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In the attempt to make a further step toward a research-based definition of the core professional development needs of teachers of languages for specific purposes (LSP), this paper aims to upgrade the framework of professional development needs of LSP teachers developed by Bocanegra-Valle and Basturkmen (2019). With this objective in mind, the paper will examine the differences in the professional development needs of LSP teachers in the European Higher Education Area (EHEA) based on their experience with LSP teaching in higher education, qualification level, and LSP taught. The results suggest that the core LSP teacher professional development needs are distributed across the categories of course development, knowledge of the target discipline/profession/industry, knowledge of language use in the target discipline/profession/industry, peer collaboration, and professional development opportunities. Efficient LSP teacher professional development could be based on a three-stage model: a general LGP teaching methodology course, followed by a general LSP teaching methodology course, and finally discipline-specific acculturation. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science 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.)

Fifty years after the introduction of Communication studies into Spanish universities, this article presents the results of a descriptive investigation of on-campus university education in Advertising and Public Relations in Spain, with the dual aim of gaining an understanding of how it is formally, and what and how it is taught. A total of 1,815 teaching guides amounting to 10,224 ECTS credits were compiled for the 41 degree courses taught in 38 training centers. The data collected in coding sheets were statistically analyzed and grouped into 57 variables. The results highlight the majority of private initiatives in university education in this area, and the scarce internationalization with only token use of English in teaching. We observe a significant relative presence of cross-cutting content between Communication and other areas, as well as a clear predominance of Advertising training over Public Relations. The most relevant specialized areas are creativity, and advertising and digital marketing. In teaching, a greater weight of practical activities is observed compared with traditional theoretical or master classes. The evaluation of students is also more based on practical work rather than written tests or examinations on theoretical knowledge. These latter aspects confirm the footprint left by the Bologna Plan and the regulations it drove, although the methodological renovation it advocated has yet to be fully achieved. [ABSTRACT FROM AUTHOR]

On 14 March 2020, an emergency teaching period began. Faculty and students were faced with an unprecedented situation. This survey study shows how higher education students rated this experience and which dimensions were the most important in their assessment. In general, the experience was negative, with the academic dimension being responsible for this assessment. The conclusion brings us back to Bologna and the need to enhance student autonomy. Something that seems to have been forgotten. [ABSTRACT FROM AUTHOR]

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones 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 Miscelanea Comillas is the property of Universidad Pontificia Comillas 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 Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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.)

University students need to have ability in more than one language in order to foster the transmission of knowledge and research, and so consolidating a multilingual Higher Education. In the context of Melilla (University of Granada), this requirement is added to the plurilingualism in the city (a large majority of the population is bilingual in Spanish and Tamazight). This investigation aims at describing the plurilingual reality of first-year students, as well as the different socio-linguistic variables that could account for results. Data obtained in several tests and questionnaires, with 206 subjects, determine that a clearly plurilingual profile exists among the participants, although the great challenge is centred on reaching communicative competence in a foreign language sufficient to become independent users. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion 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.)

As university lecturers within the European Higher Education Area (EHEA) who also engage in research, we should evaluate the Erasmus+ programme in terms of its role in promoting the cultural development of participants. This article focuses on the assessment of the IC of 60 non- Spanish Erasmus+ students in a case study at the University of Las Palmas de Gran Canaria. The main objective of this article is to define the intercultural profiles of participants in a case study based on the following different factors (age, gender, mother tongue, degree of multilinguism, mobility, academic level and field of knowledge). The study has been designed using a mixed methodology and aims to collect and analyze data gathered regarding actors included in the intercultural model devised by Fantini and Tirmizi (2006). The results we obtained allow us to specify different profiles and the factors that directly affect how they are classified. This study's contribution should be understood in the light of the implementation of the EHEA, an area that aims to promote intercultural communication among students as future professionals in a global world. [ABSTRACT FROM AUTHOR]

This study aims to analyze the perception of beginner students in the Degree of Primary School Education about their competence to manage information. This ability to manage information has become a fundamental axis in present-day society and its development in teachers is an important educational challenge. This study has used a descriptive-interpretative ex post facto methodology. Data were collected through a questionnaire given to Primary School Degree students who had just started their degree at the University of León. The results indicate that the students regard themselves as highly competent in the most simple and basic digital aspects such as Internet browsing. In contrast, they seem unfamiliar with RSS feeds, social bookmarking sites or start webs. Some useful tools for students such as virtual repositories have never been employed by a significant part of the sample. These shortcomings in the management of information, beyond the most superficial skills, are important for future teachers and for decisions and actions taken in their initial training. [ABSTRACT FROM AUTHOR]

Copyright of Journal of English Studies is the property of Universidad de la Rioja, Servicio de Publicaciones 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.)

In recent years in Spain, university teaching of Communication has been adapted to European Higher Education Area. This process has been studied and analyzed by scientific community of Communication. Thanks this interest, today there are several academic research and papers about this issue. In this context, our aim is to built a global view of the academic papers which have been published in Spanish scientific Communication magazines about adjustment to EHEA of degrees and postgraduate programs of Journalism, Audiovisual Communication, and Advertising and Public Relations. [ABSTRACT FROM AUTHOR]

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa 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 changes of this new century are forcing the different social agents to develop a new direction model and directors in Europe which contribute to recover the lost trust relationships with the stakeholders. Companies incorporate the corporate reputation (CR) and its dimensions in the corporate behavior as a model which contribute to the sustainability of the companies. The basis to build this model must have their foundations in the new EHEA. The academic institutions, committed with the social agents, may work towards initiatives which contribute to the innovation and the global economic and social sustainability. This is why the assimilation of this corporate behavior by the school's students as future professionals is very important. In this work the following questions are treated: (1) Corporate reputation with the dimensions are defined; (2) Different transversal competences are explained and a comparative analysis of both is realized; (3) The diversity of these competences in their organization and in the different disciplines is detected; (4) It is provided a new vision in the High Education that integrate the dimensions of the CR as a reorganization model of these competences from the common correlations and characteristics between them. As a conclusion, it is proposed to apply the CR into these professional competences to: Generate new educational perspective directed to the acquisitions of innovative professional competences; and develop new researches in the High Education. [ABSTRACT FROM AUTHOR]

The arrival of the European Higher Education Area (EHEA) has brought about intense methodological restructuring in the participating countries. These changes, along with the development of ICT, are reshaping the Higher Education system. The emergence of advanced technological tools like the Moodle platform has altered the teaching-learning process at every educational cycle. This paper springs from the work undertaken as part of the ongoing project for Educational Excellence in collaboration with three Andalusia universities: Seville, Cadiz and Huelva. The study was entitled Tele-education Platforms for Virtual Instruction. Since work at the University of Huelva has taken into consideration the students at some point, and the University of Córdoba lacks research on this area, we decided to examine the role of the student at the University of Cordoba as side-work to the original project. To this purpose, we designed an instrument to determine the students' rate of use, level of satisfaction and level of knowledge of the Moodle platform. Thus, with this paper we would like to emphasize the relevance of students as key elements in the education system, as recipients of the teaching process. [ABSTRACT FROM AUTHOR]

Teaching has been a widely discussed issue in our context, especially since the implementation of the European Higher Education Area (EHEA). The new ways of conceiving and describing the teaching, learning and assessment require a rethinking of the university pedagogy. However, this reformulation should not be limited to a psycho-pedagogical question. This paper presents the teaching work from a relational and human dimension that, not surprisingly, has also an impact on learning and student development. The communitarianism criticism of the principles of liberalism emphasize the importance of this dimension of teaching work, and raise questions that should be addressed in order to maintain the university as a unique life experience, and an important social institution. [ABSTRACT FROM AUTHOR]

The process of building the European Higher Education Area (EHEA) has not been without controversy and different levels of interpretation in its creation, foundation and development. The aim of this paper is to portray the situation and go beyond the theoretical study, based on official documents which have accompanied and complemented meetings of European ministers responsible for higher education. From these deep interviews, in semi-structured format, we found interesting to capture the views, expectations and perceptions of responsible and active actors in the process of building the EHEA: Guy Haug, Domenico Lenarduzzi, Marius Rubiralta, Eric Froment, Josep M. Bricall and Jorge Fernández Díaz. All of them with political and university relevance have been implicated from different institutions: European Conference of Rectors, European University Association, Department of Education of the European Commission and various Ministries of Higher Education. Their contributions have provided knowledge to contrast and offer a better understanding of EHEA display. Based on the triangulation of the contributions of the interviewees and the review of official documents and statements the study concludes that the university (together with the research - European Research Area and lifelong learning - European Lifelong Learning Area) is the fundamental hinge for society development and European seal. But it needs to adapt to changing times and to be linked to competitiveness and efficiency. It also needs to provide more and better cooperation and proximity to encourage mobility and mutual recognition. Besides, the creation of EHEA corresponds to a power struggle between the University autonomy rights, the legislative right of state governments and the European Commission's recommendations. However, all of them agree to raise a self-critical reflection as regards the diffusion of information so as to avoid possible misinterpretation or misunderstanding and enable more and better ways of participation. [ABSTRACT FROM AUTHOR]

Copyright of Educade: Spanish Journal of Accounting, Finance & Management Education / Revista de Educación en Contabilidad, Finanzas y Administración de Empresas is the property of Asociacion Espanola de Contabilidad y Administracion de Empresas 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 Educade: Spanish Journal of Accounting, Finance & Management Education / Revista de Educación en Contabilidad, Finanzas y Administración de Empresas is the property of Asociacion Espanola de Contabilidad y Administracion de Empresas 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 RUSC: Revista de Universidad y Sociedad del Conocimiento is the property of Fundacio per a la Universitat Oberta de Catalunya 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 adaptation of the university curricula to the European Higher Education Area has brought major changes to the teaching and learning practice, such as skill focused planning of teaching, active learning methodologies and the encourage of independent learning, managed by students and, mainly, by teachers. We are aware of the need to promote new ways of working in order to overcome both, the atomistic conception of curricula, departmentalized in disciplinary contents, as much as, historical individualism of teachers. We must also remember that current requirements in education methodologies demand student-centered learning. In this work, basing in that foundation and in the context of the Teacher Training School of Bilbao, where the degrees have been designed according to a modular structure, we discuss how we understand the composition, roles, functions and working procedures of the teaching teams and as a result, how the coordination with other teams must be carried out. Finally, we propose a general structure, for different types of teaching guides (module guide, teaching guide, student guide or subject guide) which, taking into account the basis of the modular system, includes explanations about the different sections and contents of the guide itself. The article concludes with a number of reflections on teamwork and about the cultural change carried by this way of working, that is, reflections arose from the work process itself. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 RUSC: Revista de Universidad y Sociedad del Conocimiento is the property of Fundacio per a la Universitat Oberta de Catalunya 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 RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa 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 Autonomous Region of Aragón (Spain) is one of the pioneers in its full adaptation to the parameters and demands established by the European Higher Education Area [2]. The Aragonese universities with on-site classes began their study plans in their respective Communication degree programmes under the philosophy known as the "Bologna model" in the academic year of 2008-2009. The aim of this article is to analyze the initiation process these studies have gone through in both the public university (Universidad de Zaragoza, UNIZAR) as well as in the private university (Universidad San Jorge, USJ). The main objective of this work is to study how new Communication study plans created in the common European framework began to be implemented and to evaluate the new forms of learning that this model of university teaching has created. Therefore, we will conclude with the results that have been obtained to date with the application of active methods of learning aimed at acquiring professional skills based on concepts such as flexible and lifelong learning (LLL), To sum up, the aim is to identify the keys of paradigm change brought on by Bologna in Communication studies and how and with what concrete results the innovations that have been introduced in content and teaching methodology in degree programmes can be interpreted based on the experience in Aragón. [ABSTRACT FROM AUTHOR]

Ever since the run-up to the Bologna Declaration in 1999, higher education has been the subject of intense debate. Roughly speaking, there are two opposing views: whilst some advocate a higher education system that preserves its traditional focuses on humanistic and cultural excellence, others favour a higher education system geared at effectively and efficiently producing professionals well prepared to function in modern society. Both views feature strengths and weaknesses. Meanwhile, neither on its own is able to sustain a model of higher education suited to post-modern times. We propose an alternative conception of post-modern higher education which combines aspects from each of these views, and overcomes some of their weaknesses. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) 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 European Higher Education Area (EHEA) requires from universities a considerable organizational and methodological adaptation. One of the most interesting contributions of the EHEA is the treatment confered to the so-called generic or transversal competences, due to the relevat role they play as main contributors to the training of XXI century professionals, as well as to an integral formation of persons. The main goal of this study is to analyse how Spanish universities have come up with the incorporation of this type of competences from an institutional, degree and subject perspective. The methodology consisted in the development of a detailed study about the information available at universities public websites, which in turn led to an analysis of the quality of this information, according of the transparency and comparability of the degrees that EHEA advocates. The results show, first, the need to improve the public information of universities and, secondly, the desirability of giving an integral institutional support and monitoring to the development of the generic skills of each degree, in order to achieve the expected results. [ABSTRACT FROM AUTHOR]

Copyright of @tic.revista d'innovació educativa is the property of @Tic. Revista D'Innovacio Educativa i Tics 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 RED - Revista de Educación a Distancia is the property of Universidad de Murcia 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 Innovacion Educativa is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones 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 Revista de Lingüística y Lenguas Aplicadas (RLLA) is the property of Universidat Politecnica de Valencia, Department of Applied Linguistics 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 RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa 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 @tic.revista d'innovació educativa is the property of @Tic. Revista D'Innovacio Educativa i Tics 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 European Space for Higher Education requires a change in the traditional teaching methodologies that can be helped by the new technologies. The Web 2.0 provides a great number of possibilities to make the student an active agent in the learning process, but the wiki technology seems to best adapt the most recent teaching needs, such as the generic competences for the integral formation of the students which go beyond the specific knowledge of a particular subject. University teachers are beginning to experience wikis in their subjects, but the institutional support is not enough to make the use of wikis general in all Spanish universities. [ABSTRACT FROM AUTHOR]

This paper presents some findings of an evaluation study conducted in five spanish universities on the design of a 'FORCOM Guides for Self-Assessment Teaching Competencies'. This device has been developed to help university teachers to cope with the teaching demands of EHEA. Data collected in a previous teaching needs? assessment were the grounds of the very first design of the guide. Sixteen senior university teachers - of any scientific area- had been demanded, firstly, implementing the Guide, and next, they had been required in order to look for their perceptions about: a) the ease and other aspects of practical management of the Guides ('format evaluation'), and b) the utility and suitability of its content to teachers? teaching needs ('content evaluation'). Data analysis points to: 1) the validity and utility of the created device, especially for helping well experienced teachers in EHEA; 2) its capability the increase the teaching technical knowledge of the teacher, and 3) some change demands related with the present format and with the content of the Guides, as well. [ABSTRACT FROM AUTHOR]

The paper presents four experiences based on the use of portfolios as a way to assist students learning of both subject knowledge and generic skills. In three of them the portfolio is integrated as an element that helps students to organize their work in the subject, to reflect on their learning and to evaluate their results. The portfolio is also presented as a formative and summative assessment tool. In the last experience, the portfolio aims to provide students with the opportunity to reflect on the degree to which have developed generic skills after completing studies. In this case, students construct a wiki where reflections and samples of their best projects and exercises can be organized to demonstrate the achievement of such learning. [ABSTRACT FROM AUTHOR]

This work deals with the results obtained in the adaptation to the European Space for Higher Education of an Energy Resources course. This adaptation has been developed progressively in three consecutive academic years. In the first one, the teachers received suitable teaching training and they tried to increase the student motivation, due to the very low ratio of student attending the final evaluation exam respect to the number of students enrolled on the course. The second year was focused on the elaboration of teaching guides and the evaluation of the true student working time. Finally, in the third year, the course was methodologically redesigned and structured in several levels: use of specialized bibliographic material, audiovisual material, small scale prototypes, practical laboratory courses and visits to industrial facilities. The evaluation method was changed to a diversified system based on the different proposed activities and the abilities to be developed. As a result of this progressive adaptation process, a high level of motivation and success rate (89%) were reached. Nevertheless, the application of those new methodologies was found to be restricted to a not very high number of students per group to carry out most of the activities. [ABSTRACT FROM AUTHOR]

Copyright of @tic.revista d'innovació educativa is the property of @Tic. Revista D'Innovacio Educativa i Tics 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 @tic.revista d'innovació educativa is the property of @Tic. Revista D'Innovacio Educativa i Tics 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 DYNA - Ingeniería e Industria is the property of Publicaciones Dyna SL 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 Innovacion Educativa is the property of Universidad de Santiago de Compostela, Servicio de Publicaciones 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.)

From the very beginning of this new century the university has been living paradigmatic changes. Reflecting on new qualifications that can fulfil the new professional demands is not the only issue on discussion. If the European Space of Higher Education (ESHE) really aims to achieve its foundational objectives, it should incorporate in the curriculum some citizenship related subjects. This paper aims to explain what competences should become part of the curriculum so that the university itself contributes in the education of citizens ethically and morally compromised with our society and with the development of a European citizenship. [ABSTRACT FROM AUTHOR]