Knowledge Economy companies need to be aligned with social improvement challenges not only in order to promote sustainable innovation but also because knowledge workers need to feel their work is meaningful in both organizational and social terms. This is the reason why organizational purpose might play a strategic role and becomes a top management duty. Furthermore, organizational purpose, as part of the social enterprise identity, needs to be built as a result of a new kind of leadership performance, focused on learning processes and driven by individual and organizational communication capabilities. Such a challenge points out, on one hand, that a more socially concerned enterprise is needed and, on the other, that top management capabilities must be improved in order to play the new role they are compelled to in order to promote social economy and stakeholders capitalism. What is at stake applies to both theoretically sound foundations and transformational managerial practices such as those this paper intends to apply by presenting outcomes from a research project focused on the transformational role of leadership as drivers for organizational learning capabilities improvement in search of innovation and social impact.

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In today's society, big changes happen in a fleeting way. Technological progress implies that teachers must constantly adapt and reinvent themselves and that their training process is developed throughout their lives. It is no longer enough to have a degree or qualification to achieve success or happiness. To professional performance we must add some key skills, such as communication skills, relationship skills, attitude, etc. together with the flexibility to accept the challenges that arise on a daily basis. Twelve activities were developed, based on Kolb's experiential learning cycle and Dewey's Experiential Learning Theory with the students of a Secondary Education Center with the aim of observing and verifying the degree of usefulness and feasibility of the project. The research was based on the qualitative paradigm through the content analysis of the semi-structured interviews that were carried out with four teachers from the Center, who participated in the experience. A table of categories was designed with a mixed process: deductive and inductive. Among the main conclusions obtained, it is highlighted that the activities carried out have encouraged the participation of the students, they have learned the contents treated, their curiosity and their capacity for organization and their autonomy. On the other hand, a very positive assessment has been obtained from the teaching staff and they emphasize that for the experience to be viable in other Educational Centers, a good organization of all the agents involved and the educational community itself is necessary, at the same time that teacher involvement is necessary. The use of a qualitative methodology in this research has made it possible to deepen the opinion of the agents involved, to improve and disseminate the experience.