Assessment of negotiation styles in higher education through a game-based assessment tool
Abstract The purpose of this concurrent mixed-method research is to examine the negotiation styles of candidate sports coaches in higher education by using a game-based assessment tool called ENACT game. The research was carried out with 3rd and 4th-degree university students who study in coaching e...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Akyar, Özgür Yaşar [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2022 |
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| Schlagwörter: |
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| Anmerkung: |
© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 |
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| Übergeordnetes Werk: |
Enthalten in: Education and information technologies - Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996, 27(2022), 4 vom: 12. Jan., Seite 4987-5004 |
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| Übergeordnetes Werk: |
volume:27 ; year:2022 ; number:4 ; day:12 ; month:01 ; pages:4987-5004 |
| Links: |
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| DOI / URN: |
10.1007/s10639-021-10823-6 |
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| Katalog-ID: |
SPR047107219 |
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| 520 | |a Abstract The purpose of this concurrent mixed-method research is to examine the negotiation styles of candidate sports coaches in higher education by using a game-based assessment tool called ENACT game. The research was carried out with 3rd and 4th-degree university students who study in coaching education programs in Turkey. Students consist of 221 male (%68,4) and 102 female (%31,6). Furthermore, 12 volunteer students were interviewed as part of the qualitative part of the research. Results indicate that there is a positive significant relationship between conflict-handling styles and negotiations style only among integrating style and avoiding style. On the other hand, there is no significant relationship between the dominating, compromising, obliging styles of conflict handling and the dominating, compromising, and obliging styles of negotiation, respectively. Interviews with students revealed that negotiations in ENACT game-based assessment are very close to their real-life experience. Besides, it can be stated that discussing the aspects of the student’s views on the goal achievement effort, relationship, and social skills according to the framework of the social interdependence can make significant contributions to further improvement of the ENACT game-based assessment tool. | ||
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10.1007/s10639-021-10823-6 doi (DE-627)SPR047107219 (SPR)s10639-021-10823-6-e DE-627 ger DE-627 rakwb eng Akyar, Özgür Yaşar verfasserin (orcid)0000-0002-9658-8392 aut Assessment of negotiation styles in higher education through a game-based assessment tool 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 Abstract The purpose of this concurrent mixed-method research is to examine the negotiation styles of candidate sports coaches in higher education by using a game-based assessment tool called ENACT game. The research was carried out with 3rd and 4th-degree university students who study in coaching education programs in Turkey. Students consist of 221 male (%68,4) and 102 female (%31,6). Furthermore, 12 volunteer students were interviewed as part of the qualitative part of the research. Results indicate that there is a positive significant relationship between conflict-handling styles and negotiations style only among integrating style and avoiding style. On the other hand, there is no significant relationship between the dominating, compromising, obliging styles of conflict handling and the dominating, compromising, and obliging styles of negotiation, respectively. Interviews with students revealed that negotiations in ENACT game-based assessment are very close to their real-life experience. Besides, it can be stated that discussing the aspects of the student’s views on the goal achievement effort, relationship, and social skills according to the framework of the social interdependence can make significant contributions to further improvement of the ENACT game-based assessment tool. Game-based assessment (dpeaa)DE-He213 Negotiation styles (dpeaa)DE-He213 Conflict handling style (dpeaa)DE-He213 Sports coaching (dpeaa)DE-He213 Mixed-method (dpeaa)DE-He213 Demirhan, Gıyasettin (orcid)0000-0002-5370-2036 aut Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 27(2022), 4 vom: 12. Jan., Seite 4987-5004 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:27 year:2022 number:4 day:12 month:01 pages:4987-5004 https://dx.doi.org/10.1007/s10639-021-10823-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 27 2022 4 12 01 4987-5004 |
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10.1007/s10639-021-10823-6 doi (DE-627)SPR047107219 (SPR)s10639-021-10823-6-e DE-627 ger DE-627 rakwb eng Akyar, Özgür Yaşar verfasserin (orcid)0000-0002-9658-8392 aut Assessment of negotiation styles in higher education through a game-based assessment tool 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 Abstract The purpose of this concurrent mixed-method research is to examine the negotiation styles of candidate sports coaches in higher education by using a game-based assessment tool called ENACT game. The research was carried out with 3rd and 4th-degree university students who study in coaching education programs in Turkey. Students consist of 221 male (%68,4) and 102 female (%31,6). Furthermore, 12 volunteer students were interviewed as part of the qualitative part of the research. Results indicate that there is a positive significant relationship between conflict-handling styles and negotiations style only among integrating style and avoiding style. On the other hand, there is no significant relationship between the dominating, compromising, obliging styles of conflict handling and the dominating, compromising, and obliging styles of negotiation, respectively. Interviews with students revealed that negotiations in ENACT game-based assessment are very close to their real-life experience. Besides, it can be stated that discussing the aspects of the student’s views on the goal achievement effort, relationship, and social skills according to the framework of the social interdependence can make significant contributions to further improvement of the ENACT game-based assessment tool. Game-based assessment (dpeaa)DE-He213 Negotiation styles (dpeaa)DE-He213 Conflict handling style (dpeaa)DE-He213 Sports coaching (dpeaa)DE-He213 Mixed-method (dpeaa)DE-He213 Demirhan, Gıyasettin (orcid)0000-0002-5370-2036 aut Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 27(2022), 4 vom: 12. Jan., Seite 4987-5004 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:27 year:2022 number:4 day:12 month:01 pages:4987-5004 https://dx.doi.org/10.1007/s10639-021-10823-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 27 2022 4 12 01 4987-5004 |
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10.1007/s10639-021-10823-6 doi (DE-627)SPR047107219 (SPR)s10639-021-10823-6-e DE-627 ger DE-627 rakwb eng Akyar, Özgür Yaşar verfasserin (orcid)0000-0002-9658-8392 aut Assessment of negotiation styles in higher education through a game-based assessment tool 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 Abstract The purpose of this concurrent mixed-method research is to examine the negotiation styles of candidate sports coaches in higher education by using a game-based assessment tool called ENACT game. The research was carried out with 3rd and 4th-degree university students who study in coaching education programs in Turkey. Students consist of 221 male (%68,4) and 102 female (%31,6). Furthermore, 12 volunteer students were interviewed as part of the qualitative part of the research. Results indicate that there is a positive significant relationship between conflict-handling styles and negotiations style only among integrating style and avoiding style. On the other hand, there is no significant relationship between the dominating, compromising, obliging styles of conflict handling and the dominating, compromising, and obliging styles of negotiation, respectively. Interviews with students revealed that negotiations in ENACT game-based assessment are very close to their real-life experience. Besides, it can be stated that discussing the aspects of the student’s views on the goal achievement effort, relationship, and social skills according to the framework of the social interdependence can make significant contributions to further improvement of the ENACT game-based assessment tool. Game-based assessment (dpeaa)DE-He213 Negotiation styles (dpeaa)DE-He213 Conflict handling style (dpeaa)DE-He213 Sports coaching (dpeaa)DE-He213 Mixed-method (dpeaa)DE-He213 Demirhan, Gıyasettin (orcid)0000-0002-5370-2036 aut Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 27(2022), 4 vom: 12. Jan., Seite 4987-5004 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:27 year:2022 number:4 day:12 month:01 pages:4987-5004 https://dx.doi.org/10.1007/s10639-021-10823-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 27 2022 4 12 01 4987-5004 |
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10.1007/s10639-021-10823-6 doi (DE-627)SPR047107219 (SPR)s10639-021-10823-6-e DE-627 ger DE-627 rakwb eng Akyar, Özgür Yaşar verfasserin (orcid)0000-0002-9658-8392 aut Assessment of negotiation styles in higher education through a game-based assessment tool 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 Abstract The purpose of this concurrent mixed-method research is to examine the negotiation styles of candidate sports coaches in higher education by using a game-based assessment tool called ENACT game. The research was carried out with 3rd and 4th-degree university students who study in coaching education programs in Turkey. Students consist of 221 male (%68,4) and 102 female (%31,6). Furthermore, 12 volunteer students were interviewed as part of the qualitative part of the research. Results indicate that there is a positive significant relationship between conflict-handling styles and negotiations style only among integrating style and avoiding style. On the other hand, there is no significant relationship between the dominating, compromising, obliging styles of conflict handling and the dominating, compromising, and obliging styles of negotiation, respectively. Interviews with students revealed that negotiations in ENACT game-based assessment are very close to their real-life experience. Besides, it can be stated that discussing the aspects of the student’s views on the goal achievement effort, relationship, and social skills according to the framework of the social interdependence can make significant contributions to further improvement of the ENACT game-based assessment tool. Game-based assessment (dpeaa)DE-He213 Negotiation styles (dpeaa)DE-He213 Conflict handling style (dpeaa)DE-He213 Sports coaching (dpeaa)DE-He213 Mixed-method (dpeaa)DE-He213 Demirhan, Gıyasettin (orcid)0000-0002-5370-2036 aut Enthalten in Education and information technologies Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 27(2022), 4 vom: 12. Jan., Seite 4987-5004 (DE-627)320415953 (DE-600)2001930-0 1573-7608 nnns volume:27 year:2022 number:4 day:12 month:01 pages:4987-5004 https://dx.doi.org/10.1007/s10639-021-10823-6 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 27 2022 4 12 01 4987-5004 |
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Assessment of negotiation styles in higher education through a game-based assessment tool |
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Abstract The purpose of this concurrent mixed-method research is to examine the negotiation styles of candidate sports coaches in higher education by using a game-based assessment tool called ENACT game. The research was carried out with 3rd and 4th-degree university students who study in coaching education programs in Turkey. Students consist of 221 male (%68,4) and 102 female (%31,6). Furthermore, 12 volunteer students were interviewed as part of the qualitative part of the research. Results indicate that there is a positive significant relationship between conflict-handling styles and negotiations style only among integrating style and avoiding style. On the other hand, there is no significant relationship between the dominating, compromising, obliging styles of conflict handling and the dominating, compromising, and obliging styles of negotiation, respectively. Interviews with students revealed that negotiations in ENACT game-based assessment are very close to their real-life experience. Besides, it can be stated that discussing the aspects of the student’s views on the goal achievement effort, relationship, and social skills according to the framework of the social interdependence can make significant contributions to further improvement of the ENACT game-based assessment tool. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 |
| abstractGer |
Abstract The purpose of this concurrent mixed-method research is to examine the negotiation styles of candidate sports coaches in higher education by using a game-based assessment tool called ENACT game. The research was carried out with 3rd and 4th-degree university students who study in coaching education programs in Turkey. Students consist of 221 male (%68,4) and 102 female (%31,6). Furthermore, 12 volunteer students were interviewed as part of the qualitative part of the research. Results indicate that there is a positive significant relationship between conflict-handling styles and negotiations style only among integrating style and avoiding style. On the other hand, there is no significant relationship between the dominating, compromising, obliging styles of conflict handling and the dominating, compromising, and obliging styles of negotiation, respectively. Interviews with students revealed that negotiations in ENACT game-based assessment are very close to their real-life experience. Besides, it can be stated that discussing the aspects of the student’s views on the goal achievement effort, relationship, and social skills according to the framework of the social interdependence can make significant contributions to further improvement of the ENACT game-based assessment tool. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 |
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Abstract The purpose of this concurrent mixed-method research is to examine the negotiation styles of candidate sports coaches in higher education by using a game-based assessment tool called ENACT game. The research was carried out with 3rd and 4th-degree university students who study in coaching education programs in Turkey. Students consist of 221 male (%68,4) and 102 female (%31,6). Furthermore, 12 volunteer students were interviewed as part of the qualitative part of the research. Results indicate that there is a positive significant relationship between conflict-handling styles and negotiations style only among integrating style and avoiding style. On the other hand, there is no significant relationship between the dominating, compromising, obliging styles of conflict handling and the dominating, compromising, and obliging styles of negotiation, respectively. Interviews with students revealed that negotiations in ENACT game-based assessment are very close to their real-life experience. Besides, it can be stated that discussing the aspects of the student’s views on the goal achievement effort, relationship, and social skills according to the framework of the social interdependence can make significant contributions to further improvement of the ENACT game-based assessment tool. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 |
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Assessment of negotiation styles in higher education through a game-based assessment tool |
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https://dx.doi.org/10.1007/s10639-021-10823-6 |
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Demirhan, Gıyasettin |
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10.1007/s10639-021-10823-6 |
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2024-07-04T01:53:41.018Z |
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| score |
7.3974237 |