Index

Citation

(2023), "Index", Kumar, P., Culham, T.E., Major, R.J. and Peregoy, R. (Ed.) Honing Self-Awareness of Faculty and Future Business Leaders: Emotions Connected with Teaching and Learning, Emerald Publishing Limited, Leeds, pp. 247-254. https://doi.org/10.1108/978-1-80262-349-920231015

Publisher

:

Emerald Publishing Limited

Copyright © 2023 Payal Kumar, Tom Elwood Culham, Richard J. Major and Richard Peregoy

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INDEX

Note: Page numbers followed by “n” indicate notes.

Abstract conceptualization

, 132–133

Academy of Management/Management Spirituality and Religion (AOM/MSR)

, 205

Accurate self-knowledge (see Self-awareness)

Active listening

, 142

Adaptability

, 136

Adult learners

, 198–199

enhancing emotional intelligence in educators and

, 202–205

instructor as guide

, 200–201

instructor’s skills using CAE

, 204–205

participative classroom activities

, 202

personal account of transformational adult learning

, 205–208

practice mentoring, coaching, and providing meaningful feedback

, 201

Adult learning theory

, 197–199

Aesthetic values

, 228

Aesthetics

, 228

Analytical thinking

, 233

Andragogy

, 197, 200

Animation

, 121

Art appreciation

, 233

Art galleries

, 231

Artful creation

, 228

Artful leadership

, 228

Artistry in leadership

, 228

Arts-based pedagogy

, 229–230

CODA

, 240–241

group–reactive experiential learning by participatory art projects

, 236–238

individual–proactive experiential learning by creating e-portfolios

, 234–236

individual–reactive experiential learning at art gallery

, 232–234

integrated framework of arts-based practices in management education

, 230–231

socially engaged art projects as group–proactive learning practices

, 238–240

Association to Advance Collegiate Schools of Business (AACSB)

, 228

Attending

, 169

Attentional self-regulation

, 41

Audience response systems (ARS)

, 94

acknowledging feelings of discomfort

, 95

application of key ideas in practice

, 98–101

applications

, 94

emotions in leadership education

, 96–97

facilitating process

, 98–101

LDP

, 98

use of technology ARS as facilitation tool

, 97–98

Audio files

, 121

Authentic assessments

, 8

Authentic leaders

, 97

Authentic leadership

, 97, 100

Autoethnography

, 65, 197

Automaticity of being

, 183–185

Autonomy

, 131

Average variance extracted (AVE)

, 30

Aversive-hostility

, 60

Avoidance

, 59–60

Awareness

, 153, 169–170

Balanced processing

, 97

‘Big five’ personality traits

, 25

Black Lives Matter movement

, 65

Boredom proneness

, 25

analysis and results

, 30–31

literature review

, 27–29

measures

, 29

sample and procedure

, 29

Breathing exercises

, 120

British Asian

, 65

Building relationships

, 150–151

Building trusting relationships

, 76

Bullying

, 60

Burnout

, 112

Business capstone

, 16–19

Business education

, 45, 85

Business games

, 162

Business schools

, 74

business education challenges

, 44–45

case studies

, 46–53

decision-making as mental process

, 43–44

education

, 40

mindfulness and mindful meditation

, 41–43

recruiters

, 74–75

Case studies

, 162

Catching stress

, 112–114

Certification

, 180

Change

, 87

Childhood trauma

, 61–64

Classrooms

, 213

activities

, 87n10

as complex system

, 76–77

Coaching

, 201

competence

, 156–157

CODA

, 240–241

Cohesive teacher identity

, 186

Collaborative autoethnography (CAE)

, 198

instructor’s skills using

, 204–205

Collaborative for Academic, Social, and Emotional Learning (CASEL)

, 75

Collaborative learning

, 78

Common method bias

, 30

Community Approach to Learning Mindfully (CALM)

, 116

Competence

, 131

Complex adaptive system (CAS)

, 77

to facilitate SEL activity idea development

, 77–81

practicing SEL in classroom using CAS mental model

, 81–87

Complexity

, 188

Concept integration and reflection exercise (CIRE)

, 83–84

Connection

, 154–155

Connection with others

, 150–151, 156–157

Consciousness

, 181

Consideration of others

, 150, 153–154, 156

Constant fear of serious illness

, 40

Constructive dialogue

, 95

Containing

, 169

Coping

, 112

strategies

, 122

Corporate social responsibility (CSR)

, 234

Course assessment

, 8

Course design

, 128n1

COVID-19 pandemic

, 33, 40, 77, 128, 212

Creating Resilience for Educators, Administrators and Teachers (CREATE)

, 119

Critical Incident Technique (CIT)

, 215

Critical reflection

, 172

Cultivating Awareness and Resilience in Education™ (CARE)

, 116, 118–119

Culture

, 71

creators

, 136, 139

Cyberloafing

, 24, 26, 29

Cyberslacking

, 24

Decision biases

, 44

Decision-making

, 40, 43

as mental process

, 43–44

Design Thinking

, 40

Determination

, 41

Dialogical practices

, 237

Dialogues

, 172

to community-basedservice-learning

, 162

Dialoguing

, 169

Digital photography

, 235

Digital sources

, 121

Direct action coping strategies

, 122–123

Disappointment

, 167

Discomfort

, 95

Discrimination on racial grounds

, 59

Disorientation

, 9

Disorienting dilemmas

, 9

Do-it-yourself artwork

, 237

Dual theory

, 43

Dynamic moments

, 164

Educators

, 116, 148, 160–161, 163, 168

Effective and ethical decision-making

, 76

Ego

, 184

Electronic portfolio (e-portfolio)

, 231

individual–proactive experiential learning by creating

, 234–236

Emailing

, 24

Embarrassment

, 167

Emergence

, 78–80

Emotion regulation

, 74

Emotional experience

, 141

Emotional intelligence (EI)

, 8, 25, 43, 48, 136, 149, 212

analysis and results

, 30–31

data analysis

, 217

data collection

, 217

design

, 215

effects

, 212

enhancing emotional intelligence in educators and adult learners

, 202–205

literature review

, 26, 213–215

materials and methods

, 215–218

measures

, 29

results

, 218–222

sample and procedure

, 29

setting and participants

, 215–216

Emotional regulation

, 133

and awareness

, 33

Emotional responses

, 66

Emotional self-awareness

, 136

Emotional self-regulation

, 41

Emotional skills

, 75

Emotional valence

, 3, 19

Emotional/mental wellbeing

, 48

Emotions

, 62, 93–94, 161–162, 170, 212

exploring waves of

, 163–168

in leadership education

, 96–97

learning to surf dynamic waves of

, 173–174

recognizing

, 171–172

in virtual classrooms

, 214

Empathetic professor

, 49

Empathy

, 136

Engagement chats

, 84–85

Ethical behaviour

, 45

Ethical blind spots

, 41, 44

Ethnicity

, 71

Ethnography

, 60

European Federation of Management Development (EFMD)

, 228

Executive education

, 93–94

Exhaustion

, 112

Experienced andragogy teachers

, 202

Experiential learning

, 8–9, 77

theory

, 128–129, 160

Experiential teaching

, 160

exploring waves of emotions

, 163–168

guiding practice

, 169

informed action

, 172–173

language of human experience

, 165

and learning

, 161–163

learning to surf dynamic waves of emotions

, 173–174

making sense of waves

, 168–169

reading wave

, 169–171

recognizing emotion

, 171–172

Face-to-face learning

, 141

Facilitator

, 94

Faculty

, 133

authenticity

, 133

flexibility

, 138

Faculty development

, 180

importance of self-awareness to

, 193

Feedback

, 80–81

First Peoples healthcare practice

, 95

5-point Likert agree–disagree scale

, 104

Forgiveness

, 72

Formally structured training

, 116

Formative assessments

, 15–16

Fornell–Larcker criterion test

, 30

Four-phase model

, 9

Friendship

, 86

Gen Z business students

, 233–234

Gestalt approach

, 131

Gifted student

, 68

Graduate Management Admission Council

, 75

Group–reactive experiential learning by participatory art projects

, 236–238

Guided mindful meditation

, 46–51

Harman’s single factor test

, 30

Higher education

, 77

Hogan Development Survey (HDS)

, 98–99, 101

Hostility

, 60

HR business partner

, 15

Humour

, 136

Identity

, 180

Immediate feedback

, 98

Implicit biases

, 44

In-class simulations

, 163

Individual behaviour

, 24–25

Individual emotional development

, 76

Individual/dyadic

, 82–84

Individual–proactive experiential learning by creating e-portfolios

, 234–236

Individual–reactive experiential learning at art gallery

, 232–234

Influence orientation

, 155–157

Informed action

, 172–173

Innocence

, 71

Instructor-as-coach

, 20

Instructors

, 199

competencies

, 202

as guide

, 200–201

skills using CAE

, 204–205

Integrity

, 185

Intentionally design activities

, 160

Interactive contemporary art

, 237

Interactive exercises

, 121

Interdependence

, 77–78

Internalized moral perspective

, 97

Internet-based Stress Management programmes

, 121

Internet-based training

, 121–122

Interpersonal relationship development

, 86

Interpretive orientation

, 11

Intersectionality

, 60, 68

IRB

, 164

Journaling

, 33

Judgement distortions

, 44

Language

, 171

Leadership

, 8, 74–76

development

, 94, 96

emotions in leadership education

, 96–97

weaknesses

, 104

Leadership development programmes (LDP)

, 94, 97–98

Learners

, 9, 94, 101

in cohort

, 103

discomfort in

, 95

Learning (see also Social–emotional learning (SEL))

, 80

Lebanon and Switzerland

, 41

Life changing course

, 49

Live charts

, 100

Live polling options

, 104

Locus of control

, 24

Loneliness, continuous feeling of

, 220–221

MBA students

, 233

Meaning-making structures

, 184

Meaningful feedback

, 201

Medicine

, 42

Meditation

, 33, 41, 51, 120

sessions

, 52

Mental complexity

, 188

Mental illness

, 63

Mentoring

, 67

Metacognition

, 44–45

Mindful lawyering courses

, 42

Mindful meditation

, 41–43

Mindful nurse practitioners

, 42

Mindful presence

, 49

Mindful S.T.O.P.

, 117–118

Mindful walking

, 120–121

Mindfulness

, 41–43, 114–115, 172

education

, 42

meditation

, 40

mindfulness-based programmes

, 116

training

, 115

Mindfulness App

, 121

Mindfulness practices

, 41

Lebanon

, 46–51

Switzerland

, 52–53

Mindfulness-Based Stress Reduction (MBSR)

, 119

Mini-reflection activities

, 82–83

Misuse of imbalance of power

, 60

Mobile applications

, 121–122

Model for In-Depth Faculty Development

, 193–195

Modes of being

, 186

Mood metre exercise

, 46

Multiple-case study design

, 3

Museum learning

, 232–233

Music as mirror

, 118

Myers–Briggs Type Inventory (MBTI)

, 180

Narrative analysis

, 213

Negative stress

, 113

Neuro-psychological theory of faculty development

automaticity of being

, 183–185

importance of self-awareness to faculty development

, 193

Model for In-Depth Faculty Development and Poise® Curriculum

, 193–195

self as teacher’ study

, 185–187

teacher modes of being

, 187–192

threshold of transformation

, 181–183

Neuroscience research

, 61

New normal

, 214

Non-judgmental awareness of situation

, 114

‘Noticing one thing’ exercise

, 117

Objective self-awareness theory (OSA)

, 114

Occasional thoughts

, 120

Online education

, 40

Online teaching and learning

, 215

Open work

, 237

Organizational awareness

, 136

Organizational behaviour

, 44

literature

, 24

Orientation to experience

, 114

Pain sensations

, 41

Pair & share’ or breakout groups

, 162–163

Palliative coping strategies

, 122–123

Participative classroom activities

, 202

Participatory art projects

, 236

Passion

, 41

Pearson correlation matrix

, 30

Pedagogy of discomfort

, 94–95

principles

, 95

Peer coaching

, 100–101

Perception

, 40

biases

, 41, 43

Person’s ability to control attention

, 114

Personal–interpersonal capacity

, 149

assessing capacity

, 151–152

developing capacity

, 152–157

literature review

, 149–150

Personality

, 24, 27

tests

, 180

traits

, 24–25

Physical exercises

, 120–121

Physical scars

, 60

Plan–do–check–adjust cycle (PDCA cycle)

, 87

Pleasant Events Calendar

, 117

Poise® Curriculum

, 193–195

Politician

, 137, 139–140

Positive energy

, 48

Positive outlook

, 136

Practice mentoring

, 201

PROCESS macro of SPSS

, 30

Project management

, 8, 11–14

Psychedelics

, 184

Psychological resilience

, 8

Psychological safety

, 85, 94, 138

Psychological scars

, 60

Psychologically safe environment creation, fostering awareness through

, 142

Psychology

, 42

Psychosis

, 63

Pursuit of excellence

, 41

Race

, 59

Racial discrimination

, 59–60

Racial school bullying

, 59, 60, 65

Racism

, 65–66

Raisin meditation

, 117

Realigning

, 169

Recognition

, 171

Reflection

, 164

Reflective journaling

, 162

Reflexivity

, 131

Regard for others (see Consideration of others)

Relatedness

, 131

Relational transparency

, 97

Relationship skills

, 75

Relaxation

, 119

Repeated behaviour

, 60

Resilience

, 8, 116

Responsible decision-making

, 75

Retrospective case studies

, 19

Rigidity

, 80

Risk

, 162–163

Role modelling

, 143–144

Role-modelled communication

, 135

Role-plays

, 162

RTT software

, 53

S.T.O.P.

, 117–118

School bullying

, 60

childhood trauma

, 61–64

future research

, 68

indicators

, 62

practical implications

, 67–68

present-day realities

, 64–65

reflection of scholars

, 65–66

study method

, 60–61

School climate

, 67

Self

, 135

Self as Teacher Study

, 180, 185–187

Self-adaptive learning

, 172

Self-assessment method

, 149

Self-awareness

, 8, 74–75, 94, 97, 114, 128, 150, 156, 198

applications to practice

, 141–144

importance of self-awareness to faculty development

, 193

integrating approaches

, 131–133

lessons learned

, 140–141

reframing learning

, 137–140

reframing teaching

, 134–137

teaching and learning approaches

, 128–129

Self-confidence

, 8

Self-control

, 24

Self-determination theory (SDT)

, 131

Self-directed learning

, 199

Self-help movement

, 121

Self-inquiry

, 94

Self-management

, 75

Self-reflection

, 8, 83, 102, 116

exercises

, 33

Self-state

, 184

Sense of self

, 183

Shame

, 167

Shared expectations

, 86

Simulations

, 162

Skewed reality

, 66

Skill

, 162–163

SMART for teachers

, 116

Social architect

, 135

Social awareness

, 75

Social distancing

, 40

Social emotional intelligence

, 150

Social Expectations document

, 86

Social justice education

, 95

Social media during class time

, 24

Social perception

, 133

Social responsibility

, 45

Social skills

, 75

Social work education

, 95

Social–emotional learning (SEL)

, 74

CAS to facilitate SEL activity idea development

, 77–81

classroom as complex system

, 76–77

and leadership

, 74–76

practicing SEL in classroom using CAS mental model

, 81–87

setting up experiments

, 87–88

Socially engaged art projects as group–proactive learning practices

, 238–240

Spirituality

, 115

Squeaky wheel’ phenomenon

, 67

Storytelling

, 202

Stress

, 41, 80, 111–113

Structural designer

, 137–138

Structured mindfulness training

, 118–119

Structured reflection

, 82

Student choice and autonomy

, 142–143

Student cyberloafing behaviour

, 25

analysis and results

, 30–31

literature review

, 26–27

measures

, 29

sample and procedure

, 29

Student developers

, 135–136, 138

Student engagement

, 84

Student learning

, 133

Student relations

, 152

Student testimonials

, 51

Students’ self-perceived capabilities

, 3

limitations and future directions

, 19–20

literature review

, 8–9

methodology

, 9–11

results

, 11–19

synopsis of case studies

, 10

Suicide

, 63

Supply Chain simulation

, 166

Surfing

, 173–174

Teacher

consciousness

, 186

education

, 95

emotions

, 80

integrity

, 186

meaning

, 186

as wanderer

, 190

as warrior

, 191

as wise sage

, 192

Teacher modes of being

, 187–192

in comparison

, 188–190

represented as self-state categories

, 190–192

Teacher stress

, 112

catching stress

, 112–114

mindful and aware

, 114–115

releasing stress

, 115–123

Teaching

, 212

business ethics

, 45

and learning approaches

, 128–129

staff

, 112

Team Contract document

, 86

Team projects

, 85–87

Team/class

, 84–87

Teamwork

, 136

Technology

, 94

Temporal distance from ethical dilemma

, 44

Thin boundary condition

, 61

Threshold of transformation

, 181–183

Time-tested techniques

, 198

Traditional approach

, 45

Training

, 113

Trait EI

, 26

Transformational adult learning, personal account of

, 205–208

Transformative learning

, 9, 232

Trust

, 52

Turning Point (TP)

, 99

UN Sustainable Development Goals (SDGs)

, 239–240

Undergraduate students

, 233

Unethical behaviour

, 44

Unstructured reflection exercises

, 116–118

Unwanted behaviour

, 60

Video clips

, 121

Virtual classroom

, 212

Virtual media

, 214

Virtual teaching

, 214

Volatile, uncertain, complex, and ambiguous conditions (VUCA conditions)

, 94

Vulnerability

, 61

Web surfing

, 24

Wellbeing

, 115

Work-related stress

, 113

Work–life imbalance

, 222

Workplace practicum

, 14–16

YellowDig

, 84n7

Yoga

, 120