Abstract
Increasingly social networks are used both in the personal and professional levels, being companies and employees also exposed to the risks posed by them. In this sense, it is relevant to analyze employees' perception of the risks and vulnerabilities posed by the use of social networks in corporate environments. For this purpose, a questionnaire was developed and distributed to 372 employees of small and medium-sized companies that allowed the characterization and analysis of those risks. The results indicate that the security risks are perceived moderately by employees, emphasizing the risk of defamation and cyberbullying as being the most pertinent. On the other hand, the findings indicate that older employees, the existence of lower academic qualifications, and those working in medium-sized companies are more aware of these risks.

Abstract
Education 4.0 is a new educational paradigm that intends to address the needs and potentialities of the fourth industrial revolution. Education 4.0 builds on the concept of learning by doing, in which students are encouraged to learn and discover different things in singular ways based on experimentation. This study intends to analyze the role of emerging technologies like serious games and industry 4.0 in the transformation of education 4.0 in higher education. A qualitative methodology was employed based on 25 case studies of innovative projects in Portuguese higher education institutions. The results indicate a residual adoption of serious games and gamification approaches only appear in less than 20% of the projects. It was also possible to identify that most projects involve several stakeholders such as teachers, students and university managers, and typically involve multidisciplinary competencies fields. The main benefits brought to the education context include greater involvement of students in projects, development of their skills and its application in a real context. On the other hand, the main challenges are the simplification of the real world made by these applications, the difficulties inherent to their inclusion in the didactical system and the limited capacities to offer greater interactivity without predefined external stimuli.

Abstract
The use of agile methodologies like SCRUM is seen by companies in the software engineering field as a strategic necessity for their competitiveness, which makes them more reactive and dynamic in an increasingly demanding and competitive international market. One of the critical factors in the implementation of a SCRUM environment is the set-up of teams that are simultaneously homogeneous and composed of the best collaborators for each SCRUM role. In this sense, this study describes the modeling process and presents the implementation of a decision support system that can contribute to improving the process of assigning an agile team simultaneously considering the technical and social skills of employees. The results of the study allowed testing the application considering different competencies associated to each Agile position, the impact that the attribution process suffers from oscillations in the process of evaluation and self-evaluation, and the impact in terms of the performance of the inclusion of new collaborators and criteria comparison.

Abstract

Abstract
Serious games are increasingly being used as innovative tool for developing entrepreneurial skills, such as strategic management, leadership, communication, negotiation or decision making. FLIGBY is a serious game that was initially developed with the objective of simulating the business management process and the application of Flow theory in a business context. However, most recently it has been suggested that serious games in general, and FLIGBY in particular, can be used in other contexts, namely in the development of entrepreneurial skills. In this sense, this study tries to verify if the competences developed and evaluated in FLIGBY on the Master Analytics Profiler (MAP) can be used to evaluate the entrepreneurial capacities of the students in the context of the course of entrepreneurship in a higher education institution. The findings indicate that the performance of these students in FLIGBY is very similar to the benchmark with only small oscillations. However, some asymmetries emerged considering the educational and professional experience, such that the students of the management course showed better business-oriented thinking and IT students revealed greater time-management skills. Finally, professional experience has proved to be relevant for making decisions about stress and for the completion of managerial tasks successfully.

Abstract
Sharing and managing knowledge is an essential resource for the success of a Scrum team. However, widely known knowledge management practices typically address only team level collaboration, which cannot be easily scaled to multiple Scrum teams. In this sense, this paper conducts an empirical study at one of the largest information technology companies operating in Portugal, in which multiple Scrum teams working locally and in remote offices develops e-commerce solutions for the African market. Several facilitators’ knowledge practices are identified and discussed, and also the main challenges and difficulties of scaling Scrum practices for large-scale teams are addressed. © 2019, © 2019 Fernando Almeida, Emanuel Miranda and João Falcão.