The contribution of virtual enterprises to competence-based learning: an assessment from the students’ perspective: Case study

The use of virtual enterprises has evolved from secondary, vocational and professional education to the university level, becoming in recent times a relevant experiential e-learning tool based on the simulation of the functioning of a company. The purpose of this study is to analyze the perspective of students taking part in virtual enterprises about their acquisition of generic and specific managerial skills fostered by this e-learning methodology. We analyzed data of 76 students from Faculties of Business and Economics, who had participated during the academic year 2014-2015 in a virtual company during the development of their degrees at two different Italian universities, University of Bologna and Parma. Our results show that the most valued generic skills were related to the capacity of learning and adaptation, problem solving and teamwork, whilst the least valued ones were related to the skills of communication and interaction with people of other countries and cultures. In the case of specific managerial skills, the most valued ones were about understanding managerial concepts and the role and functions of economic agents, and the least valued were skills related to providing managerial advice, dealing with risks and analyzing financial statements. Besides, the analyses conducted to determine the existence of a learning profile in the students reveal that the skills acquired were quite similar, not being affected by the students’ gender or the economic activity developed by the virtual enterprise. This study makes a contribution in terms of the effectiveness of virtual enterprises for competence-based learning

An Analysis of Innovation in Oil and Gas Projects

Author has retained copyright of article. Article was deposited after permission was granted by Sage Journals 08/22/2018We examine the effects of predictors from the firm, project, and individual levels on innovative behavior within oil and gas projects. The theory and propositions tested in this study stem from extant work on (1) innovation in poor performance conditions and (2) the availability of slack resources. The research findings revealed that innovative behaviors were present regardless of size, type, and project performance level. Further, it appears that the relationship between slack and innovation depends on when the innovation is introduced (i.e., when project performance is ahead of, or behind, a plan). Finally, the existence of innovation in (1) under-performing projects did not appear to exert any influence on project outcome, and (2) over-performing projects appeared to exert a negative influence on project outcome