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Learning Entrepreneurship in Higher Education Through Flow Theory and FLIGBY Game
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.
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