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OFERTA FORMATIVA

  • ALBRECHT, BURANDT, SCHALTEGGER (2007). Do sustainability projects stimulate organizational learning in universities?. International Journal of Sustainability in Higher Education Vol. 8 No. 4, pp. 403-415.
  • ALLEN (2009). A Novel Approach to Business Ethics Training: Improving Moral Reasoning in Just a Few Weeks. Journal of Business Ethics, Vol. 88, pp. 367–379.
  • AZNAR, ULLS (2009). La formación de competencias básicas para el desarrollo sostenible: el papel de la Universidad.  Revista de Educación, número extraordinario, pp. 219-237.
  • BACELAR-NICOLAU, MARTINHO, AZEITEIRO, AMADOR (2009). E-learning for the environment The Universidade Aberta (Portuguese Open Distance University) experience in the environmental sciences post-graduate courses. International Journal of Sustainability in Higher Education ,Vol. 10 No. 4, pp. 354-367.
  • BAETZ Y SHARP (2004). "Integrating Ethics Content into the Core Business Curriculum: Do Core Teaching Materials Do the Job?". Journal of Business Ethics, pp 53-62.
  • BAMPTON Y COWTON (2002). "The teaching of ethics in management accounting: progress and prospects". Business Ethics, pp 52-61.
  • BARKHUYSEN, ROSSOUW (2000). Business ethics as academic field in Africa: its current status. Business Ethics:AEuropean Review. Vol. 9, Nº 4.
  • BLOCK Y CWIK (2007). "Teaching business ethics: a classificationist approach". Business Ethics, pp 98-106.
  • BORIN, N. AND METCALF, L. 2010. ‘Integrating sustainability into the marketing curriculum: learning activities that facilitate sustainable marketing practices’. Journal of Marketing Education, 32:2, 140–154.
  • BOWDEN Y SMYTHE (2008). "Theories on Teaching and Training in Ethics". Electronic Journal of Business Ethics and Organization Studies, pp 19-26
  • BOWIE (2001). "The role of business ethics: where next? Is there a role for academics?" Business Ethics, pp 288-293.
  • BRACKEN, URBANCIC (1999). Ethics content in introductory accounting textbooks: An analysis and review. Journal of Education for Business. Vol.  74, nº 5. pp. 279.
  • BRIDGES, C.M. AND WILHELM, W. 2008. ‘Going beyond Green: The “Why and How” of integrating sustainability into the marketing curriculum’. Journal of Marketing Education, 30:1, 33–46.
  • BRUNETTI, PETRELL Y SAWADA (2003). "SEEDing sutainability. Team project-based learning enhances awareness of sustainability at the University of British Columbia, Canada". International Journal of Sustainability in Higher Education, pp 210-217.
  • BUCHAN, SPELLERBERG Y BLUM (2007). "Education for sustainabillity. Developing a postgraduate-level subject with an International perspective". International Journal of Sustainability in Higher Education, pp 4-15.
  • CALDWELL (2010). A Ten-Step Model for Academic Integrity: A Positive Approach for Business Schools. Journal of Business Ethics, Vol. 92, pp. 1–13.
  • CALKINS (2000). Recovering Religion’s Prophetic Voice for Business Ethics. Journal of Business Ethics, Vol. 23. pp. 339–352.
  • CASTILLO (2010). Una aproximación al estado de la RSE en la enseñanza en españa. Ministerio de Trabajo e Inmigración y Club de Excelencia en Sostenibilidad.
  • CEULEMANS, K. AND DE PRINS, M. 2010. ‘Teacher’s manual and method for SD integration in curricula’. Journal of Cleaner Production, 18:7, 645–651.
  • CORNELIUS, WALLACE, TASSABEHJI (2007). An Analysis of Corporate Social Responsibility, Corporate Identity and Ethics Teaching in Business Schools. Journal of Business Ethics, Vol. 76. pp. 117–135.
  • DAVIS, EDMISTER, SULLIVAN, WEST (2003). Educating sustainable societies for the twenty-first century. International Journal of Sustainability in Higher Education Vol. 4 No. 2, pp. 169-179.
  • DE LA CALLE (2010). La formación de la responsabilidad social del universitario: un estudio empírico. Tesis Doctoral. Universidad complutense de Madrid. Facultad de educación. Centro de formación del profesorado. Departamento de métodos de investigación y diagnóstico en educación.
  • DEMOSS, NICHOLSON (2005).The Greening of Marketing: An Analysis of Introductory Textbooks. Journal of Education for Business, Vol.  80, nº 6. pp. 33.
  • DESHA, HARGROVES, SMITH (2009). Addressing the time lag dilemma in curriculum renewal towards engineering education for sustainable development International Journal of Sustainability in Higher Education Vol. 10 No. 2, pp. 184-199.
  • ENDERLE (1996). Towards Business Ethics as an academic discipline. Business Ethics Quarterly, Volume 6, Issue 1. PP.  43-65.
  • EAGAN, COOK Y JOERES (2002). "Teaching the importance of culture and interdisciplinary education for sustainable development". International Journal of Sustainability in Higher Education, pp 48-66.
  • ESCARTÍ, GUTIÉRREZ, PASCUAL, MARÍN, MARTÍNEZ (2006). Enseñando responsabilidad personal y social a un grupo de adolescentes de riesgo: un estudio «observacional». Revista de Educación, 341. Septiembre-diciembre, pp. 373-396.
  • FELTON Y SIMS (2005). "Teaching Business Ethics: Targeted Outputs". Journal of Business Ethics, pp 377-391.
  • FERNÁNDEZ, J.L. AND BAJO, A. 2010. ‘The presence of business ethics and CSR in Higher Education curricula for executives: The case of Spain’. Journal of Business Ethics Education, 7: 25–38.
  • FIERRO (2006). Valoración del impacto de un programa de educación en valores en el último curso de secundaria obligatoria. Revista de Educación, 339, pp. 455-466.
  • GARDINER, LACY (2005). Lead, respond, partner or ignore: the role of business schools on corporate responsibility.  Corporate Governance, Vol.  5, nº  2; Accounting & Tax Periodicals, pp. 174.
  • GELI DE CIURANA, LEAL (2006). Education for sustainability in university studies Experiences from a project involving European and Latin American universities. International Journal of Sustainability in Higher Education Vol. 7 No. 1, pp. 81-93.
  • GUITIÁN (2009). Conciliating Work and Family: A Catholic Social Teaching Perspective. Journal of Business Ethics, Vol. 88. pp. 513–524.
  • HARRIS (2008). Promoting ethical reflection in the teaching of business ethics. Business Ethics: A European Review,  Vol. 17,  Nº 4.
  • HAZEN, CAVANAGH, BOSSMAN (2004). Teaching with Mission: Personal Development, Team Building, and Social Responsibility. Journal of Business Ethics. Vol. 51, pp. 373–386.
  • HENZE (2000). Sustainability in teacher training courses in a sample of German universities.  International Journal of Sustainability in Higher Education, Vol. 1 No. 3,, pp. 280-289.
  • HOLDSWORTH, WYBORN, BEKESSY, THOMAS (2008). Professional development for education for sustainability How advanced are Australian universities?. International Journal of Sustainability in Higher Education. Vol. 9 No. 2, pp. 131-146.
  • IMBERNON (1999). Responsabilidad Social, profesionalidad y formación inicial en la docencia universitaria. Revista Interuniversitaria de Formación de Profesorado, nº 34, pp. 123-132.
  • JABBOUR (2010).  Greening of business schools: a systemic view. International Journal of Sustainability in Higher Education Vol. 11 No. 1, pp. 49-60.
  • JAMES JR. Y COHEN (2004). "Does Ethics Training Neutralize the Incentives of the Prisoner´s Dilemma? Evidence from a Clasroom Experiment". Journal of Business Ethics, pp 53-61.
  • JUCKER (2002). “Sustainability” never heard of it!”. Some basic we shouldn’t ignore when engaging in education for sustainability. International Journal of Sustainability in Higher Education Vol. 3 No. 1, pp. 8-18.
  • KARPUDEWAN, HJ ISMAIL, MOHAMED (2009).The integration of green chemistry experiments with sustainable development concepts in pre-service teachers’ curriculum. Experiences from Malaysia. International Journal of Sustainability in Higher Education Vol. 10 No. 2, pp. 118-135. LEAL (2009). La educación para la sostenibilidad: iniciativas internacionales. Revista de Educación, número extraordinario, pp. 263-277.
  • LARRÁN M., LÓPEZ, A. Y ANDRADES (2012). El Proceso de Bolonia: ¿Ha propiciado una mayor incorporación de la responsabilidad social en los grados relacionados con la Economía y la Empresa. Revista de Docencia Universitaria, vol.10: (2), pp. 345-363.
  • LOWRY (2003). An Investigation of Student Moral Awareness and Associated Factors in Two Cohorts of an Undergraduate Business Degree in a British University: Implications for Business Ethics Curriculum Design. Journal of Business Ethics, Vol. 48, pp. 7–19.
  • MACFARLANE, OTTEWILL (2004). Business Ethics in the Curriculum: Assessing the Evidence from U.K. Subject Review. Journal of Business Ethics, Vol. 54. pp. 339–347.
  • MARTÍNEZ, ULL, PALACIOS, AZNAR (2009). Títulos que habilitan para el ejercicio de profesiones reguladas: análisis de las referencias a la sostenibilidad. VII Jornadas de investigación en docencia universitaria. Universidad de Alicante.
  • MARTÍNEZ, ULL, PIÑERO, PALACIOS, AZNAR (2007). Promoción de la sostenibilidad en los currícula de la enseñanza superior desde el punto de vista del profesorado: un modelo de formación por competencias. Educatio Siglo XXI, 25, 187-208.
  • MARTÍNEZ, ULL, PIÑERO, PALACIOS, AZNAR (2008).Análisis de las referencias a la sostenibilidad en los nuevos títulos universitarios. VI Jornadas de investigación en docencia universitaria. Universidad de Alicante. EQUIPO ACUVEG. Universitat de Valencia.
  • MATTEN Y MOON (2004). "Corporate Social Responsibility Education in Europe". Journal of Business Ethics, pp 323-337.
  • MACFARLANE, B. AND OTTEWILL, R. 2004. ‘Business ethics in the curriculum: Assessing the evidence from UK subject review’. Journal of Business Ethics, 54:4, 339–347.
  • McPHAIL (2006). Going public: a brief note on civilising accounting ethics education. Business Ethics: A European Review. Vol.  15, Nº 3.
  • MEDRANO (2005).¿Se puede favorecer el aprendizaje de valores a través de las narraciones televisivas?. Revista de Educación, núm. 338, pp. 245-270.
  • MOORE (2004). Regulatory Perspectives on Business Ethics in the Curriculum. Journal of Business Ethics, Vol.  54, pp. 349-356.
  • MUIJEN (2004). Corporate Social Responsibility Starts at University. Journal of Business Ethics, Vol. 53. pp. 235–246.
  • MUIJEN (2004). Integrating value education and sustainable development into a Dutch university curriculum. International Journal of Sustainability in Higher Education Vol. 5 No. 1, pp. 21-32.
  • NATALE, SORA (2010). Exceeding Our Grasp: Curricular Change and the Challenge to the Assumptive World. Journal of Business Ethics, Vol. 92. pp. 79–85.
  • NOVO (2005). Educación ambiental y educación no formal: dos realidades que se realimentan. Revista de Educación, núm. 338, pp. 145-165.
  • NOVO (2009). La educación ambiental,una genuina educación para el desarrollo sostenible. Revista de Educación, número extraordinario, pp. 195-217.
  • ÖZDEMIR, A.A. AND SARIKAYA, M. 2009. ‘An analysis of the curricula of business administration departments in turkish universities with the perspective of civil society awareness’. Journal of Education for Business, 84:5, 313–317.
  • RICHARDS (1999). The transient effects of limited ethics training. Journal of Education for Business. Vol. 74, nº 6, pp. 332.
  • RUNDLE-THIELE, S.R. AND WYMER, W. 2010. ‘A census of stand-alone ethics, social responsibility and sustainability course requirements for marketing graduates in Australia and New Zealand’. Journal of Marketing Education, 32:1, 5–12.
  • SANTOS, LACZNIAK (2009). ‘‘Just’’ Markets from the Perspective of Catholic Social Teaching. Journal of Business Ethics, Vol. 89. pp. 29–38.
  • SETÓ-PAMIES, D., DOMINGO-VERNIS, M. AND RABASSA-FIGUERAS, N. 2011. ‘Corporate social responsibility in management education: Current status in Spanish universities’. Journal of Management and Organization, 17:5, 604–620.
  • SHEPHARD (2008). Higher education for sustainability: seeking affective learning outcomes International Journal of Sustainability in Higher Education Vol. 9 No. 1, pp. 87-98.
  • SHERREN (2006). "Core issues. Reflections on sustainability en Australian University coursework programs. International Journal of Sustainability in Higher Education, pp 400-413.
  • SHERRY, MISRA (2009). Teachers as Educational-Social Entrepreneurs: The Innovation-Social Entrepreneurship Spiral. Journal of Entrepreneurship, Vol. 18, 2, pp. 219-228.
  • SIMS (2004). "Business Ethics Training: Using Conversational Learning to Build an Effective Clasroom Learning Environment". Journal of Business Ethics, pp 210-211.
    • SIMS Y FELTON (2006). "Designing and Delivering Business Ethics Teaching and Learning". Journal of Business Ethics, pp 297-312.
  • SPENCE (2000). "Teaching business ethics: are there differences within Europe, and is there a European difference?" Business Ethics, pp 58-64.
  • ULL, MARTÍNEZ, PIÑERO, AZNAR (2010). Análisis de la introducción de la sostenibilidad en la enseñanza superior en europa: compromisos institucionales y propuestas curriculares. Rev. Eureka Enseñ. Divul. Cien., Vol. 7, Nº Extraordinario, pp. 413-432.
  • VINCENT, FOCHT (2009). US higher education environmental program managers’ perspectives on curriculum design and core competencies Implications for sustainability as a guiding framework International Journal of Sustainability in Higher Education Vol. 10 No. 2, pp. 164-183.
  • VON WELTZIEN (2009).  Developing Students’ Competence for Ethical Reflection While Attending Business School. Journal of Business Ethics, Vol. 88. pp. 5–9.
  • WOOD, DAVENPORT, BLOCKSON, VAN BUREN III (2002).  Corporate Involvement in Community Economic Development: The Role of U.S. Business Education. Business & Society, Vol. 41 No. 2, pp. 208-241.
  • ZIA (2007). Values, Ethics and Teacher Education: A Perspective from Pakistan. Higher Education Management and Policy Volume 19, No, 3.
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  • ZYCH (1999). "Integrating Ethical Issues with Managerial Decision Making in the Clasroom: Product Support Program Decisions". Journal of Business Ethics, pp 255-266.