Antonio Sánchez-Bayón, Rafael Ravina-Ripoll, Luis Bayardo Tobar-Pensantez
In Spain, there are successful Business Schools (in the top 25 of the World and with the triple-crown recognition), which could lead the preparation for digital economy, but at the same time they must to be part of the local official educational system (still focus in welfare state economy). This means to deal with compliance of a public agency to get the periodical verification of the programs (or it is possible to lose them). For this reason, it has happened the Spanish B-Schools trouble, because as much international accreditations are obtained, it is more difficult to make curricula changes (especially for the resistance of the Spanish agency of verification). This paper explains this trouble and its impact in the curricula renewal, and how to pay more attention (beyond the soft-skills and the technologies of knowledge and education) to the key-topics for current business of digital economy like the set entrepreneurship-talent-happiness economics.