Description: The new European Higher Education Area (EHEA) requires a renewal of university learning and teaching. This project intends to support, from field research, the new approaches that enrich the improvement of the university academic activity. Beyond discourse on "competencies" extended due to the adoption of Project Tuning Educational Structures in Europe as base model of curriculum design in programs´ reform, the new research agenda about quality of teaching and learning at the international level is focused on the framework of "the scholarship of teaching and learning" (Shulman, 2004; Glassick et al., 1997). This approach allows us to state that teaching is "focused on the learning of the students", as claimed by the EHEA. Thus we intend to widen university teaching approaches with more relevant perspectives.The project intends to open prominent lines research in significant dimensions about teaching and learning of each discipline, through investigations on innovations and educational practices case studies describe and exemplify construction processes of scholarship of teaching and the construction of students´ disciplinary knowledge in different academic disciplines.(Huber & Morreale, 2002). The proposal, after presenting the general framework, collects in their other three presentations, some cross actions that are being carried out in the School of Education of the University of Granada: didactical competencies in teacher training, mobbing in the university context, academic career.DIDACTICAL COMPETENCIES AND PRESERVICE SECONDARY MATHEMATICS TEACHER TRAINING Luis Rico, Didactics of Mathematics Departament . University of Granada The results obtained by Spanish students in the PISA 2003 study imply the need for questioning the quality of the Spanish compulsory education. In particular, in this project we want to explore the relationship between mathematical literacy, as the main goal of the secondary mathematics education, and preservice secondary mathematics teacher training. For this purpose, we will characterize the preservice teachers' competencies that can foster mathematical literacy; determine principles for guiding the design of preservice teacher education programs promoting those competencies; and explore the viability and quality of secondary preservice teacher training programs following those principles. A DESCRIPTIVE STUDY ABOUT MOBBING IN THE UNIVERSITY CONTEXTF. Justicia, J.L. Benítez & E. Fernández . Dpt. of Developmental and Educational Psychology. University of GranadaViolence at the workplace among employees has received little attention, and its impact in the higher education sector has been hardly studied. We present a descriptive study within university context which main goal is to characterize the phenomenon. The sample (N=548) is formed by teachers and administration staff from two Spanish universities. A questionnaire was made ad hoc for collecting data and assessing the situation. The results are obtained through a website hosting the questionnaire, database and generated reports (www.estudiosmobbing.com). The results point out that 9.31% of university employees considered themselves as victims. The problem is more usual among women than men, though all professional groups, teachers and administration staff are affected in the same proportion. Commonly, the most considerable type of mobbing is developed from higher status employees to lower ones. However, also within university context, mobbing among employees with the same professional status is very usual. The most frequent mobbing behaviours depend on sex and professional group. Power quarrels, envy, mobber prepotency and competitiveness are found as the most important victims' causal attributions. Finally, we found that the most affected victims' areas are, in order or importance: emotional health, professional performance, physical health, and social relationships.ANALYSIS OF THE FACULTIES' PROFILES IN THE DIFFERENT STAGES OF THEIR ACADEMIC CAREER.ManuelFernández Cruz & Grourp FORCE. University of Granada Universities need to have a system of indicators, which allows to value the quality of the faculties so as to contribute for informed decision making for their recruitment and promotion. With this research we intend to create a system of indicators that includes tow essential variables (Huber, 2004): the different contents of the disciplinary areas (we consider 5 areas); and the different stages of their academic career (we consider 5 non lineal stages of development). The process has been stated in two stages. In the first one we go deep the study of a sample which represents the different sample strata. This deep study would allow us a first approach to the characterization of the stages in the career, to the faculties' profiles and to the teaching excellence indicators. Methodology: 1ª Phase: Exemplifying teaching cases in different disciplines and context, and online resources to get the improvement and innovation2ª Phase: Case study: Observations, descriptions of teaching, records and interviews3ª Phase: Transversal and complementary actions. Transversal actions intend to support different innovative aspects of university teaching which can be useful to improve any discipline. In this symposium three cases are presented: didactical competencies in teacher training, mobbing in the university context, stages of academic career. Conclusions: - To describe and characterizew innovations about teaching-learning processes in the University of Granada- To build and experiment new formats to support and exchange an intellectual work of university teaching.- To propose a model to improve the quality of university teaching based on scholarship of teaching and learning and the development of teaching competencies.