which includes competencies such as commitment to the preservation of the environment, social responsibility or respect for diversity and multiculturality, among others.

Evaluación de la calidad docente en una facultad de derecho.