In the last decade, universities worldwide have adopted various measures intended to promote sustainability in higher education and include it in the curriculum. However, although this paradigm shift appears to be contributing to students’ acquisition of the knowledge, skills and values necessary to fight for a more sustainable world, serious global crises such as the present SARS-CoV-2 pandemic oblige us to rethink our behaviour and spur us to accelerate the move towards a deep-seated commitment to the environment and people. Therefore, the aims of this study were (a) to explore consumption habits in students at four Spanish universities by analysing their individual ecological footprint (EF); (b) to develop indices of connection with nature and a pro-environmental attitude and to determine relationships between these indices and students’ consumption. Among other factors, our results showed that private university students have a higher EF than public university students; that food consumption has the greatest impact on individuals’ EF; and that those who consume more sustainably do not show a more pro-environmental attitude or feel a greater connection with nature. Therefore, we conclude that there was no apparent direct relationship between study participants’ convictions and their daily behaviour. There is a pressing need in education to demonstrate the connection between our actions and their environmental impact.

Purpose – The objective of this paper is to evaluate dynamically those transactive memory processes that help to improve team results. Thus, the paper analyzes the processes by which transactive memory systems are created and we evaluate their effect on team results. Design/methodology/approach – To reach this objective, a quasi-experiment was conducted with 167 students from the School of Business in a Spanish University during 2004-2005. This experiment consisted of a business game where students had to make decisions in 44 teams. Findings – Transactive memory can help to understand differences in team results. Research limitations/implications – The limitations of our analysis are related to the short period of the quasi-experiment. Originality/value – For courses which involve team learning, teachers would promote some specific practices and ways to work.