Recognizing Leadership Styles through the Use of a Serious Game

Autor/inn/en	Almeida, Fernando; Buzady, Zoltan
Titel	Recognizing Leadership Styles through the Use of a Serious Game
Quelle	In: Journal of Applied Research in Higher Education, 14 (2022) 4, S.1592-1602 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Almeida, Fernando) ORCID (Buzady, Zoltan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-05-2021-0178
Schlagwörter	Educational Games; Entrepreneurship; College Students; Student Attitudes; Transformational Leadership; Leadership Styles; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Unternehmungsgeist; Collegestudent; Schülerverhalten; Führungsstil; Ausland
Abstract	Purpose: This study aims to present a practical approach to recognizing leadership styles by adopting a serious game in the context of an entrepreneurship course in higher education. Design/methodology/approach: The action-research methodology is adopted to explore how the various leadership styles are perceived and assimilated by students. Furthermore, students are organized into eight groups to explore this phenomenon through a thematic analysis. Findings: The findings reveal that transformational and transactional leadership can coexist and be applied in organizational management. The results also indicate that students with relevant professional experience have a greater ability to identify the benefits and challenges associated with each leadership style as they recognize these styles throughout their professional careers. Originality/value: This paper mainly offers practical implications by presenting an alternative and complementary approach to exploring leadership styles. Through this approach, students can recognize the various leadership styles in the game personas and realize their impact on the dynamics of an organization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01