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Emotional Intelligence Outcomes in Higher Education Institutions: Empirical Evidence From a Western Context
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Orientador(es)
Resumo(s)
The main outcomes of emotional intelligence (EMI) in the workplace have been researched in a variety of settings, however, few studies have focused on such consequences, particularly in the context of higher education institutions (HEIs). This research is therefore to empirically examine the impact of EMI on work-life balance, job insecurity, knowledge sharing behaviour, and workforce agility at HEIs. A total of 368 responses from academic staff members in Italy were analysed using PLS-SEM. The findings indicated that EMI has a significant impact on workforce agility, work-life balance, job insecurity, and knowledge sharing behaviour. In addition, work-life balance significantly impacted knowledge sharing behaviour, which in turn affected workforce agility. This article adds to the body of knowledge on the human resources management domain by highlighting the key consequences of EMI in HEIs within a western context. It also provides various managerial implications for concerned faculty members and senior managers at HEIs. Research limitations and avenues for further research are given.
Descrição
Palavras-chave
Emotional intelligence Work-life balance Job insecurity Knowledge sharing behaviour Workforce agility Higher education institutions
Contexto Educativo
Citação
Soliman, M., Sinha, R., Di Virgilio, F., Sousa, M. J., & Figueiredo, R. (2023). Emotional Intelligence Outcomes in Higher Education Institutions: Empirical Evidence From a Western Context. Psychological Reports, pp.1-29. https://doi.org/10.1177/00332941231197
Editora
SAGE Publications