The Electronic Gaming Federation (EGF)’s Media division plays a significant role in building the ecosystem and to push esports further into the mainstream. It provides a source of recognition for EGF and its university members. In response to scale, it has become a huge part of EGF’s educational initiative to get students involved in the esports industry outside of gameplay by exposing them to potential careers, thus reinforcing the state of the industry. While revenue from advertisements and sponsorships may be a long-term goal, building the right foundation could dictate the ultimate potential of opportunity. How can EGF balance competing interests to build a better system?
NOTE: The case video begins with the section, A Dynamic Business Model: Organizing Ops to Meet Needs [0:09 - 3:39]. This section is also used in the following case videos: Developing the Ecosystem: League Governance, and Developing the Ecosystem: Platform & Program Infrastructure.
Driving every decision at the Electronic Gaming Federation (EGF) is the fact that the collegiate esports market is very underdeveloped. As EGF races to build the market upon which they stand, they run into the issue that their consumers, the administrators making purchasing decisions around membership to EGF’s leagues, may not have any understanding of esports, nor do they seem to have an awareness of its presence and force amongst students on campus. Speaking to the value esports can bring to a university requires tangible evidence of student interest, but time is of the essence as the market continues to grow. What can EGF do to facilitate larger engagement for a better appeal to administrators in order to establish a formal program with EGF’s help?
Digital Download/ e-book
In contrast to the practice of mindful management, the traditional goal of many business learners – and teachers – is to learn (and teach) work-based tactics, tools, and techniques. While tactics and technology are a necessary part of management education, we believe they provide an insufficient basis for successful business functioning and personal/professional development in the third millennium. Toward that end, we believe that memorization can never enrich learning in the same way that struggling with ethical precepts or attempting to understand the application of a concept or model to a situation can. Thus, we believe in finding ways to foster active, involved learners who are engaged in a process of discovery. This process of discovery reveals insights into self, implications of actions and decisions, and discovery about what works and what doesn’t in contexts that make sense for the problem at hand.
This e-book is meant for anyone interested teaching managing mindfully, actively, and in an engaged way. We believe that these ideas are appropriate for use at the undergraduate, MBA, and executive levels and in a wide range of courses that deal with leadership and managing. Organizational Behavior, General Management, Organizational Change, Business in Society, Strategic Management, and Leadership are some course titles that come to mind, but feel free to use these exercises wherever you deem appropriate—and adapt them for your own use. Whether used in universities or organizations, the exercises can serve as a major focus of course development or, more likely, be used as a supplement to traditional texts and approaches.