University students are used to attend traditional sessions where the teacher explains theoretical lessons, the contents of which are then applied in practical sessions with identical scripts established to follow the same scheme in practice and theory. This scheme of operation has been traditionally followed, but in some cases, it has caused fatigue and lack of motivation to the students.In the subject "Organizational Behavior and Change Management" (formerly "Comportamiento Organizativo y Gestión del Cambio") in the Degree of Informatics Engineering, we have been getting some feedback from students on how to improve the results of the students learning results [1]. Consequently to the received feedback, we have decided to put into practice the participation of external speakers (with high experience in topics related to the subject) that show students the most important values of the content of the subject learning guide, through dynamic group discussion sessions where different topics from those studied in the theoretical sessions are discussed in practical sessions.In this paper we propose the participation of external speakers in practical sessions, as a way to break the routine of academic courses (where teacher of the subject is usually the only speaker in both practical and theoretical sessions). We want to assess the impact that this breakage of the routine can cause in the improvement of the student's perception regarding the evolution of the classes.The second impact that we want to measure is how it affects the motivation of the students, in the practical sessions, the proposal of topics of debate very different from the theoretical themes of the subject, but at the same time directly related to the subject itself.In summary, the expected result of this practical research activity is the evaluation of how students react to these unexpected practical sessions, in an unexpected environment, and with unexpected speakers. This impact will be measured based on the improvement of the assessment that students show as a result of their practical learning.

Sustainable Development Goals (SDGs) define objectives to be achieved by the year 2030. Therefore, there are less than eight years left to fulfil the purposes indicated in them, and unfortunately, everything indicate that this will not be the case, and the established objectives will not be achieved on time.Situations such as those seen daily in the global environment in terms of poverty, inequality, even in relation to unthinkable wars, such as the one between Russia and Ukraine, make the SDGs more important every day, and humanity should have them as benchmark for the development of a global society. However, the situation is quite the opposite, and although there are initiatives and a certain degree of knowledge of these SDGs, society is far from the necessary awareness and perception of their importance to achieve them.Given this lack of awareness and perception of the SDGs as something essential for the development and survival of human beings on the planet, it is essential to train young people about it. And, above all, to those who are destined to manage and direct the world in the future. They need to perceive the importance of these SDGs, something that goes far beyond seeing the SDGs as a political weapon with which to try to win votes as it seems that many of the young people perceive this UN initiativeTo carry out all this, it is essential to know what university students, who will be the leaders of the future, think about it, and how they perceive the SDGs. For this reason, a survey has been designed to obtain this information. This article focuses on presenting that survey and its design. This survey differs from others related to the SDGs, which focus more on finding out what students know about the SDGs. However, this survey focuses more on knowing how the SDGs are perceived, and if students believe that their future work can influence achieving any of them.Depending on the results that can be obtained through this survey, it will be possible to know how to approach the training of students in SDGs, so that they can exploit their knowledge, at a "technical" level, always in line with the achievement of the SDGs.

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Given that the Effective Oral Communication is a fundamental transversal competence for the personal and professional development of any student whose objective is to develop their professional future within a Company, any effort to improve the students' ability to understand their environment is very useful, to synthesize ideas about the information it receives and with which it deals, to expose the conclusions or thoughts about it, and to defend those ideas and discuss them in public if necessary.In the Degree in Business Administration and Management there are many subjects focused on knowing the economic fundamentals for decision making in companies. But the impact of the use of this economic knowledge in decision making seems to be less if the Business Decision Maker is not able to communicate and transmit clearly and effectively their thoughts and decisions [1].This article aims to establish a development plan for the transversal competence "Effective Oral Communication" to implement during the first course of the subject Introduction to Business Administration in the Degree of Business Administration and Management of the Higher Polytechnic School of Alcoy (EPSA). The expected outcome is a development plan together with assessment surveys through which the students assess the effectiveness of this plan.

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