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. © 2021, IGI Global.

Abstract
Nonprofit organizations are constantly challenged to find new ways of finding new donors and sources of funding for their solidarity actions. The traumatic events that occurred in the summer of 2017 in Portugal that caused more than 100 deaths consumed by the fires caused these organizations to have difficulties in coordinating the whole wave of solidarity generated in the community. In this sense, this study has developed a technological platform based exclusively on free technologies that allowed these entities to receive donations and manage this whole process. The application developed enables the reception of anonymous donations and monitoring the status of each donation. Furthermore, several requirements in terms of compatibility with mobile devices, usability, security, and privacy were implemented in the platform.

Abstract

Abstract
Introduction: As the COVID-19 pandemic spreads around the world, governments are seeking solutions to mitigate contagion. These initiatives use technology to control the movement of infected people, particularly from mobile phone monitoring. This manuscript intends in the first stage to carry out a brief overview of these initiatives at the global level. After that, it aims to identify the main challenges posed by these apps in monitoring the individual's health data and explore good practices that may prove fundamental for the uptake of these solutions on a large-scale. Material and Methods: This study employs a qualitative methodology to perform a review on technological solutions for screening and geolocation of COVID-19 infected people. Five countries have been selected considering the different approaches in the implementation of these technological solutions. Four fundamental principles for the evaluation of these solutions such as consent, proportionality, transparency, and security were considered. Through this approach, it has become feasible to identify and discuss the challenges and best practices in the implementation of these solutions. Results: Although these applications publicly assume that they guarantee people's fundamental rights this information becomes insufficient. It is necessary to evaluate these solutions specifically considering fundamental principles such as consent, proportionality, transparency, and security. The existence of an independent body authority that can audit these solutions is relevant, besides the voluntary adherence to these applications. Conclusion: The way these solutions are implemented and imposed in these countries is quite different. The absence of mechanisms to measure how data is stored and processed raise concerns among people. Accordingly, the large-scale adoption of these tools requires that people's fundamental rights be duly considered from a multidimensional perspective.

Abstract
It is known that academic performance is not correlated with the way people understand and deal with their own emotions and other peoples’ emotions. Active methodologies allow students to be constantly involved in the learning process and thus allow Higher Education students to cognitively develop Emotional Intelligence (EI). This study is guided by the following research question: what are the learning strategies for developing EI skills in Higher Education students? This is a qualitative study and two focus groups were held with two institutions of Public and Private Higher Education, in which 10 students and 4 Professors participated. The content of the interviews was analyzed using the qualitative analysis software webQDA®. One concludes that the active methodologies, Problem Based Learning and Inverted Classroom, can contribute to develop EI skills in Higher Education students, as they enable mental skills such as reasoning and problem solving, from the perception and knowledge of emotion patterns. © 2021, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Abstract
Traditional management models reveal issues with the introduction of unnecessary hierarchies, slow decision making, among other obstacles, which left a large number of workers out of the process of seeking efficiency and growth. In this sense, the third generation of management models focused on agility and collaboration emerged. Instead of focusing on hierarchies and functions, there is a priority on the way people behave and relate. In this sense, this study aims to analyze this phenomenon and to understand the various dimensions of Management 3.0. Furthermore, it intends to explore and understand the practices and challenges that are posed in its business implementation, focusing on the role of people and information and communication technologies.