This research paper explores the frameworks and clusters that are thought to comprise the Emotional Intelligence (EI) dimension and establishes a distinction between EI and Emotional Competence (EC) as a basis for testing, measurement and analysis. The principal aim of the study was to investigate existing instruments that purport to measure EI and to introduce a new model, the Emotional Intelligence Questionnaire (EIQu), as an alternative means of assessment. The author describes the design, development and validation of the EIQu, supported by data from four discrete respondent samples in the context of higher education.