In the last years of university education, especially in technical degrees, the university faculty finds a profile of students whose attitude is far from being a professional in a short space of time. The present research focuses on the role of the professor as a connector between the university and the business world of the 21st century job market which demands new skills from students, not just knowledge. Nowadays companies look for motivated people, able to resolve conflicts and work as a team ... that is, leaders who made flow communication in the company. Social skills are learned behaviours, so therefore, can be taught. Here is the importance of changing the learning model. Then, this paper focus on the importance of teaching the following disciplines: communication, leadership, teamwork, motivation and conflict resolution. These skills must be acquired during the formative years. The methodology presented here has been carried out in the subject "Construction Equipment, Installation and Auxiliary Resources" of the third year of the Degree in Technical Architecture at the University of Alicante. Traditionally, the teaching of this subject has been theoretical, with lecture classes. During the last years, as a transition, after bad academics results obtained from this perspective, its conception has completely changed, becoming a totally practical subject. Nowadays, students have the necessary didactic resources, to become the manager of their learning. This new methodology highlights the team work among the students, by searching information related to the topics previously explained. The methodology includes students as an active participant in the session where they have to expose to their classmates the results of their work, fostering leadership, motivation and self-esteem, and breaking the barrier of speak in public. With this methodology, after years of decline, academic results have improved again. Students are now motivated, and they have a greater optimization of the class time so they can easily reach the objectives marked by the subject. Another relevant improvement is their change of attitude towards their future business life. This innovative didactic approach addresses teaching in conflict resolution, where the issue is not about eliminating or preventing the conflict but to assume those situations and leave enriched of them. The present study had positive results for both teachers and students and the proposed methodology can be applied to many branches of knowledge, hence the importance of their disclosure.