在领导教育中的情感智能框架
Paige Haber-Curran1, Erin Williamson2
1Department of Counseling, Leadership, Adult Education and School Psychology, Texas State University, San Marcos, Texas, USA.
New directions for student leadership
|February 8, 2024
概括
这篇文章探讨了将情绪智能 (EI) 整合到大学领导力课程中. 它强调了一个大学的大学.
科学领域:
- 教育领导力 教育领导力
- 心理学 心理学 心理学
- 高等教育研究 高等教育研究
背景情况:
- 传统的领导教育往往忽视了情绪智能的作用.
- 培养情绪智能的领导者对于有效的组织和个人成功至关重要.
- 学院环境为培养这些必要的领导能力提供了良好的环境.
研究的目的:
- 检查在大学领导教育中情绪智能 (EI) 的整合.
- 展示一个机构使用EI作为基础领导框架的案例研究.
- 为加强以EI为重点的领导力发展计划提供关键的见解和资源.
主要方法:
- 对一个机构的领导课程和课外活动进行定性分析.
- 对有关情绪智能和领导力发展的现有文献进行审查.
- 案例研究方法侧重于实际实施和结果.
主要成果:
- 该机构成功地将EI原则嵌入到各种领导力倡议中.
- 专注于EI计划的参与者表现出更强的自我意识和关系技能.
- 该框架被证明可以适应各种程序格式,从课程到研讨会.
结论:
- 将情绪智能融入大学的领导教育是可行的和有益的.
- 一个结构化的EI框架可以显著提高领导力计划的有效性.
- 建议进行进一步的研究和资源开发,以支持广泛采用.
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