Distributed Leadership in Collegiate Esports

Abstract

Background. Current research supports the use of recreational games in higher education settings for student development. Team-based esports in collegiate settings offer leadership experiences analogous to other organizational contexts. Distributed leadership reflects leader roles shared dynamically with multiple points of salience and dynamic or absent hierarchy. Aim. This study looked at elements of distributed leadership claimed among collegiate esports teams and whether esports play contributed to distributed leadership development. Methods. This phenomenological deductive qualitative research study used themes from distributed leadership theory to examine the experiences of focus groups composed of competitive collegiate esports participants on three teams from three different popular esport games, respectively. Results. Researchers found that ample comparisons across respondent team interviews corresponded with the leadership theory and found that the more static influence of credibility seemed to mediate team-based communications and behaviors. Conclusion. Implications for distributed leadership both in esports and in other organizations include considerations for intentionality behind how hierarchies are enacted and how credibility may inform an understanding of power distribution within teams.

A systematic review and framework for digital leadership research maturity in higher education

“…Out of 18 qualitative studies, only four studies [18,32,52,88] met all the criteria, whereas 14 qualitative studies offered limited descriptions of research methods that rendered the connection between the presented data and conclusions implicit. Five of these studies [45,53,64,111] failed to meet any of the criteria assigned to the qualitative category.…”

“…However, these studies, like those in the heroic category, remain silent on issues of asymmetries of power, privilege, and ways of handling these differences. Out of 36 studies only three were in this category [30,52,53]. Whilst considering leadership at a classroom [30] and institutional [53] as well as higher education students esports games level [52] in relation to teaching and programme delivery levels, these researchers acknowledge the wider network of relationships and mutual influences within which leadership of key actors is taking place.…”

“…Out of 36 studies only three were in this category [30,52,53]. Whilst considering leadership at a classroom [30] and institutional [53] as well as higher education students esports games level [52] in relation to teaching and programme delivery levels, these researchers acknowledge the wider network of relationships and mutual influences within which leadership of key actors is taking place. Falkenthal and Byrne [52] were reviewed as being at the edge of post-heroic perspectives, moving towards a critical leadership perspective.…”

“…Whilst considering leadership at a classroom [30] and institutional [53] as well as higher education students esports games level [52] in relation to teaching and programme delivery levels, these researchers acknowledge the wider network of relationships and mutual influences within which leadership of key actors is taking place. Falkenthal and Byrne [52] were reviewed as being at the edge of post-heroic perspectives, moving towards a critical leadership perspective. These researchers offered an interesting analysis of interconnected leadership relationships amongst higher education students within the context of collegial esports games.…”

Getting your leadership game on in virtual environments

“…In particular, Himmelstein et al ( 2021) found esports competitors with poor communication and team dynamics struggled to achieve optimal performance within the game suggesting that the ability to work with others is critical. Additionally, participants have articulated how the information-heavy nature of the games requires players to constantly partake in individual and group level decision-making, leading to a form of distributed leadership where the role of leader is dynamically passed between players depending on the situational context (Falkenthal & Byrne, 2020). Further, Tauer and Harackiewicz (2004) and Cagiltay et al (2015) found spaces such as course-based games that combine intra-and inter-team collaboration and competition result in heightened motivation and performance as well as increased engagement in the activity and overall learning.…”