The purpose of this research consists of identifying the antecedents that may influence the adoption of omnichannel behavior by volunteers. This behavior can be understood as the interchangeable use of online and offline channels, providing volunteers with multiple contact points with nonprofit organizations. To this end, we first propose a conceptual model based on Clary et al.'s motivations framework and other relevant literature. Second, we test our model through quantitative‐based research, employing an online questionnaire with a representative sample of 7822 volunteers working for the Spanish Red Cross. We then carry out a hierarchical cluster analysis to group similar volunteers into clusters according to the use they make of the different offline and online channels, followed by an ordered logistic regression analysis to test the hypotheses proposed. First, two volunteer profiles are identified: offline‐oriented volunteers with low or no omnichannel behavior, and online‐oriented volunteers with high or very high omnichannel behavior. Second, our results suggest that some types of motivations among volunteers (understanding the nonprofit, career or employment opportunities, the advice of family, friends, and acquaintances, and protective reasons), as well as the sense of belonging, perceived usefulness of new technologies, social influence and having feedback channels, all positively influence the adoption of omnichannel behavior by volunteers. Additionally, our findings reveal different effects for the two clusters identified. Finally, and using a contingency approach, implications for nonprofit–volunteer relationship management are drawn.

In the current educational context, the use of participatory and collaborative methodologies that promote teamwork becomes necessary, this implying that the student must evolve from being a passive subject to an active agent, becoming the central axis of his/her learning processes. The aim of this chapter is to analyze the application of collaborative murals, as a versatile and dynamic learning methodology, in the subject "Strategic Management of Fashion Company", which is taught in the 4th year of the BA Degree in Fashion Industry Management of the University of A Coruña. The implementation of this methodology highlights some of the pedagogical benefits cited in scientific literature. Thus, after carrying out a satisfaction questionnaire among the 49 students who participated in this teaching innovation experience, it was found that this methodology favors the development and practical application of theoretical concepts, allows the creation of a more significant learning environment, improves student motivation and contributes to enhance skills such as teamwork and cooperation.

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La Cátedra Inditex-UDC de Sostenibilidad nace como un espacio de reflexión-formación, investigación y divulgación-en el ámbito de la sostenibilidad, la responsabilidad e innovación social. El objetivo de esta comunicación es analizar los proyectos prácticos de esta cátedra en colaboración con entidades como metodología de innovación educativa y transferencia de conocimiento, basada en el aprendizaje colaborativo entre seis actores diferentes: la dirección académica, los alumnos, los representantes de las entidades colaboradoras, el tutor metodológico, los antiguos alumnos que mentorizan los proyectos y los miembros del tribunal. Para ello, se hace especial hincapié en los retos que supone su desarrollo, se detallan las acciones de mejora continua adoptadas y se evalúan tanto los resultados de aprendizaje como los resultados de implantación de las recomendaciones de los alumnos en las entidades colaboradoras. Hasta el momento, estos proyectos en colaboración se traducen en un modelo exitoso de aprendizaje para los alumnos, y en transferencia de conocimiento a las entidades colaboradoras, que obtienen ideas y recomendaciones innovadoras para resolver necesidades reales e inmediatas.