Comparative analysis Name of the of the University Date Table of Contents Abstract 3 Introduction 4 Problem statement 5 Conceptual framework 5 Objective 6 Methodology 7 Results and discussion 8 Conclusion 9 Recommendations 10 References 11 Appendix 13 Abstract In today’s competitive environment emotional intelligence has occupied an important place not only in the corporate, but also in the academics…
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This study focuses on the comparative analysis between the emotional intelligence competencies of the private and public universities of Ghana. This study has been done by conducting interviews of two senior administrators of ten private and ten public universities. The findings of the research suggest that senior administrators of the private universities are much more aware regarding the concept of emotional intelligence as compared to that of the public universities. However, they understand the importance of emotional intelligence in the accomplishment of organizational goal and consider it as a necessary aspect. It does not only help them in developing long-term relationship and coordination among the employees, but also in establishing relationship with their customers. Thus, the finding suggests that competencies among the private university administrators are much more advanced as compared to the public. In this context, it is recommended that the universities must develop certain training programs so that the competencies can get more enhanced. The findings have confirmed that the emotionally intelligent leadership has not only the potential to improve relationship with the customers, but also with other staffs of the university. So, the university should also take initiatives to improve the same. Introduction In this 21st century, the requirement of effective leadership has gained paramount importance in order to meet the merging challenges. A larger number of managers and academicians have recognised the important link between effective leadership and emotional intelligence (EI) (Potentials Unlimited, 2005; Lpes, Cote & Salovey, 2006; Pahl, 2009). It has been further suggested by Goleman, Boyatzis & McKee (2002) that when an individual moves to higher position in the organization, it becomes more important to have emotional intelligence (Dulewicz & Higgs, 2003). As a leadership concept, Emotional Intelligence recognises that emotions and the way an individual reacts to emotions are the heart of leadership skills and for the leaders or the managers, it is recognised as the “the ability to identify, integrate and understand and manage their own and other people’s feelings” (Roberts & Rowley, 2008, p. 42). During the period of organizational changes, it is very important not only to control the emotions of one’s own self, but also the emotions of others. Mayer & Caruso (2002) suggested that the managers, who can recognise their emotions in a proper manner are seen to cope, anticipate and manage changes effectively. The same finding was suggested by Hernon, Giesecke & Alire, (2007) who asserted that emotional awareness is highly essential among the leaders who are engaged in change management. This study has been undertaken as there is lack of literature regarding the importance of emotional intelligence in universities. The emotional intelligence as a concept has its “distal” roots in the concept of social intelligence, introduced by E.L. Thorndike in 1920 and found its proximal roots in the concept of multiple intelligences as identified by Howard Gardner in 1983 (Schulze & Roberts, 2005). Mayer and Salovey (1990) developed the concept of emotional intelligence and later, Goleman build up the earlier foundations. The purpose of this study is to investigate whether enough
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