Cooperative banks, as a social economy institution, have a special relationship with sustainability. Given the lack of previous studies, we aim to develop an exploratory analysis on sustainability reporting in European cooperative banks. On one hand, we studied the sustainability reporting evolution to know whether the crisis influenced on this practice. On the other hand, we compared cooperative reports with banks' reports. Moreover, we analysed the sustainability reports content to know what information is disclosed by cooperative banks.The results show that although the number of cooperative banks' reports is low, it responds to the weight in the European market. They also illustrate the late incorporation of cooperative banks into sustainability reporting (consequence of their conservative nature). We cannot conclude that differences between banks and cooperative banks were significant, but -in relation to private banks-cooperatives stand out in the use of latest standards, integrated reporting and best application levels. Regarding to the content of sustainability reports, cooperative banks provide more social issues than economic or environmental issues. In the current situation, disclosing information about sustainability would help to reinforce the stakeholders' trust.
By means of the Directive 2014/95/EU, the EU established new requirements regarding the disclosure of non-financial information (NFI). The Spanish Act 11/2018 expands these requirements, imposing mandatory external assurance on NFI. This is a pioneering study in Spain, since it was conducted during the first year in which external assurance is mandatory. The aim of this paper is to analyse whether Spanish listed companies fulfil this requirement and to compare assurance practices before the entry into force of the Act and afterwards. Our findings indicate that some companies still fail to adopt external assurance in spite of being mandatory. We found no significant association between the choice of type of assuror and the entry into force of the Act, but this choice depends on some corporate characteristics. On the other hand, we found that the Act implementation and the type of assuror are associated with some assurance features.
Traditional teaching is complemented by other methodologies that promote more active student participation. Gamification in classrooms has spread in recent years. This work is an exploratory study about students' perception regarding the use of gamification and infographics in the teaching-learning process of subjects in the accounting-tax area of the Degree in Business Administration and Management. To this end, the students who participated in the different gamification activities suggested and used the infographic material answered a questionnaire. The results show that most students perceive that these activities and support material are advantageous to reviewing the subjects' concepts, increasing interest in them, and preparing for exams. In addition, they find them enjoyable and value their experience positively.
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