NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1056648
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1942-2504
Developing Emotional Intelligence in MBA Students: A Case Study of One Program's Success
Joyner, Fredricka F.; Mann, Derek T. Y.
American Journal of Business Education, v4 n10 p59-72 2011
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.
Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Myers Briggs Type Indicator