This paper is the first to explore the impact of culture on the acceptability of workplace bullying and to do so across a wide range of countries. Physically intimidating bullying is less acceptable than work related bullying both within groups of similar cultures and globally. Cultures with high performance orientation find bullying to be more acceptable while those with high future orientation find bullying to be less acceptable. A high humane orientation is associated with finding work related bullying to be less acceptable. Confucian Asia finds work-related bullying to be more acceptable than the Anglo, Latin America, and Sub-Saharan Africa country clusters and finds physically intimidating bullying to be more acceptable than the Anglo and Latin America country clusters. The differences in the acceptability of bullying with respect to these cultures are partially explained in terms of cultural dimensions.

Entrepreneurship is currently one of the most fundamental economic activities in the 21st century. Entrepreneurship encourages young generations to generate their self-employment and develop key soft-skills that will be useful throughout their professional career. This study aims to present and explore a case study of a higher education institution that adopts FLIGBY as a serious game, which allows students to develop entrepreneurship skills in an immersive way and based on real challenges that can be found in business environments. The findings indicate that FLIGBY offers relevant potentials and new possibilities in the development of management, leadership, and entrepreneurship skills. Furthermore, the game allows the inclusion of summative and formative assessment elements, which are essential in the process of monitoring and analyzing the student’s performance.

Purpose The purpose of this paper is to briefly outline the relevance of flow, a core concept of positive psychology increasingly applied in leadership development and in serious gaming. The author presents an innovative simulation game designed to teach and train how to manage and lead people based on the principles of “flow-based leadership.” Design/methodology/approach This paper briefly describes the flow theory; it relates to leadership theory and why it is increasingly applied in the context of serious games. Then an extensive review and presentation of the features of an innovative serious gaming solution is presented to demonstrate that simulations are a fruitful area into which positive psychology and leadership science are being extended now. Findings Despite the growing market segment and various areas of training applications of serious games, very few games have been developed for leadership development. A detailed report presented the conceptual and practical aspects of such a new serious game. Research limitations/implications The author’s contribution did not focus on testing a particular framework nor did it aim at exposing new numeric data findings. Instead, the author presented an in-depth case study as an inspiration for future, similar developments. Also, research questions for future analysis of data collected during the leadership development game were outlined. Practical implications Readers were informed about a new, innovative serious game application, which is successfully used for leadership development, and in particular to teach the practice of flow-based management concepts. Social implications Flow is a concept applied in many fields of life such as sports, music, arts, recreation and work-life. The positive benefits of happiness, creativity, outstanding performance and joy can lead to a fulfilling life which is a paramount value, across all cultures globally. This leadership development game can be applied in other countries and cultures. As a result, the quality of leadership across various cultures can be improved. Researchers are invited to join the outlined new research network and program. Originality/value Flow theory is probably the best known concept of positive psychology across related scientific domains such as management, arts, sports, education and spirituality. Professor Csikszentmihalyi – a global figure head – laid the scholarly foundations decades ago, but now the concept is constantly evolving and being adopted into new and changing environments. This necessitates a review – such as this contribution – where the theoretical elements also apply in the new areas of application.

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This chapter contribution has three major aims: First, to present a benchmark of current practices of teaching with case studies in order to inform fellow scholars, who are generally interested in this particular pedagogical approach and to help those readers, who already apply case studies in their academic teaching or vocational trainings within business and management sciences. Second, to provide some help to fellow case teachers by describing concrete examples, to offer a benchmark, and to formulate advices relevant to case-based teaching. Certain sections make explicit reference to particularities or interesting trends of case-based teaching practices which are different in the CEE region and in other emerging markets. Third, to outline a new, emerging trend of participant-centered learning methods, that of serious games as a tool for leadership and management development.