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[EN] The progress in technology for learning has introduced new ways of teaching in the classroom that might favor self-assessment processes and male classes more dynamic, fostering the motivation of undergraduate students. The aim of this research is multiple. First, we analyze whether the use of questionnaires through Kahoot! is perceived as a fun activity by undergraduate students. Second, we study whether this tool is perceived by undergraduate students as a useful alternative for self-assessment of knowledge. Third, we also analyze whether this tool improves students' motivation towards the subject. Finally, we also analyze whether the reward of the activity on Kahoot! modifies perception of fun and usefulness of Kahoot!, and the students' motivation. To address these goals, we have elaborated a questionnaire that has been answered by 116 students from a Faculty of Business. Our results show that the activities with Kahoot! are mostly perceived as fun and useful, as well as they increase the students’ motivation towards the subject. Moroever, the results reveal that the existence of rewards favors the perception of the fun generated by Kahoot! and improves students' motivacion., [ES] El avance de la tecnología para el aprendizaje ha abierto nuevas formas de enseñar en el aula que pueden favorecer los procesos de autoevaluación y ayudar a dinamizar las clases, fomentando la motivación de los estudiantes universitarios. El objetivo de esta investigación es múltiple. Primero, analizamos si la realización de cuestionarios a través de Kahoot!! se percibe como una actividad divertida por parte de estudiantes universitarios. Además, estudiamos si esta herramienta es percibida por los estudiantes como una alternativa útil para la autoevaluación del conocimiento. También analizamos si esta herramienta mejora la motivación de los estudiantes hacia la asignatura. Por último, estudiamos si la recompensa de la actividad en Kahoot! modifica la percepción de divertimento y utilidad de Kahoot!, y la motivación de los estudiantes. Para abordar estos objetivos, elaboramos un cuestionario que ha sido respondido por 116 alumnos de una Facultad de Ciencias Económicas y Empresariales. Nuestros resultados muestran que las actividades con Kahoot! son percibidas mayoritariamente como divertidas y como útiles, así como que consiguen aumentar la motivación de los estudiantes hacia la asignatura. Además, los resultados revelan que la existencia de recompensas favorece la percepción del divertimento generado por Kahoot! y mejora la motivación de los estudiantes.

La presente tesis doctoral analiza herramientas para lograr una mejor gestión de la reputación corporativa. Para ello, el primer capítulo presenta a través de una revisión de la literatura, las ventajas que proporciona una buena reputación y que justifican el estudio de instrumentos para su gestión. El capítulo segundo analiza y contrasta la influencia de la gestión de riesgos empresariales en la reputación corporativa, además de estudiar el efecto del comité de auditoría como órgano supervisor del sistema de gestión de riesgos de la empresa y como garante de la reputación corporativa. En los capítulos tercero y cuarto se confirma la relación positiva entre la responsabilidad social corporativa y la reputación corporativa, a la vez que se demuestra que tanto el perfil cultural nacional, como la calidad de información divulgada sobre el desempeño social de la empresa, son factores que afectan a la intensidad de dicha relación., This doctoral dissertation analyzes tools to achieve a better corporate reputation management. For this purpose, the first chapter presents through a literature review, the advantages that a good corporate reputation provides and that justify the study of instruments for its management. The second chapter analyzes and contrasts the effect of enterprise risk management on corporate reputation, as well as it studies the role of the audit committee as supervisor of the company's risk management system and as guarantor of corporate reputation. Results from chapters three and four confirm that corporate social responsibility performance is a driver of corporate reputation, while showing that both the national culture and the quality of corporate social responsibility reporting, affect the intensity of the impact of corporate social responsibility performance on corporate reputation.

Corporate social performance (CSP) has received a particularly high share of attention as one of the main determinants of corporate reputation. However, few studies have tested the extent to which the relationship between CSP and corporate reputation may be affected by industry, country, or other context-related variables. Besides, some conceptual thinking suggests that the impact of CSP on corporate reputation may vary according to the level of consistency of a firm's behaviors. However, this view has not been empirically addressed. For this reason, the main objective of this study is to explore the impact of consistency in CSP management on corporate reputation. Specifically, we analyze both the effect of CSP internal consistency (or consistency between environmental and social performance) and CSP consistency over time on corporate reputation. The results based on data from an international sample of 133 companies for the period 2011 to 2016, support either CSP internal consistency or CSP consistency over time (positive increment of CSP over time) positively affecting corporate reputation. The results also confirm the moderation effect of CSP internal consistency on the relationship between CSP and corporate reputation. These results reveal that consistency in social responsibility management helps a firm to consolidate its corporate reputation., Open access publication thanks to the University of Burgos.