A Qualitative Exploration of the Motivations and Expectations of Lecturers Who Sign-up to Participate in an Emotional Intelligence Coaching Programme

Research has emphasised the importance of emotional intelligence (EI) in the work of higher education staff. However, little is about the motivations and expectations of lecturers who decide to participate in EI coaching programmes. As part of a larger study pertaining to the efficacy of EI coaching for Irish higher education lecturers, qualitative data was collected by way of a questionnaire that contained two open-ended questions from all participants who signed up for coaching (N = 40). The findings indicate that the primary motivations for participants to sign-up for coaching were personal development and a desire to support research activities. Participants expected that their participation would give them an opportunity to enhance their self-awareness and learn about EI through their participation in the programme. The participants brought with them an openness to the experience. The findings also highlighted that lecturers had, for the most part, not received any formal training in this area, which suggests that a gap exists in lecturer training in this regard. Based on these findings, it is recommended that further research be conducted to acknowledge the importance of EI in the work of higher education lecturers in Ireland and to assess the motivations and expectations of participants in EI programmes in other contexts. It is also recommended that further research explore the reasons why lecturers may choose not to participate with EI coaching

An Analysis of the Impact and Efficacy of Online Emotional Intelligence Coaching as a Support Mechanism for University Students

As a consequence of the COVID-19 pandemic, many college courses have pivoted to complete online delivery and colleges are also tasked with providing student supports online. It is likely this transition will last beyond any COVID-19 specific restrictions, therefore this small-scale, exploratory study examined the efficacy and impact of the provision of a 5 week online emotional intelligence (EI) coaching programme to a cohort of Irish university students (n = 19) studying at Technological University Dublin (TU Dublin). Results revealed that the average overall level of EI increased for participants following the coaching programme. Students reported that they believed the programme provided emotional support and that it also enabled them to manage academic stress more effectively and ultimately that engagement with the programme had a positive impact on their academic engagement. Taken collectively, the results of this study suggest that whilst EI coaching can be successfully delivered online, where possible, a blended approach may be optimal. However, as this is a novel and exploratory study, further confirmatory research is recommended

What Roy Keane And Mike Tyson Can Teach Us About Emotion Management

Mike Tyson biting a chunk out of Evander Holyfield\u27s ear in the boxing ring and Roy Keane’s ill-famed tackle on Alf-Inge Håland on the football pitch clearly do not spring to mind as leading examples of successfully managing an emotional situation

A Qualitative Exploration of the Motivations and Expectations of Lecturers Who Sign-up to Participate in an Emotional Intelligence Coaching Programme.

Research has emphasised the importance of emotional intelligence (EI) in thework of higher education staff. However, little is known about the motivations and expectations of lecturers who decide to participate in EI coaching programmes. As part of a larger study pertaining to the efficacy of EI coaching for Irish higher education lecturers, qualitative data wascollected by way of a questionnaire that contained two open-ended questions from all participants who signed up for coaching (N = 40). The findings indicate that the primary motivations for participants to sign-up for coaching were personal development and a desire to support research activities. Participants expected that their participation would give them an opportunity to enhance their self-awareness and learn about EI through their participation in the programme. The participants brought with them an openness to the experience. The findings also highlighted that lecturers had, for the most part, not received any formal training in this area, which suggests that a gap exists in lecturer training in this regard. Based on these findings, it is recommendedthat further research be conducted to acknowledge the importance of EI in the work of higher education lecturers in Ireland and to assess the motivations and expectations of participants in EI programmes in other contexts. It is also recommended that further research explore the reasons why lecturers may choose not to participate with EI coaching