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Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía Social is the property of Pedagogia Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this article is to present and discuss the situation regarding young people and youth policy in Spain via the parameters of the magic triangle linking policy, research and action: (1) the situation of young people in Spain today – some indicators are highlighted regarding the main challenges and opportunities for young people, with references to the so-called ‘Ni-Nis’ (neither studying nor working) and the movement of the ‘outraged’ youth that occupied the streets of Spain's major cities in May 2011; (2) the current approaches adopted by public youth policies in Spain and limitations and difficulties encountered by the government in attempting to meet the demands of young people; (3) social work with young people and professionals involved in youth policies. In the last section, we conclude with some open questions and proposals for the immediate future. [ABSTRACT FROM PUBLISHER]

This article focuses on analysing student participation in university governance, with the specific aims of identifying the main obstacles to student participation and offering proposals of how to better facilitate student involvement in the functioning of the university. From student questionnaires, teaching staff interviews and student discussion groups we obtained information regarding the major obstacles to student participation. The methodology employed in this research allows us to compare and contrast the opinions and perceptions of students and teaching staff. Significant differences are identified that highlight the main ways for facilitating change in student participation in the university. The required changes should not only relate to improving the means by which students are informed about ways of participating, but also influence how universities structure participatory processes, the role of the teaching staff and, specifically, the role of coordinators of those managing bodies closest to the students. [ABSTRACT FROM AUTHOR]