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The purpose of this paper is to analyse and compare the impact of implementation of ISO 9001:2008 Standards perceived by Management Teams and Teachers in schools in four autonomous communities in Spain.

To assess this impact, the authors used an evaluation instrument made up of 93 items assessing seven major dimensions, whose reliability has been excellent for the full scale (Cronbach’s α = 0.987) and dimensions (α > 0.93). The authors conducted descriptive and differential analyses (ANOVA and t-test for independent samples) of the assessments by professional position (managers and teachers) and other variables (size and type of school, years of implantation, etc.). A factorial analysis of variance was conducted to analyse the interaction effect between these variables in each of the evaluated dimensions.

The most significant results show a high impact on the dimension management, medium on communication, learning process and external relations and low impact on climate, support and recognition and satisfaction. Likewise, the authors found that members of the Management Teams valued the impact that ISO 9001:2008 Standards have had on all dimensions at a higher level, except for external relations, where no significant differences between Teachers and Management Team members were found.

The study makes it possible to conclude that in general terms, the members of the Management Team of the schools perceive a higher impact of the implementation of ISO 9001:2008 Standards than teacher do in the different dimensions evaluated.

The specialised literature shows the lack of studies related to the impact that the implementation of quality management systems has on organisations. Specifically, this study provides conclusions to the scientific and professional community with objective evidence of the impact ISO 9001:2008 implementation has had on schools, through an indirect system of perceptions of the education community of the changes, which according to them had taken place as a result of implementation. Thus, this study contributes to the development of a new body of knowledge by evaluating this impact.

Recently, the application of quality management systems (QMS) in educational institutions has become widespread, in an effort to improve diverse processes and results in schools. However, there are very few studies that enable us to confirm whether these QMS bring true changes that are sustainable over time and lead to improvements in these institutions.

This study thus aims to assess the impact of the implementation of ISO:9001 standards on school climate and on the satisfaction of the members of the educational community at 80 Spanish preschools, primary and secondary schools in different autonomous communities.

The analyses performed show conclusive results regarding the impact of ISO:9001 standards on teachers' involvement in improving the school's climate, conflict resolution by the management team and in families' involvement and satisfaction with the school. However, no apparent evidence was found of the impact on relations among teachers, conflict resolution among staff members and the perception of satisfaction by the teachers themselves.

We must bear in mind that the results and conclusions obtained are based on the instrument developed for this study, where it has been the members of the schools themselves who have assessed the changes they have perceived or that have taken place. However, due to the limitation of the instrument, it could be complemented in future research with external evaluations that could complement the results obtained in the present study.

Furthermore, greater impact of the ISO standards was identified in schools from certain regions (Valencia and Andalusia), in state-assisted private schools, in smaller schools and in institutions which have been implementing the QMS for longer periods of time. The management team also perceived a greater improvement in climate than did teachers.

Implementation of quality management systems in educational institutions has gradually increased over the last few decades, even though there are still questions about the actual usefulness of these systems for improving school processes and outcomes. This study takes an in-depth look at the impact, understood as sustainable medium and long-term changes in the organisation, which implementation of quality management systems has on schools. Specifically, it analyses the effect these systems have on an essential dimension for school efficiency, which is school climate, as well as on satisfaction of the members of the education community.

To achieve this, we conducted an evaluation of the impact of quality management systems on a total of 29 Spanish primary and secondary education schools. This study is part of non-experimental research, since it is not possible to manipulate variables or randomly assign participants or treatment (Kerlinger 2002). This is an “ex post facto” study since the independent variables cannot be manipulated, but rather we wait for developments to occur naturally and then they are analysed. The idea is to validate the hypothesis once the event occurs, trying to find its causes “retrospectively”.

The results showed that quality management systems have a positive impact on aspects such as development of coexistence rules in schools, teacher participation in initiatives to improve schools and a positive climate in schools.

On the other hand, there is no evidence of the impact of these systems on conflict resolution procedures or family participation in school life. The impact of quality management systems on the satisfaction of the members of the school community is also moderate.

The results obtained also show that the impact tends to be greater in private subsidised centres, in small schools, in centres where the system has been implemented for more years and when there is more support and monitoring by the educational authorities.

A growing number of schools are now implementing quality management systems (QMS). As a result, studies are being conducted to assess the educational benefits of these systems and their capacity to identify areas for improvement in school processes and performance. The purpose the present study is to assess the impact of ISO:9001 implementation on teaching-learning processes in the classroom, and in schools with at least three years’ experience of applying this standard.

To this end, a questionnaire was administered to a final sample of 2,185 subjects from 80 pre-school, primary and secondary education schools in the regions of Madrid, Castile and León, Andalusia and Valencia (Spain).

The results show that ISO:9001 implementation yielded a higher than average impact on teaching-learning processes. Specifically, improvements were observed in the subdomains of tutorials, evaluation and classroom teaching methodologies as a result of implementing this QMS.

This impact was higher in state-subsidized private schools in Valencia and Andalusia with over nine years’ experience of ISO:9001 in schools with internal funding plans and in those with fewer than 29 teachers on the staff.

In this paper, we study the influence of temporary workers in the relationship between innovation effort and product innovation in a large sample of Spanish manufacturing firms in a six-year period.

The article uses a zero-inflated regression model to analyse how the performance of innovation efforts is affected by the impact of temporary employment.

Our results show that the use of temporary employment has adverse effects for the conversion of innovation investments into innovation outputs. Firms with higher levels of fixed-term workers have less product innovations in comparison to firms that do not use this kind of workforce. However, this negative impact is less detrimental in technological-intensive sectors.

The value of this research for employment relations is salient as workers long-term protection seems to enhance the effectiveness of the innovation process. At the same time, the effects of temporary work vary depending on the sector.

The purpose of this paper is the development of a CFD methodology based on LES computations to analyze the rotor–stator interaction in an axial fan stage.

A wall-modeled large eddy simulation (WMLES) has been performed for a spanwise 3D extrusion of the central section of the fan stage. Computations were performed for three different operating conditions, from nominal (Q_N) to off-design (85 per cent Q_N and 70 per cent Q_N) working points. Circumferential periodic conditions were introduced to reduce the extent of the computational domain. The post-processing procedure enabled the segregation of unsteady deterministic features and turbulent scales. The simulations were experimentally validated using wake profiles and turbulent scales obtained from hot-wire measurements.

The transport of rotor wakes and both wake–vane and wake–wake interactions in the stator flow field have been analyzed. The description of flow separation, particularly at off-design conditions, is fully benefited from the LES performance. Rotor wakes impinging on the stator vanes generate a coherent large-scale vortex shedding at reduced frequencies. Large pressure fluctuations in the stagnation region on the leading edge of the vanes have been found.

LES simulations have shown to be appropriate for the assessment of the design of an axial fan, especially for specific operating conditions for which a URANS model presents a lower performance for turbulence description.

This paper describes the development of an LES-based simulation to understand the flow mechanisms related to the rotor–stator interaction in axial fan stages.

The purpose of this study is to determine the characteristics of the studies in terms of country, participant profile and methodology, as well as to determine what the Internet of Things (IoT) is currently contributing to higher education.

The study was developed following the methodology supported by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement and the PICOS strategy, retrieving scientific literature from Web of Science, Scopus, ERIC and Google Scholar. Of the 237 studies that the search yielded, 11 were included.

The results showed that among the opportunities offered by IoT is that it not only brings the introduction of information and communication technology into the classroom, but also enhances student interest, thus, improving the quality of teaching in higher education. On the other hand, one of the challenges it faces is the attitude of teachers towards its adoption, as well as the level of digital competence of teachers.

This study presents how higher education institutions are including the IoT in their educational activities. The IoT refers to a network of digital interconnectivity between devices, people and the internet itself that enables the exchange of data between them, allowing key information about the use and performance of devices and objects to be captured to detect patterns, make recommendations, improve efficiency and create better user experiences.

The seasonality in the behavior of travelers is something that goes back to the origin of the trips themselves. This seasonality is due to multiple factors, some easy to counteract and others difficult to solve. But, regardless of the causes, it is a phenomenon that generates significant negative impacts on society and the environment in which the phenomenon of tourist seasonality occurs. All tourist destinations have seasonality, but in some cases, it is very high and in others it has a minimal incidence. The objective of this chapter is to ponder the impacts and consequences of seasonality in regions with a strong tourism development, allowing to put into context the aspects of society impacted by this phenomenon and the positive implications that the reduction of seasonality would have. For this, an analysis of a theoretical model with two regions in opposite situations is carried out, raising the possible effects of a high seasonality. The cases of the Balearic Islands and the Canary Islands are also reviewed, as real examples of the regional typologies taken into consideration in the theoretical model. This seeks to ponder the problems attributable to seasonality. As a final reflection, the enormous typology of negative impacts generated and the need to continue analyzing the seasonality and its impacts are emphasized.

This paper describes the level of self‐perceived health (SPH) in immigrant and native populations resident in Madrid and the demographic and socioeconomic factors associated with negative self‐perceived health status, from a gender perspective. A population‐based home survey (2005 Madrid Health Survey) was carried out. Subjects were selected by random sampling of bistage clusters. The study was limited to 5704 adults (16 to 64 years). SPH was considered the dependent variable. The independent variables included migration status, social class, age, sex, marital status, level of education, area of residence, work precariousness, family burden and perception of environmental quality. The association was assessed by odds ratios and their 95% confidence intervals obtained by multivariate logistic regression models disaggregated by gender and migration status. Results showed that poor/fair health status was perceived more by natives and by women. The variables associated with fair/poor SPH in immigrant men were the influence of working conditions perceived as negative and perception of the quality of the environment as poor, and in immigrant women, older age, low educational level and the influence of working conditions perceived as negative. Gender inequalities in self‐perceived health exist, and different factors are associated with immigrant and native populations. The results of the study support the need for a health intervention that would diminish gender inequalities in health, which are more accentuated in immigrants.

In recent years, a process of reform and innovation in higher education has been witnessed. A change in the evaluation of student learning in universities is necessary for new teaching-learning proposals to be developed. The authors propose implementing a learning assessment process based on the idea of participatory evaluation, verifying the benefits of this method in the acquisition of cross-disciplinary skills.

The method implemented follows the principles of action research.

The Kahoot! app has an effect on the teaching-learning process and on the training skills and academic performance measured through the student’s grades.

This paper presents an innovation proposal that aims to observe how students acquire more competences.