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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 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.

This paper aims to find out the “state of the art” of research into tourism enterprises in Spain and the work carried out over the last thirty years. The methodology proposed to make this assessment is an analysis based on the research programmes, theoretical approaches and basic principles which make up the body of current Business Economics teaching. Once this has been accomplished, the contributions of the selected works — a total of ten — are subsequently analysed. These works reflect the main lines of research followed and take up the characteristic theoretical approaches and conceptual principles that comprise current knowledge of the area, particularly from the most classical perspective.

Organizational happiness has received exponential attention in recent years. To offer an over-view for future research gap, this article produces a comprehensive review by combining bibliometric analysis and interviews to key authors in the field. The main objective of this paper is to show the state of research regarding the environment in the management of happiness in organizations: the evolution of scientific activity, current trends in authorship, topics and future setting research agenda.

The methodological process focuses on a mixed method. A systematic review of the relevant literature; bibliometric analysis and network mapping in the Web of Science and Scopus data-bases; bibliometric network analysis of authorship, citation and co-occurrence of key words in scientific publications.

The results reveal that happiness management is gaining importance and, moreover, more than half of the publications about happiness management are related to the environment in which the organizations are immersed. Therefore, the study provides some research directions and insists on role of environment to better understand the theoretical and practical perspectives. Likewise, bibliometric analysis and interviews allow to measure quality, impact, productivity and scientific evolution which are increasingly valued in order to identify the main concepts and topics that are considered key, drivers of research and those gaps that should be addressed in future research work for the conceptual framework of happiness management in organizations.

Conclusions are drawn that promoting corporate social responsibility strategies, aimed at fostering sustainability and care for the environment result in the well-being of organizations and the performance of their workers are highlighted.

Digital documentation techniques of tunneling excavations at archaeological sites are becoming more common. These methods, such as photogrammetry and LiDAR (Light Detection and Ranging), are able to create precise three-dimensional models of excavations to complement traditional forms of documentation with millimeter to centimeter accuracy. However, these techniques require either expensive pieces of equipment or a long processing time that can be prohibitive during short field seasons in remote areas. This article aims to determine the effectiveness of various low-cost sensors and real-time algorithms to create digital scans of archaeological excavations.

The authors used a class of algorithms called SLAM (Simultaneous Localization and Mapping) along with depth-sensing cameras. While these algorithms have largely improved over recent years, the accuracy of the results still depends on the scanning conditions. The authors developed a prototype of a scanning device and collected 3D data at a Maya archaeological site and refined the instrument in a system of natural caves. This article presents an analysis of the resulting 3D models to determine the effectiveness of the various sensors and algorithms employed.

While not as accurate as commercial LiDAR systems, the prototype presented, employing a time-of-flight depth sensor and using a feature-based SLAM algorithm, is a rapid and effective way to document archaeological contexts at a fraction of the cost.

The proposed system is easy to deploy, provides real-time results and would be particularly useful in salvage operations as well as in high-risk areas where cultural heritage is threatened.

This article compares many different low-cost scanning solutions for underground excavations, along with presenting a prototype that can be easily replicated for documentation purposes.

The growing use of internet-based learning (IBL) platforms in institutions of higher education is producing profound changes in the traditional teaching learning process worldwide. This paper aims to identify and understand the ways in which higher education institutions draw benefits by the use of such means, synthesizing the literature research.

The study synthesized the literature research by using a mixed method approach in which both Web of Science (WoS) and bibliographic techniques were used to retrieve the relevant data base.

The comprehensive review of the literature suggests that communication technology (CT), massive open online courseware (MOOCs), social networking sites (SNSs), blogs, real simple syndication (RSS) and YouTube are creating new possibilities and avenues of collaborative learning by transforming the traditional class and teacher-centric system.

Multiplicity of the IBL platforms and rapid technological obsolesce are some of the limitations of this paper.

The findings of this study are highly useful in developing a strategic framework to accelerate the integration of IBL platforms to make teaching learning process more interactive and informative.