scholarly journals Emotional Intelligence - A Self Motivational tool for MBA Students, Bangalore

2019 ◽  
Vol VI (1(3)) ◽  
pp. 45
Author(s):  
Noor Afza ◽  
Y. Raja Ram ◽  
R. Bhagya Rathna
Keyword(s):  
Emotional Intelligence ◽  
Mba Students

An Integrated Framework for Developing Emotional Intelligence among MBA Students

2015 ◽  
Vol 2 (1) ◽  
pp. 16-29
Author(s):  
Shubhangini Rathore
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
Job Market ◽  
Work Systems ◽  
Emotional Labour ◽  
Mba Students ◽  
Integrative Framework ◽  
Emotional Quotient ◽  
Contemporary Work ◽  
Customer Intimacy

Though traditionally the intelligence quotient (IQ) had been used as a predictor of academic success, recent studies have highlighted that students with higher emotional quotient (EQ) are more successful both academically and professionally. Given that the contemporary work systems involve huge emotional labour and customer intimacy, employers have now started preferring students with high emotional quotient; as the job market is already full of academically competent candidates. The current study is divided into two parts, the first part reviews and analyzes important researchers; in order to identify an integrative framework of the most important emotional intelligence competencies among students. The second part attests this framework with the help of statistical analysis of a sample of college students. The results of the study provide a list of factors that can be adopted as a part of the academic curriculum for the development of emotional intelligence among MBA students.

ASSESSMENT OF CUEA MBA PROGRAM CONTRIBUTION TO GREATER EMOTIONAL INTELLIGENCE

2019 ◽  
Vol 3 (1) ◽  
pp. 58
Author(s):  
Wilfred Chege Kimani ◽  
Dr. Kifleyesus Andemariam ◽  
Dr. Kiflemariam Abraham
Keyword(s):  
Emotional Intelligence ◽  
Undergraduate Students ◽  
Business Schools ◽  
Descriptive Analysis ◽  
Eastern Africa ◽  
Skills Development ◽  
Multiple Sources ◽  
Mba Students ◽  
Mba Program ◽  
Second Year

Purpose: This study assesses the Catholic University of Eastern Africa University (CUEA) Graduate Business School MBA contribution to developing and enhancing Emotional Intelligence skills among its MBA students.Methodology: Data was collected using various instruments: A survey with structured questionnaires administered to a target population of 40 second-year MBA students; in-depth interviews with 8 second-year MBA students, and 8 CUEA MBA lecturers; and a review of CUEA curriculum in relation to a benchmark of 10 MBA Programs in the best Business Schools of international and regional universities. A concurrent mixed method was used to achieve information with construct validity and chain of evidence from the multiple sources of data. The analysis technique was explanation based on the qualitative data, and some descriptive analysis was carried out for the quantitative data.Results: The findings show that the CUEA MBA program does not have EI (emotional intelligence) as one of its core skills development, while most of the best Business Schools do. CUEA MBA Program does not have specific EI objectives, and as a result, its lecturers have never focused on it and the students’ EI awareness, knowledge, and skills are low.Contribution to policy and practice: The study recommends that CUEA MBA program needs to be incorporated with EI skills development and make it a primary skill to be developed to the students irrespective of their area of specialization. The study further recommends that EI skills should be developed not only at the MBA level but also among undergraduate students, as suggested by some of the lecturers who participated in this study.

scholarly journals Developing Emotional Intelligence In MBA Students: A Case Study Of One Programs Success

2011 ◽  
Vol 4 (10) ◽  
pp. 59-72 ◽  
Author(s):  
Fredricka F. Joyner ◽  
Derek T.Y. Mann
Keyword(s):  
Emotional Intelligence ◽  
Theoretical Foundation ◽  
Mba Students ◽  
The Past ◽  
Mba Program ◽  
Theory To Practice ◽  
Academic Settings ◽  
Emotional Quotient Inventory ◽  
Mba Curriculum

Over the past two decades an escalating interest in the construct of emotional intelligence (EI) has made its way into the popular press, professional press, and peer reviewed journals.Not surprisingly, an interest in EI is also gaining ground in academic settings (Parker, Duffy, Wood, Bond & Hogan, 2002; Parker, Hogan, Eastabrook, Oke & Wood, 2006; Parker, Saklofske, Wood & Eastabrook, 2005). Several major longitudinal studies have laid a sound theoretical foundation supporting the development of EI competencies as a component of the MBA curriculum (Boyatzis, Stubbs & Taylor, 2002; Boyatzis & Saatcioglu, 2008). This paper will describe why and how one MBA program took theory to practice and piloted the integration of content designed to develop competencies related to emotional intelligence into its curriculum.It will also review the results of an applied multi-year study that measured the results of the curriculum pilot.The study was conducted using one of the most widely used instruments for measuring emotional intelligence, the Bar-On Emotional Quotient Inventory (Bar-On, 1997), to identify significant changes between the beginning and the end of the program in the aggregate measures of emotional intelligence competencies.

scholarly journals The influence of emotional intelligence on auditor performance

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Richard G. Brody ◽  
Gaurav Gupta ◽  
Stephen B. Salter
Keyword(s):  
Emotional Intelligence ◽  
Work Performance ◽  
Research Question ◽  
Future Research ◽  
Mba Students ◽  
Significant Area ◽  
Student Subjects ◽  
Emotional Intelligence Inventory ◽  
Audit Activity ◽  
The Impact

Research Question: How does Emotional Intelligence influence auditor performance? Motivation: Emotional Intelligence has been researched as one of the critical factors that are linked to superior work performance. However, this research is still in its infancy with respect to auditors despite the fact that the auditing profession would benefit greatly from improving the work performance of its professionals. In this paper, we address this issue and lay the foundation for a future paper that would analyze the impact of increasing the emotional intelligence of auditors on their task performance. We hypothesized that emotional intelligence is positively related to auditor performance. Data: Undergraduate accounting and MBA students were selected to participate in this study. Sixty-nine participants completed the Emotional Intelligence inventory provided by Genos International, Australia and performed a simple audit activity designed by the authors for this study. Multiple regressions were utilized to analyze the data. Findings: The hypothesis was not supported, and the paper addresses this result as well as provides guidance to future researchers in this significant area. Contribution: Because of the challenges associated with this type of experiment as well as the lack of existing research in the area, this paper uses student subjects to provide initial feedback on the effectiveness of the instrument. The results will help guide future research and, as an added benefit, preserves the subject pool of practicing auditors.

scholarly journals How does Emotional Intelligence Relate to Transformational Leadership, Creativity, and Job Performance?

2020 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Md. Sahidur Rahman ◽  
Shameema Ferdausy ◽  
Md. Al-Amin ◽  
Refa Akter
Keyword(s):  
Emotional Intelligence ◽  
Transformational Leadership ◽  
Job Performance ◽  
Sampling Technique ◽  
Strong Relationship ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Purposive Sampling ◽  
Mba Students ◽  
Bivariate Correlation

This study aims to investigate the relationships between emotional intelligence (EI), and transformational leadership (TL), creativity (CR), and job performance (JP) of the managers as perceived by the subordinates. Cross-sectional survey research is the primary research design for the study. A printed survey instrument is used to collect data from 189 working MBA students in Chattogram city using a purposive sampling technique. The respondents provide information about EI, TL, CR, and JP of their managers. We employed descriptive statistics, bivariate correlation, and regression analysis to analyze the obtained data. The findings of the study show that there is a positive correlation between EI and TL (r = 0.68). Again, a firm affinity is observed between EI and CR (r = 0.62). Furthermore, a strong relationship is found between EI and JP (r = 0.73). This study imparts the message to the organizations that they should focus on upgrading the EI competencies of the managers who intend to be transformational leaders and willing to show their credibility in creativity and superiority in job performance.  The purposive sampling technique was adopted which is one of the major limitations of this study.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Emotionale Intelligenz und Führungsverhalten von Fußballtrainern

2018 ◽  
Vol 25 (3) ◽  
pp. 108-114
Author(s):  
Babett Helen Lobinger ◽  
Sinikka Heisler
Keyword(s):  
Emotional Intelligence ◽  
Soziale Unterstützung ◽  
Trait Emotional Intelligence ◽  
Emotionale Intelligenz ◽  
Trait Emotional Intelligence Questionnaire

Zusammenfassung. In der vorliegenden Studie wurden die Emotionale Intelligenz und das Führungsverhalten von Trainern erhoben. Insgesamt 215 Fußballtrainer bearbeiteten die deutsche Kurzversion des Trait Emotional Intelligence Questionnaire (TEIQue-SF; Freudenthaler, Neubauer, Gabler, Scherl & Rindermann, 2008 ) und die Leadership Scale for Sports (LSS; Würth, Saborowski & Alfermann, 1999 ). Neben der inhaltlichen Auseinandersetzung mit der Emotionalen Intelligenz und dem Führungsverhalten von Trainern werden die eingesetzten Verfahren einer kritischen Prüfung unterzogen. Die Prüfung der Testgüte für die vorliegende Stichprobe zeigt akzeptable interne Konsistenzen für den TEIQue und für zwei Subskalen der LSS (Demokratisches Verhalten und Soziale Unterstützung) Trainer der verschiedenen Lizenzstufen unterscheiden sind in ihrer selbstberichteten Emotionalen Intelligenz nicht voneinander. Für die Gesamtstichprobe werden Zusammenhänge zwischen Emotionaler Intelligenz und allen Subskalen (soziale Unterstützung, fachliche Unterweisung, demokratisches Verhalten und positives Feedback) der LSS gefunden. Die Diskussion nimmt sich der Einschätzung der verwendeten Messverfahren an und hebt die Bedeutung von sportspezifischen Instrumenten hervor.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

Sign in / Sign up

Export Citation Format

Share Document