The popularity of Mobile Instant Messaging (MIM) has prompted educators to integrate it in teaching and learning in higher education. WhatsApp® is a multi-platform instant messaging application widely used worldwide, however, there is still little applied research on its use as a platform for educational activities in management higher education. In this article, the authors present a quantitative and qualitative assessment of a concrete experience of WhatsApp® use that involved 140 undergraduate management students. Data were collected through questionnaires answered by the participants after the end of the experience of use, and also via content analysis of their conversations inside their WhatsApp® groups. The results indicate five main educational affordances of MIM that can be considered in management education: interactivity, knowledge sharing, sense of presence, collaboration and ubiquity. The article also explores the limitations of this tool and provides suggestions of good practices of MIM use for teaching and learning.

Due to their scaling potential and complexity, digital platforms tend to generate massive controversies and paradoxes. Previous research has generated knowledge about controversies in digital platform innovations. However, it focus mainly on the types of controversy and their effects rather than on the process of controversy emergence. In this article, we analyze how controversies related to digital platform innovation emerge and how they unfold over the innovation process. We analyze the case of the Google Glass failure to establish this ARSG (Augmented Reality Smart Glasses) extension to Google's digital platform. The paper contributes by analyzing the digital platform innovation process as a process of translation, in which there are possible controversy emergence points originated in types of disagreements among the different human actors involved and their interactions with non-human elements.These disagreements are related to specific features of digital platforms: the digital platform generativity, the multisided market arrangements in the platform; the loosely coupled layers of technologies and applications involved, and the opaqueness that results from these arrangements. The framework proposed can support digital platform scholars and practitioners to better understand and deal with controversies.

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The use of ERP systems via mobile/wireless devices is a subject rarely studied in academic research. The aim of this paper is to explore the following research question: what are the consequences of mobile ERP use for organizations? The research method adopted was the multiple case studies in three companies located in the South of Brazil. The research results show that, in the analyzed companies, the use of mobile ERP had "positive" consequences such as increases in productivity, efficiency and effectiveness, and improvements for the users´ quality of life. However, the use also had "negative" consequences such as increased surveillance and control over employees. Keyword: Enterprise Mobility; ERP (Enterprise Resource Planning); Consequences of mobile ERP systems use INTRODUCTIONThe widespread adoption of mobile/wireless technology is providing a new platform for business through some benefits of mobility (Scornavacca & Barnes, 2008). With the increasing availability and use of mobile technologies, companies today are beginning to understand the consequences of enterprise mobility, which stands for the application of mobile and wireless information technologies in business processes (Kalakota & Robinson, 2002;Sorensen, 2011).Quick access to information anywhere can be beneficial in many business situations. Consequently, essential information systems such as ERP also need to be accessed via mobile devices, such as cell phones, smartphones or tablets (Kurbel et al., 2003).Although the concept of enterprise mobility has been addressed in the literature, its consequences are not yet completely understood (Basole, 2008; Dabkowski and Jankowska, 2003;Al Bar et al., 2011) and not the business value or organizational changes and consequences related to the use of mobile ERP. There seems to be a knowledge gap in this subject.The aim of this paper is to explore the following research question: what are the consequences of mobile ERP use for organizations? The term "consequences" is used instead of the term "impact", because we want to consider both "positive" and "negative" or unanticipated consequences of technology use, considering the duality of technology when it is applied to a specific context (Orlikowski, 1992). We present a set of propositions of possible consequences of mobile ERP use in organizations and we test them via multiple case studies, in three companies located in the South of Brazil.Next, sections 2 and 3 present the research theoretical basis, leading to the propositions of this study. Section 4 explains the research method adopted; section 5 shows the research results and, finally, section 6 shows final remarks and suggestions for future research. -THE CONSEQUENCES OF ERP USEERP are information systems that integrate a company through a single database with transaction processing in real time (Davenport, 2002). In general, ERP are modular commercial software packages or software services, aiming to support the majority of business processes (procurement, manufacturing, financial, HR, etc.)....

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In this research, the authors present a framework for developing Intercultural Competence (IC) and use Tridimensional Digital Virtual Worlds (3DVW) as environments for developing Intercultural Competence. They developed an artifact, via Design Research, constituted by an educational method using the 3DVW Second Life® as the place for a virtual exchange program between 92 Brazilian and Portuguese master students. The results of the authors' study indicate that the 3DVW can be used for the development of IC because it allows rich experiential and relational/conversational learning opportunities, especially due to the affordances of immersion/sense of presence, social interaction, content production and knowledge sharing.

No mundo empresarial, as mudanças são cada vez mais rápidas. A aprendizagem, no contexto organizacional, transforma-se e nasce a Educação Corporativa (EC), definida como um conjunto de estratégias educacionais contínuas que visam ao desenvolvimento de competências para o negócio. Nesse contexto, o desenvolvimento de lideranças é uma necessidade das organizações que estruturam programas com o uso de diferentes estratégias e Tecnologias da Informação e Comunicação (TIC). O objetivo desta pesquisa é identificar quais estratégias e TIC vêm sendo utilizadas na Educação Corporativa para o desenvolvimento de lideranças em organizações multisite. A pesquisa é exploratória e qualitativa. Foram realizadas entrevistas com 12 empresas da região metropolitana de Porto Alegre – RS (em um total de 24 entrevistados) escolhidas por acessibilidade. Os resultados indicam que a maioria das empresas ainda não adota a EC em sua totalidade. As estratégias de ensino e aprendizagem mais utilizadas são: aulas expositivas e debates; a modalidade presencial predomina e a utilização das TIC é limitada, sendo as tecnologias utilizadas os Ambientes Virtuais de Aprendizagem e ferramentas da Web 2.0. O principal desafio para o desenvolvim ento de lideranças nessas empresas multisite é a aprendizagem e disseminação da cultura organizacional.

The popularity of Mobile Instant Messaging (MIM) has prompted educators to integrate it in teaching and learning in higher education. WhatsApp® is a multi-platform instant messaging application widely used worldwide, however, there is still little applied research on its use as a platform for educational activities in management higher education. In this article, the authors present a quantitative and qualitative assessment of a concrete experience of WhatsApp® use that involved 140 undergraduate management students. Data were collected through questionnaires answered by the participants after the end of the experience of use, and also via content analysis of their conversations inside their WhatsApp® groups. The results indicate five main educational affordances of MIM that can be considered in management education: interactivity, knowledge sharing, sense of presence, collaboration and ubiquity. The article also explores the limitations of this tool and provides suggestions of good practices of MIM use for teaching and learning.