Vicente Vicente, M.J.; Crespo-González, J. (2025), "Las pensiones en España (1975-2025) como pilar básico del Estado de Bienestar" 

Abstract:

The pension system in Spain represents one of the most significant achievements of the Welfare State, yet also one of its most pressing challenges. Since its consolidation during the democratic Transition, this model has ensured economic security for millions of retirees, becoming a symbol of social justice and intergenerational cohesion. However, profound demographic, economic, and labor market transformations in recent decades have called into question its long-term sustainability. This article examines the system’s trajectory, from its constitutional foundations to current challenges, with the aim of identifying reform pathways that balance social protection with financial viability. 

Keywords: pensions, Welfare State, Spain, administrative reform.

Crespo-González, J.; Vicente Vicente, M.J., (2025), "A critical view of Professional Public Management" 

Abstract:

This article examines the trajectory of education policy in Spain between 1975 and 2025, a pivotal period in recent Spanish history spanning from the dawn of the democratic Transition to the projections and challenges of the immediate future. Within this timeframe, education has cemented its position as a fundamental right and an irreplaceable pillar of the Spanish Welfare State, playing an essential role in achieving social cohesion and the integral development of individuals. Consequently, the analysis begins with the prevailing educational model of late Francoism, proceeds to address the implementation and consolidation of democratic education policies, and concludes with the system's current status and future challenges, including the transformative impact of Artificial Intelligence (AI) 

Keywords: education policy, Welfare State, Spain, administrative reform.

Crespo-González, J.; Vicente Vicente, M.J.; Valmorisco Pizarro, S; Baltazar, M.S., (2025), "La IA como herramienta de aprendizaje: desafíos para el profesorado universitario" 

Abstract:

This chapter examines the impact of artificial intelligence (AI) on university teaching from the perspective of students, drawing on empirical research conducted at the Faculty of Political Science and Sociology of the Complutense University of Madrid during the 2023–2024 academic year. The study investigates how AI reshapes the role of university instructors, identifies differences between students’ expectations and their perceptions after engaging with AI-based learning activities, and proposes practical recommendations for integrating AI into higher education teaching . The theoretical framework builds on contemporary scholarship on educational innovation and educational technologies, particularly the pedagogical implications of generative AI systems such as ChatGPT. Three strands of literature guide the analysis: the democratization of knowledge enabled by AI, the challenges AI poses to traditional pedagogy, and the paradoxes of automated learning. While AI can expand access to high-quality educational resources, it may also reinforce inequalities due to differential digital competencies. Moreover, although AI can increase efficiency and support creativity, scholars warn of potential negative effects on critical thinking and other foundational cognitive skills . Methodologically, the study employs a mixed-methods design combining quantitative and qualitative techniques. Data were gathered through two self-administered questionnaires distributed to 332 undergraduate and master’s students: one at the beginning of the course, capturing expectations, and another at the end, evaluating perceptions after hands-on AI activities. Closed-ended items were complemented with open-ended questions to explore students’ conceptualizations of AI, perceived benefits and risks, and concerns around ethics and learning. Qualitative data were further enriched by discussions within the teaching innovation team. Statistical analysis and the use of a Guttman-type scale supported the development of a ten-step “AI teaching decalog” intended to guide instructors through progressive levels of AI integration . The findings show a marked contrast between students’ initial reservations and their later assessments. Before exposure to AI, students expressed skepticism—termed *AI-scepticism*—particularly regarding its implications for evaluation, ethical competencies, and critical thinking. Only a minority believed AI could support personalized or practical learning. After participating in AI-based activities, however, students demonstrated clear *AI-affinity*: most viewed AI as a useful complementary knowledge source, supported its incorporation into university teaching, and reported practical benefits such as improved writing, information search, and presentation design. Nonetheless, students perceived their instructors as hesitant or insufficiently trained to adopt AI tools effectively, highlighting a need for capacity-building initiatives. They also identified persistent paradoxes: although AI can democratize access to information, effective use requires cognitive and technological skills that not all students possess, making the technology simultaneously inclusive and exclusionary . The chapter synthesizes these results into a practical ten-point decalog for instructors wishing to integrate AI ethically, critically and effectively. The guidelines emphasize recognizing AI’s complementary value, designing responsible AI-enhanced activities, fostering digital literacy, ensuring equitable access, balancing human creativity with machine assistance, monitoring ethical risks, validating AI-generated outputs, promoting collaborative learning, and continuously evaluating pedagogical impact .

In conclusion, the study argues that AI is transforming university teaching by shifting instructors’ roles from transmitters of knowledge to facilitators of learning. Although students’ attitudes become more positive after practical engagement with AI, concerns remain regarding inequalities and overreliance on automated tools. The authors call for structured faculty training, institutional support, and systematic evaluation to ensure that AI strengthens rather than undermines the quality of university learning . 

Keywords: AI, University, teaching, challenges.

Crespo-González, J.; Vicente Vicente, M.J. (2025), "El origen territorial de la alta función pública en España: análisis y propuestas" 

Abstract:

This chapter examines the "territorial origins of Spain’s senior civil service", focusing on the "Senior Corps of State Civil Administrators (CSACE)" as a key case study. Drawing on Public Administration theory and Political Representation theory, the authors investigate whether Spain’s administrative elite reflects the country’s territorial diversity. They conclude that substantial structural imbalances persist, undermining democratic legitimacy and symbolic representation .

The theoretical framework combines contributions from Spanish administrative science, particularly the work of Baena del Alcázar on elites and bureaucratic structures, with Hanna Pitkin’s classic theory of representation. The authors argue that territorial diversity strengthens the symbolic and substantive legitimacy of top civil servants, who act as intermediaries between public policies and citizens .

Methodologically, the study adopts a mixed-methods approach: documentary review, construction of long historical series (1960–2022), surveys of 102 CSACE members, and expert interviews. A "proportionality index" is used to compare the demographic weight of each region with its actual presence in the CSACE. The findings reveal a strong "overrepresentation of Madrid", whose proportionality index exceeds its demographic share by more than 400%. Other overrepresented regions include Castilla y León, La Rioja and Navarra. Conversely, Catalonia, the Valencia Region, the Balearic Islands, the Canary Islands and Extremadura show "significant underrepresentation", in some cases with indices below 50% .

Several explanatory factors emerge: the concentration of preparatory resources and exam tutors in Madrid; patterns of "professional endogamy**, with a high presence of children of senior officials; and lower interest in joining the CSACE in regions with more attractive labour markets, such as Catalonia or Valencia. The chapter also highlights longstanding obstacles to reforming civil service recruitment, including resistance from elite corps, limited political incentives for change, judicial interpretations restricting alternative models, and low societal interest in the issue .

Despite these constraints, recent initiatives by the National Institute of Public Administration (INAP) and the State Secretariat for Public Service aim to address territorial bias. These include decentralizing examination sites, launching talent-attraction programmes, awarding scholarships and running information campaigns. Initial effects —such as a slight decline in Madrid’s dominance— are observed but remain insufficient to rebalance the overall territorial composition .

The chapter concludes that Spain’s senior administrative elite is **not territorially diverse**, and that deeper structural reforms are needed to ensure fairer access, strengthen democratic legitimacy and enhance the effectiveness of the State’s top administrative bodies. 

Keywords: Senior Civil Service, biases, Spain, challenges.

Crespo-González, J.; Vicente Vicente, M.J.; Valmorisco Pizarro, S; (2025), "Desafíos y transformaciones del liderazgo docente en la educación universitaria universitaria" 

Abstract:

This chapter examines the "challenges and transformations of teaching leadership in contemporary higher education", particularly within the context shaped by the COVID-19 pandemic and the rise of artificial intelligence (AI) in university classrooms. It adopts a student-centered approach and evaluates whether university instructors exhibit predominantly transformational or transactional leadership styles. The research focuses on the Complutense University of Madrid and explores differences linked to academic and demographic variables .

The introduction highlights how the pandemic accelerated a forced transition from face-to-face to online learning, demonstrating the need for teachers capable of leading through adaptability, technological competence, and emotional management. In the current era, marked by AI-driven educational tools, teaching leadership must foster “cultures of thinking,” promote student autonomy, and navigate increasingly complex learning environments. The analysis focuses on two leadership models: "transactional leadership", based on rewards and monitoring, and "transformational leadership", characterized by inspiration, vision, and personal development .

The theoretical framework draws on the work of Burns, Bass, Cardona and other scholars who argue that transformational leadership is more effective in educational institutions seeking deep, long-term change. The study follows a quantitative, descriptive and cross-sectional design using the MLQ 5X questionnaire, applied to 192 students from various social sciences and law-related degree programs. The instrument measures idealized influence, inspirational motivation, intellectual stimulation, individualized consideration, contingent reward and active management by exception .

The results show a "clear predominance of transformational leadership" in students’ perceptions. Transformational dimensions consistently receive higher scores than transactional ones across all degree programs. The most valued dimensions are "idealized influence" and "intellectual stimulation", which reflect students’ admiration for their teachers, perceptions of trust, ethical conduct, creativity, and support for intellectual development. Regarding transactional leadership, "contingent reward" is the most appreciated dimension, suggesting that performance-based incentives are considered effective motivators, while "active management by exception" receives the lowest evaluations. Double-degree students tend to value transformational leadership even more strongly than single-degree students .

In its conclusions, the chapter argues that transformational leadership is essential in the new educational landscape shaped by AI and post-pandemic transformations. The hypothesis that students perceive stronger transformational than transactional leadership is confirmed. The authors emphasize that both styles can be complementary, but transformational leadership better meets the demands of current pedagogical shifts. The chapter also opens avenues for future research, particularly regarding gender differences, disciplinary contexts, and the role of AI in reshaping teaching leadership.  . 

Keywords: AI, University, teaching, challenges, transformational leadership

Crespo-González, J.; Llorente Marquez, J., (2025), "A critical view of Professional Public Management" 

Abstract:

This article examines the development and current state of the Professional Public Manager (PPM) figure within Spanish public administrations. The central thesis asserts that, despite recent regulatory advances, significant legal ambiguity and weak implementation persist, hindering the consolidation of this figure as a strategic lever for professionalization and modernization of public administration.

The text presents a comparative regulatory and organizational analysis of the General State Administration (AGE) and several Autonomous Communities, identifying the main obstacles to the effective institutionalization of the PPM. These include the lack of clear identification of managerial positions, the continued use of political criteria in staff selection, the absence of a structured professional career path, and the lack of a coherent performance-based variable remuneration system.

The authors argue that the PPM should not be treated merely as a functional category; it requires specific and transparent management subsystems in recruitment, evaluation, professional development, and compensation. The research highlights a high degree of territorial heterogeneity in the design of these subsystems, as well as a generalized tendency to preserve discretion in managerial appointments through political nomination, undermining meritocracy and institutional legitimacy.

The article concludes with a set of key recommendations: the need to precisely define managerial roles with professional functions; to strengthen selection procedures based on merit and capability; to design a clear and motivating managerial career path, both vertically and horizontally; and to implement a compensation system linked to performance outcomes. The authors advocate that progress in these areas would foster a shift from a culture dominated by clientelism or corporatism to one of truly professional public management—results-oriented, accountable, and socially legitimized.

This work is a relevant contribution to the ongoing debate on public employment reform in Spain, offering a critical and forward-looking perspective that highlights the PPM as a driving force for innovation, efficiency, and institutional trust.

Keywords: professional public management, public employment, professionalization, public governance, administrative reform.