Purpose: The purpose of this research is to show the representation of women in corporate leadership positions. It also aims to identify the key factors that determine the lower presence of women in senior management, as well as policies to achieve gender balance in decisionmaking positions. Originality/value:The research assesses the magnitude of the gender imbalance still present in leadership positions today. It also highlights the need for short-and long-term measures.

In the current context of globalisation it seems inevitable that the international openness of universities would also lead to efforts to attract foreign students. In the case of Spain, this is more necessary, insofar as the drop in population, the existence of other quality educational offerings, and the greater number of public and private universities have made students a target to compete for. Cutbacks in public funds have accentuated this trend. This article analyses the international demand at Spanish universities in order to determine whether there are significant differences because of the level of local competition faced by universities and public or private ownership. The Herfindhal index and analysis of variance are used to this end. Using data from the Statistics on University Students for the 2005-2006 and 2011-2012 academic years, we found that the creation of the European Higher Education Area partially affected international demand at Spanish universities.The overall international attractiveness of the Spanish university system improved considerably and universities have assumed an international view, regardless of the competition in their respective areas. Therefore, local competition is no longer a decisive factor to explain the international demand. In contrast, although public or private ownership does not determine the international attractiveness of universities, it does serve to explain their type of international demand. K E Y W O R D Sbologna process, competition, higher education, international demand, private universities, public universities | INTRODUCTIONThe current situation of the Spanish university system is largely characterised by greater competition between universities. In order to better understand this, it is important to bear in mind some of the changes that have taken place in recent decades and which have had a great impact on the current Spanish university scenario. First, following decades wileyonlinelibrary.com/journal/ejed Eur J Educ.

Adaptation to the European Higher Education Area has prompted European universities to concentrate on becoming more attractive to students, lecturers and researchers from different world regions. This paper analyses the places of origin of international university students in different European countries. The countries are shown in groups by their international students’ places of origin.The groups of countries were formed by using a cluster analysis and, as classification variables, the percentage of foreign students from different world regions in each of the European countries. An ascending hierarchical procedure was used to form the groups and, as the distance metric, the squared Euclidean. The results indicate that it is possible to identify four groups of countries with different characteristics. Following the classification, the main differences between the groups of countries were analysed.Observing the different groups obtained, the percentage of African and South American students is remarkable in the group of countries formed by France, Portugal and Spain. In contrast, the group of countries formed by Finland, Germany, Ireland, the United Kingdom, Turkey, Ukraine, Greece and the Russian Federation is distinctive for a high average percentage of Asian students. In the other two groups of countries, there is a considerable percentage of international European students.© 2015 The Authors. Published by Elsevier B.V.Peer-review under responsibility of Academic World Research and Education Center.Keywords: Global demand; University students; Place of origin; European countries.

En el presente trabajo explicamos la relación entre la comunicación, la cultura y el desarrollo humano y exponemos las principales características de la actividad realizada por la Organización No Gubernamental Kultura, Communication y Desarrollo. Esta organización ha sido declarada de utilidad pública y su labor se enmarca dentro de la cooperación al desarrollo. En concreto, su trabajo se centra en promover un Desarrollo Humano Equitativo y Sostenible a través de la sensibilización social, la educación para el desarrollo y diferentes proyectos de cooperación internacional. Su cometido es el fomento de la cultura a través de la comunicación social con la finalidad de ensalzar la voz de culturas minoritarias o comunidades cuyos derechos han sido marginados. Esta Organización No Gubernamental emplea herramientas de información y de comunicación alternativas para hacer frente al modelo único de pensamiento imperante, dando cabida de esta forma a la diversidad cultural e identitaria de diversos colectivos marginados por el sistema.

GAKO-HiTZAK:Ikaskuntza aktiboa, Diziplina anitzeko ikaskuntza, Goi mailako hezkuntza, Marketin arloa. SArrErAGoi mailako Hezkuntzaren Europar Esparruaren eraketaren ondorioz hezkuntza unibertsitarioaren orientazioan aldaketak gertatu dira, besteak beste, irakaskuntza eta ikaskuntza prozesua ulertzeko erari eragiten diotenak. Ikuspegi berri honen arabera, ikaskuntza ez da soilik ikasleek ezagupenak jasotzeko eta metatzeko prozesua. Ikaskuntza gaitasunak eskuratzeko helburua kontuan izanda definitzen da eta irakasleen zeregin nagusia bideratzea, aholkatzea, orientatzea, ebaluatzea, laguntzea eta, azken finean, ikasten irakastea da. Zentzu honetan, ikaslea bere ikaskuntza prozesuaren benetako eragilea da eta ez hartzaile pasibo bat eta, beraz, irakaskuntza prozesua bere osagarria den ikaskuntzarekin batera adierazita egon behar du.Gaur egun, oinarrizkoa da estrategia metodologikoak ikasleen ikaskuntza behar berrietara moldatu daitezen. Ildo honetan, ikasleengan arreta jartzen duten irakaskuntza metodoek ikaskuntza sakonago eta iraunkorrago bat sortzen dute eta ingurune heterogeneoagoetara egokitzea errazten dute (Fernández March, 2006). Ikasleen ikaskuntza autonomoa bultzatzen saiatzen diren metodoen artean kasuen azterketa, arazoetan oinarritutako ikaskuntza, proiektuetan oinarritutako ikaskuntza, ikaskuntza kooperatiboa edo ikaskuntza kontratua nabarmendu daitezke. Testuinguru faktore ezberdinek, hala nola, ikasle kopuruak, ikasleen ezaugarriek, ikasgaiak edo ikaskuntza helburuek metodo bat edo bestearen egokitasuna baldintzatzen dute.Marketinaren irakaskuntzaren esparruan, Camarero, Rodríguez-Pinto eta San José-ren (2007) iritziz, esperientzian oinarritutako ikaskuntzaren