Assessing Effects of Librarians’ Emotional Intelligence on Quality Service at the MOI University and United States International University Libraries

PurposeAs an industry, sport business (SB) has seen significant growth since the early 2000s. Concurrently, the number of postsecondary sport management programs has also expanded dramatically. However, there remain concerns about whether these programs are meeting the demands of both employers and graduates. To address these concerns, this study examines the credential and competency demands of the SB labor market in the United States.Design/methodology/approachResearchers conducted an analysis using a broad sample of employment postings (N = 613) for SB positions from two different years, 2008 and 2018.FindingsResults support that a complex set of SB qualifications exist, and the credentials and competencies included in SB employment postings have evolved over the past decade.Originality/valueA noteworthy finding is that meta-skills are found to be particularly important for employability, including items such as communication, emotional intelligence and analytical thinking and adaptability.

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The Librarian's Emotional Labor at the University Libraries: Focusing on the Relationship among Supervisor'S Emotional Intelligence, Social Support and Library Service Level

Journal of the Korean Society for Library and Information Science ◽

10.4275/kslis.2014.48.4.345 ◽

2014 ◽

Vol 48 (4) ◽

pp. 345-376

Author(s):

Sook Hee Min

Keyword(s):

Social Support ◽

Emotional Intelligence ◽

Emotional Labor ◽

Service Level ◽

University Libraries ◽

Library Service ◽

The University ◽

The Relationship

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Millard Fillmore and the Compromise of 1850

Presidents and the Dissolution of the Union ◽

10.23943/princeton/9780691151991.003.0004 ◽

2013 ◽

Author(s):

Fred I. Greenstein ◽

Dale Anderson

Keyword(s):

United States ◽

Emotional Intelligence ◽

Cognitive Style ◽

Organizational Capacity ◽

Political Skill ◽

Vice President ◽

The United States ◽

Public Communication ◽

Critical Part ◽

The Status

This chapter assesses the strengths and weaknesses of Millard Fillmore, focusing on six realms: public communication, organizational capacity, political skill, policy vision, cognitive style, and emotional intelligence. Vice President Fillmore unexpectedly became the thirteenth president of the United States following the death of Zachary Taylor on July 9, 1850. Fillmore had been sidelined in his predecessor's administration, but in his capacity as presiding officer of the Senate, he had carefully followed the heated congressional debate over the status of slavery in the Mexican Cession. Plunged immediately into a crisis when he assumed the presidency, Fillmore played a critical part in the enactment of compromise legislation that appeared at the time to have averted the threat of a war between the slave and free states.

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Emotional Intelligence

Identifying, Describing, and Developing Teachers Who Are Gifted and Talented - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-5879-8.ch017 ◽

2019 ◽

pp. 193-204

Author(s):

Stacy M. Lauderdale-Littin ◽

Carol McArthur-Amedeo

Keyword(s):

United States ◽

Emotional Intelligence ◽

Training Programs ◽

Gifted Students ◽

The United States ◽

Preservice Teacher Training ◽

Cognitive Intelligence ◽

Teacher Training Programs ◽

Understanding Emotions

Within the United States, almost 50% of teachers leave the field of education within the first five years. Teachers who remain in the field have been shown to be able to demonstrate career competency skills. These skills are related to emotional intelligence (EI), which refers to competencies in recognizing, managing, communicating, and understanding emotions in one's self and others. Previous literature suggests gifted students, due to specific characteristics associated with giftedness, struggle with EI, which impacts their ability to utilize the skills they have, including cognitive intelligence. For gifted individuals entering the field of education, difficulty with EI could potentially impact their ability to feel successful and remain in the field long term. This chapter provides information and resources related to meeting the emotional intelligence needs of gifted students in preservice teacher training programs.

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