A gestão da inovação tem ocupado posição central nos meios acadêmico e empresarial. Entretanto, a implantação de uma gestão da inovação eficaz passa necessariamente pela adoção de modelos que norteiem a construção de processos organizacionais através dos quais a inovação deve ser conduzida. Modelos com esse propósito têm sido publicados nas últimas décadas e refletem a grande pluralidade de abordagens - consequência da gestão da inovação enquanto área multidisciplinar. Pressupostos e propósitos específicos sobre os quais cada modelo é construído, tipos de organizações envolvidas e objetivos específicos refletem particularidades dos estudos na área. O presente texto apresenta um levantamento bibliográfico do tema realizado a partir de buscas em bases de dados acadêmicas, identificação dos modelos clássicos de gestão da inovação através do número de citações e livros do acervo de universidades brasileiras. A partir de tal levantamento se conduz uma análise crítica e comparativa de vários modelos de gestão da inovação. O trabalho traz compreensão sobre como a literatura modela o processo de gestão da inovação, quais são suas fases, em que pressupostos se fundamentam e quais outros fatores organizacionais constituem tal processo. Ao final discutem-se os pontos convergentes e divergentes, suas implicações para a gestão da inovação nas organizações e questões para aprofundamento em novos estudos.

Cognitive approaches to teaching generate learning through the interaction between the subject and object of study. One of the strategies to create this interaction is related to the application of virtual and augmented reality in the teaching-learning processes. Through a systematic literature review, this work aims to describe the approaches used to measure the impacts on student learning who used virtual reality (VR) and augmented reality (AR) in the teaching-learning processes of engineering courses, the impacts on learning, and student satisfaction. The surveys showed that 70% of research analyzed, students who used virtual reality or augmented reality learned more, and 90% of the research described that students who used virtual or augmented reality were more satisfied with the new approach than the traditional teaching approach. The conclusion is that there are positive impacts, in the vast majority of cases, on learning and the satisfaction of students who use virtual or augmented reality in the teaching-learning processes applied in engineering courses.

Agriculture must find new ways to reduce costs and increase efficiency to meet the rising demand for products, avoiding waste due to potential food scarcity. Through the systematic literature review methodology, this study analyzes and synthesizes the existing literature on lean manufacturing (LM) applied in agro-pastoral production, its impact on reduction in losses and waste, and productivity increases considering production function mechanism (PFM), connecting to a sustainability model based on triple bottom line (TBL). A comprehensive search strategy was used to identify relevant studies and critically evaluate them using pre-determined inclusion and exclusion criteria. The findings provide insights into LM applied in agro-pastoral production and inform future research in the field, highlighting the potential of using LM concepts by reducing losses and waste and increasing productivity. The potential for TBL impacts from application of lean concepts in agro-pastoral production suggests a tendency for growth in this area of research. A theoretical understanding of how lean tools and techniques can be applied to improve productivity and profitability in the agricultural sector is provided, as well as practical examples and recommendations for implementing lean practices in agricultural operations, aligning sustainability and LP tools and concepts.

This article is about experiments investigating teaching and learning processes and their effects on students. Specifically, the laboratory experiment method aims to determine if using virtual reality in classes leads to better learning outcomes, knowledge retention, satisfaction, engagement, and attractiveness compared to traditional teaching methods. The study found that students who used VR (Experimental Group—EG) had significantly better learning outcomes (with an average of 5.9747) compared to the control group (Control Group—CG), who only had traditional classes (with an average of 4.6229). The study employed a Likert scale from 1 to 7. The difference between EG and CG was 29.2%. Furthermore, the study found that students in the EG had higher knowledge retention, satisfaction, engagement, and attractiveness compared to the CG. All measurements were above 6.4 on the same scale. This study is important because it explores innovative teaching methods and their potential to improve learning outcomes, satisfaction, and efficiency. It also opens up avenues for further research on teaching methodologies for undergraduate students.