In a global world characterized by competitiveness and speed, agility of change represents a key element of success in any organization. Versatility and the capacity of re-adaptation in changing contexts require an acceptance of the reality of the moment and an optimization of the processes within organizations. Given this situation, within the context of Higher Education we asked ourselves if education is adapted to changes, and if students were prepared for market reality. In previous researches we identified that specifically the students of the Degree in Architectural Technology face mixed feelings at the end of their academic stage, specifically during the development of their Final Grade Work. Instead of facing this last phase of the degree with attitude for learning, entrepreneurship, ambition and satisfaction for what has been achieved-that is, attitudes and characteristics of success in the 21st century-we have noticed that a high percentage of this students shows individualism, demotivation, insecurity and fear. According to this situation, as a continuation of previous work this work focuses on the application of business tools that foster the development of attitudes and aptitudes in students of Architectural Technology during the development of the Final Grade Work, bringing them closer to the competitive reality of the current global market. The work is based on the application of tools for improving performance that come from the business sector under the lean manufacturing paradigm applied to the project management and people management and the measurement of these performance indicators. This implementation will allow students to obtain better attitudes and aptitudes in order to achieve the proposed objectives. This application is validated through a case study of a final grade study group. This case study consists of the analysis of behaviors and the evolution of the projects and goals of all the participants during a specific period of time and its variation after the implementation of improvement tools for the project and team management. This evolution is analyzed through specific key performance indicators.

In the last years of university education, especially in technical degrees, the university faculty finds a profile of students whose attitude is far from being a professional in a short space of time. The present research focuses on the role of the professor as a connector between the university and the business world of the 21st century job market which demands new skills from students, not just knowledge. Nowadays companies look for motivated people, able to resolve conflicts and work as a team ... that is, leaders who made flow communication in the company. Social skills are learned behaviours, so therefore, can be taught. Here is the importance of changing the learning model. Then, this paper focus on the importance of teaching the following disciplines: communication, leadership, teamwork, motivation and conflict resolution. These skills must be acquired during the formative years. The methodology presented here has been carried out in the subject "Construction Equipment, Installation and Auxiliary Resources" of the third year of the Degree in Technical Architecture at the University of Alicante. Traditionally, the teaching of this subject has been theoretical, with lecture classes. During the last years, as a transition, after bad academics results obtained from this perspective, its conception has completely changed, becoming a totally practical subject. Nowadays, students have the necessary didactic resources, to become the manager of their learning. This new methodology highlights the team work among the students, by searching information related to the topics previously explained. The methodology includes students as an active participant in the session where they have to expose to their classmates the results of their work, fostering leadership, motivation and selfesteem, and breaking the barrier of speak in public. With this methodology, after years of decline, academic results have improved again. Students are now motivated, and they have a greater optimization of the class time so they can easily reach the objectives marked by the subject. Another relevant improvement is their change of attitude towards their future business life. This innovative didactic approach addresses teaching in conflict resolution, where the issue is not about eliminating or preventing the conflict but to assume those situations and leave enriched of them. The present study had positive results for both teachers and students and the proposed methodology can be applied to many branches of knowledge, hence the importance of their disclosure.

Augmented Reality (AR) is a new educational approach that modifies how the student receives the information. The learning becomes totally dynamic. Augmented Reality is totally useful for the practical part of the subjects. Especially in technical Degrees. In the first year of these Degrees there are very specific subjects that are totally new for the students. The subject "Fundamentals of Construction" of the first year of the Degree in Technical Architecture is one of them. Augmented Reality is a technology that combines digital information (virtual) and physical information (material), in real time thanks to different technological devices (tablets, smartphones, glasses...). The use of new technologies in the classroom is a great success. The current student profile is familiar with all technical advances. This reality is the way of change in Spanish higher education. The lecture class should not disappear because it is demanded by the student, but now it is not the only way of learning and it is not the most important as it has been demonstrated in recent years. This paper is related to the Augmented Reality (AR) as a resource to take into account in the teaching of building structures. Students have better space vision with Augmented Reality and for that reason it is used as a new resource in the subject "Fundamentals of Construction".

During the academic years 2016-17 and 2017-18, an experience based on collaborative work has been carried out by the students and this activity has been evaluated by themselves. It has been tried to involve the student in his evaluation process because his work has been valued by his classmates. The student makes an individual evaluation of the work presented and defended in class by his classmates. This presented work deals with one of the eight lessons of the compulsory subject "Construction Equipment, Installation and Auxiliary Resources" of the third year of the Degree in Technical Architecture at the University of Alicante. The evaluated task has been a poster about the chosen topic. This poster has been explained by the students in class. As soon has the activity finished, a brief questionnaire must be answered. Each student must valued the work that their classmates have just presented. This questionnaire is designed by the teachers and unknown by the students. During this experience the student becomes aware of their own progress and perhaps the most important, he or she knows how their progress is valued by the rest of their classmates. The poster allowed them to work as a team, develop the ability to speak in public, synthesize constructive techniques and adopt a critical attitude to real situations related with the construction sector.