Assessment of Entrepreneurship Competencies Through the Use of FLIGBY
Keywords:Entrepreneurship, Learning, Assessment, Serious Games, Flow, FLIGBY
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.
Alexiou, A., Schippers, M., & Oshri, I. (2012). Positive Psychology and Digital Games: The Role of Emotions and Psychological Flow in Serious Games Development. Psychology, 3(12), pp. 1243-1247.
Almeida, F. (2017). Learning Entrepreneurship with Serious Games – A Classroom Approach. International Educational Applied Scientific Research Journal (IEASRJ), 2(1), pp. 1-4.
Andony, T., Gorjian, N., & Finkelman, J. (2016). Effects of Positive Leadership and Flow on Employee Well-Being through the PERMA Lens. Austin Journal of Psychiatry and Behavioral Sciences, 3(1), pp. 1051-1062.
Arbaugh, J. (2010). Online and Blended Business Education for the 21st Century: Current Research and Future Directions. Oxford, UK: Chandos Publishing.
Bacigalupo, M., Kampylis, P., Punie, Y., & Brande, G. (2016). EntreComp: The Entrepreneurship Competence Framework. JRC Science for Policy Report. Retrieved from http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101581/lfna27939enn.pdf
Baptista, R., & Naia, A. (2015). Entrepreneurship Education: A Selective Examination of the Literature. Foundations and Trends in Entrepreneurship, 11(5), pp. 337-426.
Bellotti, F., Berta, R., De Gloria, A., Lavagnino, E., Antonaci, A., Dagnino, F., Ott, M., Romero, M., Usart, M., & Mayer, I. (2014). Serious games and the development of an entrepreneurial mindset in higher education engineering students. Entertainment Computing, 5(4), pp. 357-366.
Brinckmann, J., & Hoegl, M. (2011). Effects of initial teamwork capability and initial relational capability on the development of new technology‐based firms. Strategic Entrepreneurship Journal, 5(1), pp. 37-57.
Buzady, Z. (2017). Flow, leadership and serious games – a pedagogical perspective. World Journal of Science, Technology and Sustainable Development, 14(2/3), pp. 204-217.
Chatterjee, N., & Das, N. (2016). A Study on the Impact of Key Entrepreneurial Skills on Business Success of Indian Micro-entrepreneurs: A Case of Jharkhand Region. Global Business Review, 17(1), pp. 226-237.
Costin, Y., O’Brien, M., & Slattery, D. (2018). Using Simulation to Develop Entrepreneurial Skills and Mind-Set: An Exploratory Case Study. International Journal of Teaching and Learning in Higher Education, 30(1), pp. 136-145.
Csikszentmihalyi, M. (2003). Good Business: Leadership, Flow and the Making of Meaning. New York, NY: Penguim Books.
Csikszentmihalyi, M. (2014). Flow and the Foundations of Positive Psychology. Heidelberg: Springer.
De Paola, M., & Gioia, F. (2014). Who performs better under time pressure? Results from a field experiment. IZA Research Series. Retrieved from http://ftp.iza.org/dp8708.pdf
Driskell, J., & Salas, E. (2016). Stress and Human Performance. Abingdon, Oxford: Psychology Press.
ECM (2010). The consortium for the entrepreneurship education. Retrieved from http://www.careeronestop.org/competencymodel/competency-models/entrepreneurship.aspx
Fellnhofer, K. (2015). Changing entrepreneurial intention and behaviour: a digital game-based learning environment dedicated to entrepreneurship education. Journal for International Business and Entrepreneurship Development, 8(4), pp. 378-404.
Fox, J., Pittaway, L., & Uzuegbunam, I. (2018). Simulations in Entrepreneurship Education: Serious Games and Learning Through Play. Entrepreneurship Education and Pedagogy, 1(1), pp. 61-89.
Garalis, A., & Strazdiene, G. (2007). Entrepreneurial skills development via simulation business enterprise. Social Research, 2(10), pp. 39-48.
Ghina, A. (2014). Effectiveness of Entrepreneurship Education in Higher Education Institutions. Procedia – Social and Behavioral Sciences, 115, pp. 332-345.
Harkema, S., & Popescu, F. (2015). Entrepreneurship education for adults: a case-study. Procedia – Social and Behavioral Sciences, 209, pp. 213-230.
Hashim, N., Raza, S., & Minai, M. (2018). Relationship between Entrepreneurial Competencies and Small Firm Performance: Are Dynamic Capabilities the Missing Link? Academy of Strategic Management Journal, 17(2), pp. 1-8.
Jin, L., Madison, K., Kraiczy, N., Kellermanns, F., Crook, T., & Xi, J. (2017). Entrepreneurial Team Composition Characteristics and New Venture Performance: A Meta–Analysis. Entrepreneurship Theory and Practice, 41(5), pp. 743-771.
Katiliütė, E., Daunoriené, A., & Katkuté, J. (2014). Communicating the Sustainability Issues in Higher Education Institutions World Wide Webs. Procedia – Social and Behavioral Sciences, 156, pp. 106-110.
Keller, G. (2008). Higher Education and the New Society. Baltimore, Maryland: Johns Hopkins University Press.
Komarkova, I., Gagliardi, D., Conrads, J., & Collado, A. (2015). Entrepreneurship Competence: An Overview of Existing Concepts, Policies and Initiatives. JRC Science and Policy Report. Retrieved from http://publications.jrc.ec.europa.eu/repository/bitstream/JRC96531/jrc96531_final.pdf
Krueger, R., & Casey, M. (2014). Focus Groups: A Practical Guide for Applied Research. Thousand Oaks, California: SAGE Publications.
La Guardia, D., Genitle, M., Dal Grande, V., Ottaviano, S., & Allegra, M. (2014). A Game based Learning Model for Entrepreneurship Education. Procedia – Social and Behavioral Sciences, 141, pp. 195-199.
Lan, J., Wong, C, Jiang, C., & Mao, Y. (2017). The effect of leadership on work-related flow: a moderated mediation model. Leadership & Organization Development Journal, 38(2), pp. 210-228.
Liguori, K., Eckman, M., & Mehta, K. (2014). Reflections on Multidisciplinary Teamwork: From Experience to Impact. International Journal for Service Learning in Engineering, Fall 2014, pp. 283-299.
Lizote, S., Verdinelli, M., Nascimento, S., & Bervian, L. (2018). Entrepreneurial Competencies and Performance of Undergraduate Programs: A Study of Its Relations Based on Center Directors’ Perspective. Journal of Education and Research in Accounting, 12(2), pp. 197-209.
Loi, M., & Di Guardo, M. (2015). The third mission of universities: An investigation of the espoused values. Science and Public Policy, 42(6), pp. 855-870.
Marer, P., Buzady, Z., & Vecsey, Z. (2015). Missing Link Discovered – Integrating Csikszentmihalyi’s Flow Theory into Management and Leadership Practice by using FLIGBY – the official Flow-Leadership Game. Los Angeles, CA: Aleas Simulations.
Mitchelmore, S., & Rowley, J. (2010). Entrepreneurial competencies: a literature review and development agenda. International Journal of Entrepreneurial Behavior & Research, 16(2), pp. 92-111.
Moore, P. (2004). The nature of IT is the antithesis of Business Oriented Thinking. Retrieved from https://it.toolbox.com/blogs/paulamoore/the-nature-of-it-is-the-antithesis-of-business-oriented-thinking-033104
Newbery, R., Lean, J., & Moizer, J. (2016). Evaluating the impact of serious games: the effect of gaming on entrepreneurial intent. Information Technology & People, 29(4), pp. 733-749.
Protopsaltis, A., Hetzner, S., Borotis, S., Connolly, T., & Hainey, T. (2014). How to Teach Entrepreneurship Using Serious Games and Web 2.0. In Proceedings of the IEEE 14th International Conference on Advanced Learning Technologies, Athens, Greece, pp. 227-229.
Ramaley, J. (2014). The Changing Role of Higher Education: Learning to Deal with Wicked Problems. Journal of Higher Education Outreach and Engagement, 18(3), pp. 7-21.
Robles, L., & Zárraga-Rodriguez, M. (2015). Key Competencies for Entrepreneurship. Procedia Economics and Finance, 23, pp. 828-832.
Routledge, H. (2016). Why Games Are Good For Business: How to Leverage the Power of Serious Games, Gamification and Simulations. Basingstoke, UK: Palgrave Macmillan.
Sahoo, F., & Sahu, R. (2009). The Role of Flow Experience in Human Happiness. Journal of the Indian Academy of Applied Psychology, 35, pp. 40-47.
Sánchez, J. (2012). The influence of entrepreneurial competencies on small firm performance. Revista Latinoamericana de Psicologia, 44(2), pp. 165-177.
Smith, G., & Shankar, A., (2015). Empowered entrepreneur training handbook. The Global Alliance for Clean Cookstoves. Retrieved from http://cleancookstoves.org/binary-data/RESOURCE/file/000/000/342-1.pdf
Sugars, B. (2014). 12 Essential characteristics of an entrepreneur. Retrieved from https://www.business.com/images/content/58a/d9f1f2f87b1207f720c3d/0-0-/
Van der Hoeff, K. (2013). Success of Entrepreneurial Teams. BSc. thesis in Finance and Organization, University of Amsterdam (UvA). Retrieved from file:///C:/Users/ferny/Downloads/2013_bachelor_thesis_karlijn.pdf
Yoon, H. (2018). Exploring the Role of Entrepreneurial Team Characteristics on Entrepreneurial Orientation. SAGE Open, 8(2), pp. 1-14.
Zarefard, M., & Cho, S. (2017). Relationship Between Entrepreneurs Managerial Competencies and Innovative Start-Up Intentions in University Students: An Iranian Case. International Journal of Entrepreneurship, 21(3), pp. 1-12.
Zumeta, L., Basabe, N., Wlodarczyk, A., Bobowik, M., & Páez, D. (2016). Shared flow and positive collective gatherings. Anales de Psicologia, 32(3), pp. 717-727.
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
- In order to mention the works, you must give credit to the authors and to this Journal.
- Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.