Resumen
The relationship between higher education activities follows a sequential cycle focused on knowledge transference. The aim of this paper is to examine the details of the following associated questions of debate about KT (knowledge translation) in education mission activities (first mission): relationship between teaching activities and scientific research, correlation between learning and teaching quality, entrepreneurship and the Bologna Process: the reform of education systems and finally, learning & teaching outcomes. This analysis allows a systematic approach to the specific goals of the Bologna Process that include promoting the student centred model, increasing the autonomy and accountability of universities, strengthening the responsibility of institutions for the quality of teaching, highlighting the excellence of learning, enhancing the quality of research and the transference of knowledge, as a basis for a competitive economy. In order to achieve this goal, from a CI (competitive intelligence) perspective, portfolios represent a critical tool for education systems as training-for-self-assessment, promoting new forms of support for the excellence of learning & teaching activities and designing of curricula and programmes.