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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 4 Case Study Findings 111


Chapter 4: Case Study Findings This chapter presents the detailed findings from the eleven case stu- dies, fundamental to this research investigation. Pre and post interview transcripts, emotional intelligence test scores, and job satisfaction sur- veys were analysed to identify emergent themes addressing the four research questions. Case Study 1 Case Study 1 (Joanne) is a female academic aged between 45–54 years who has been working in her current institution, a large non-metropolitan multi-campus university in New South Wales Australia for 5–9 years. Table 4.1 provides details about Joanne in relation to her professional background, current working context and leadership experience. Table 4.1 Joanne’s general characteristics Category Details Background Joanne has predominantly worked in the private sector, recently moving into the university sector for family reasons. Joanne initial- ly held part time general staff positions in the university she is cur- rently employed, before accepting a full-time academic position. Joanne has Masters level qualifications Leadership Experience In an industry based context, Joanne has experience in managing the daily activities of an office and staff (20–100 people depending on the role) including having responsibility for achieving set corpo- rate goals, objectives and performance indicators. In the university setting Joanne has been responsible for leading and influencing change across hierarchical levels of the university system. Professional Context Coordinator of Post-graduate programme, Full-time employed aca- demic. 112 Relevance of Emotional Intelligence for Leadership in Higher Education Joanne was strongly supportive of the importance of emotional intelli- gence for leadership in...

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