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Developing Emotionally Intelligent Leadership in Higher Education

Dominique Rene Parrish

It is widely accepted that the success of higher education institutions is dependent on effective competent leaders and leadership. There is also growing evidence to support the proposition that emotional intelligence is strongly linked to effective leadership in the higher education setting. Additionally, the premise that emotional intelligence can influence an individual’s job satisfaction is well supported. This book details the findings from an explicit examination of the relevance and interrelationships between emotional intelligence, leadership practice and job satisfaction in a higher education context. A mixed mode case study approach comprising eleven cases was used to investigate four research questions. Qualitative and quantitative data was collected through interviews, surveys and a parametric test designed to assess individuals’ emotional intelligence. Twelve emotional intelligence capabilities articulating the relevance of emotional intelligence for effective leadership in higher education is presented as is a model illustrating the specific elements and interelationships between job satisfaction, emotional intelligence and effective leadership. Finally, a framework for developing emotionally intelligent leadership capacity in higher education is outlined.


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CHAPTER 1 Introduction 7


Chapter 1: Introduction Leadership is a much debated topic and one that has generated abun- dant research with regard to the competencies, factors, principles, at- tributes, traits, behaviours and qualities that beget effective leadership. Countless articles, books and reference literature have attempted to answer the question of ‘What makes an effective leader?’ In response to this question, numerous theories, attributes and models of effective leaders and leadership have been proposed. Leadership in higher edu- cation has also been widely researched over a sustained period to identify elements, practices and aspects of effective leadership (Row- ley 1997; Ramsden 1998; Rantz 2002; Gibbs, Knapper & Picinnin 2006; Bryman 2007a; Bryman 2007b; Scott, Coates & Anderson 2008). In the context of this research study the broad conceptualisa- tion of effective leadership is perceived as the ability to successfully move others toward a desired mission or goal. There is sound evidence to suggest that emotional intelligence is a key factor in effective leadership performance and that emotionally in- telligent leadership will result in highly productive and successful work organisations (Chen, Jacobs & Spencer 1998; Goleman 1998a; Cavallo & Brienza 2010). In the higher education setting there has also been research to support the importance of emotional intelligence for effec- tive leadership (Rantz 2002; Rowley & Sherman 2003; Bryman 2004; Bryman 2007a; Scott, Coates & Anderson 2008; Bryman 2009). This research investigation examined the relevance and significance of emo- tional intelligence competencies and abilities for effective leadership in higher education. While literature identifies the importance of emo- tional intelligence for...

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