Abstract
In our previous editorial, we positioned our perspective and introduced the acronym “ROTRUS” to characterise the science of managing for innovation as – Real world, Observable, Testable, Replicable, Uncertain and Social. Specifically, we argued that methods that draw on point-in-time beliefs, perceptions and de-humanised data in a complex and evolving social setting of innovation management pose a challenge for replicability. We warned innovation researchers to avoid the pitfalls that might foster pseudoscience and generalised assumptions from information that is still in the proto-science stage. Drawing on longstanding understanding in psychology of the whole human, we discussed the need to explore methods that capture brain, mind and behaviour aspects in innovation management, spanning the analysis from individual to group and societal levels. In this editorial, we move the discussions forward by focusing on one plausible methodological approach to advance the science of managing for innovation – behavioural experiments. In the following sections, we explain our methodological stance or in other words our world view followed by a brief review of behavioural experiments and their relevance to innovation research. We conclude with a foreword on our final editorial in the series titled the science of managing for innovation. (...)

Abstract
Some might argue that ever so nimble and responsive innovation paradigms can rarely be managed scientifically. We propose a more inclusive perspective. Science of managing for innovation has certain characteristics which we identify through the acronym “ROTRUS”- Real-world, Observable, Testable, Replicable, Uncertain and Social. Real-world refers to the notion that innovation happens in practical settings, be bound by resources and capabilities. This real-world is the context in which the observable events occur. To progress the understanding of formative predictors and their impact on innovation, the innovation events need to be observable. This may be challenging if we are to believe that much of the innovation is driven by heuristics (see e.g. Lopez-Vega, Tell and Vanhaverbeke, 2016; Nisch and Veer, 2018). Observable evidence in our perspective does not mean it needs to be capable of being observed but includes events or phenomenon that were observed. In this sense, managerial heuristics once actioned become observed evidence, such that observable evidence is any evidence that can be or has been experienced by one or many, regardless of whether this can be observed by a third party. (...)

Abstract
This article performs an exploratory study of the potential of flow theory and FLIGBY game to contribute to develop entrepreneurship competencies among higher education students. For this purpose, this study considers the use of a focus group consisting of eight students enrolled in the entrepreneurship course in a higher educational institution in Portugal, in which students for two months explored FLIGBY. The results obtained allowed us to conclude that FLIGBY was also suitable to be explored in the context of entrepreneurship classes. Students emphasized the potential of the game to be applied for training of management skills, the recognition of their leadership skills, and the exploration of new approaches to the management challenges. Finally, it should be noted that the benefits offered by FLIGBY were experienced differently by students with professional experience in IT and management fields. Those students emphasized the application of the game to the real world and the potential offered for FLIGBY for allowing students to explore new skills and actions. Copyright © 2019, IGI Global.

Abstract
This study investigates the main motivations, difficulties and good practices in the migration process of software development models from Waterfall to Agile experienced by IT Portuguese companies. For that, we adopted a quantitative methodology based on multiple case studies that allowed us to explore five research questions. In a first step, we propose to identify the main reasons that motivate the companies to adopt Agile development processes and we intend to characterize this migration process. We also explore a set of good practices that can be followed in this migration process and we suggest a set of measures that can be used to assess the success of projects in an Agile environment. Finally, we explore the organizational and management impacts with the introduction of Agile processes. Copyright © 2019, IGI Global.

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.