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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 2 Literature Review 19


Chapter 2: Literature Review This chapter reviews the literature perceived to be pertinent to this research investigation and presents a synthesised perspective of the ensuing information identified to be fundamental to this study. This research study was conducted in light of the principles of an emergent theory paradigm. This approach focuses on the investigation of topics that emerge from the review of literature and through en- gagement in the project rather than basing the research inquiry on a pre-determined conceptualised investigation framework (Innes 1995; Hutchings & Huber 2008). The advantage of an emergent theory ap- proach is that it is designed to answer questions even if the researcher has no clear plan for how the questions can or should be answered. Adopting this paradigm meant that when pertinent topics evolved, as a result of reviewing literature or as a consequence of engagement in the research project, endeavours to further inform understanding about the topic were employed. These endeavours included identifying and sub- sequently reviewing additional literature, collecting further relevant data and/or conducting supplementary applicable data analysis. Throughout this research investigation new perspectives to address the posed research questions were always considered and consequently assessed in terms of the relevance of the perspective in the context of this research study. While an emergent approach guided this research investigation there were two explicit emotional intelligence theories that under- pinned the examination of emotional intelligence for leadership in higher education. The ability mode of emotional intelligence (Mayer & Salovey 1997) and the competency model of...

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