Research has extensively underlined the positive impact of emotional, social and cognitive competencies on leadership effectiveness. Despite the fact that literature acknowledges that these competencies can be learned from different experiences over a person’s lifetime, research has mainly focused on leadership development in adulthood. Through the case study of the Ca’ Foscari Competency Centre, this chapter advances the understanding on how higher education can favour leadership development at the early stage, in terms of identity formation and self-regulation, through the implementation of the intentional change theory, considering that this learning process varies according to different developmental trajectories.
This research was conducted at the CFCC of the Ca’ Foscari University of Venice. We thank HayGroup for allowing the use of the Emotional and Social Competency Inventory – University Edition, in our research. We also thank Richard Boyatzis (Case Western Reserve University), Joan Manuel Batista-Foguet and Ricard Serlavos Serra (ESADE Ramon Llull University) for their methodological suggestions.
Bonesso, S., Gerli, F., Comacchio, A. and Cortellazzo, L. (2017), "Developing Leadership Identity and Emotional Competencies in Higher Education: Methodological Insights and Empirical Evidence from the Italian Context", Emotions and Identity (Research on Emotion in Organizations, Vol. 13), Emerald Publishing Limited, pp. 223-244. https://doi.org/10.1108/S1746-979120170000013012Download as .RIS
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