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This study aims to investigate the specific role of the components of ability-based emotional intelligence (their relative importance) in building different aspects of career adaptabilities and job-search success of university students.

This study employed survey data from 729 full-time students enrolled in an Indian university. Hierarchical regression analyses were conducted to test the hypotheses, and the size of indirect effect was tested using SPSS PROCESS macro.

The ability-based emotional intelligence, along with the use and regulation of emotion in job-search success, plays a significant role in shaping career adaptabilities and job-search success. The ability to use and regulate emotions does have its impact on job-search success through a self-regulatory psychological resource of control and confidence over one's career. Self-emotional appraisal is necessary for an individual to be concerned for a career which forms the initiation of any job-search.

Ability-based approach of enhancing emotional intelligence allows the university students to take a developmental approach in employment. This approach benefits the more “targeted approach to training interventions” provided by various stakeholders in the university, associated with career and employment.

Further, the study focuses on the psychological difficulties (over operational) faced by students in their employment endeavour. Both emotions and psychological resources are believed to play an important role in the career intervention. For instance, past researches have studied trait-based emotional intelligence as a personality construct. However, this study considers emotional intelligence as an ability-based aspect of intelligence, which “readily lends itself to interventions that can be enhanced through targeted training, coaching or counselling”.

This services marketing research provides a theoretical framework for experiential and relationship marketing and extends the theory of transcendent customer experience (TCE). Specifically, this paper aims to identify how the drivers (emotional intelligence [EI]), outcomes (customer loyalty, willingness to pay and word of mouth [WOM] intentions) and influences (openness to experience) of TCE are integrated. The research contributes to the theoretical debate regarding ability-based and self-reported EI measures by examining their influence on TCE.

Students and general consumers provided data through structured online surveys in three survey-based experiments. Linear and multiple regressions, mediation analyses and simple effects tests were used for data analysis.

Findings suggest that self-reported and ability-based measures of EI influence TCE differently. Participants who had high self-reported EI evaluated positive service encounters as more transcendent than they evaluated negative service encounters. Participants who had high ability-based EI evaluated positive service encounters as less transcendent than they evaluated negative service encounters. TCE experiences evoked higher loyalty, willingness to pay (WTP) and WOM recommendations. Furthermore, dispositional factors were significant in forming TCE: participants who were highly open to experience and had high ability-based EI interpreted their service encounter as less transcendent than did participants who were more closed to experience and had low ability-based EI.

TCE, a relatively new concept, offers theoretical advancement in context and constructs. The student-provided data gave high internal validity; the general consumer-provided data gave external validity. Ideally, a future field study in an actual consumption setting should replicate the findings. A self-reported questionnaire used to measure constructs may have introduced common method variance that biased the results.

By understanding that EI affects perceptions of transcendence in positive/negative service encounters, marketers can better implement consumer-oriented marketing strategies that will enhance TCE, customer loyalty, WTP and WOM.

Despite considerable research in experiential and relationship marketing, room remains for theoretical and practical enhancement in the under-researched concept of TCE. This research is the first attempt to extend TCE theory to marketing by identifying the drivers, outcomes and moderators of TCE in service encounters. The research also provides theoretical advancement in EI research. The results contradict previous research claiming that ability-based and self-reported measures are equally valid. Instead, using the two EI scales interchangeably leads to potentially different outcomes.

The changing environment of today’s organizations creates an atmosphere ripe for emotions. This ebb and flow of emotions need to be managed to facilitate positive outcomes such as job satisfaction. This paper aims to provide evidence that emotional intelligence directly impacts one’s satisfaction at work. This paper attempts to go beyond these higher-order findings to examine the dimensional aspects of emotional intelligence and the impact each one has on job satisfaction.

Using a quantitative survey conducted among 427 US-based workers, this paper tests a disaggregated emotional intelligence model and its hypothesized relationships with job satisfaction through structural equation modeling (SEM). Additional analysis includes confirmatory factor analysis (CFA) and a two-stage common method variance assessment.

The results confirmed the positive impact of the dimensions of emotional intelligence on job satisfaction. However, with interactive effects in place, the results also found signs of reciprocal suppression and could not confirm that all four emotional intelligence dimensions significantly and positively related to job satisfaction.

These findings are significant in that they are among the first to elaborate on the dimensions of emotional intelligence and their role in the improvement of one’s satisfaction at work. Further, these findings legitimize the use of the theoretical higher-order model of emotional intelligence in lieu of investigating its dimensional aspects.

The importance of humans to the successful delivery of construction projects has led to the emergence of research attention on construction workforce management. As such, this chapter uncovers emotional intelligence (EI) and the external environment as critical aspects of workforce management practices that have not gained substantial attention in past workforce management studies. While some theories and models (existing outside the construction domain) have considered the external environment, none of these models is specific to the construction industry. Furthermore, EI has received less attention within existing workforce management models. Through a review of related studies and theories, this chapter noted that the EI of construction workers and their senior management is crucial to the performance of these workers and the ultimate performance of their organisations. In the same vein, since construction organisations do not operate in silos, the external environment significantly influences the operations of organisations in the construction industry. The environment exact pressures that can influence workforce management practices and technological innovations construction organisations adopt.

Despite ongoing controversy, emotional intelligence is emerging as a potentially important variable in furthering our understanding of individual behavior in organizations. In this respect, however, most of the research in relation to emotional intelligence has been at the individual level of behavior. In this chapter, we develop a framework for considering the impact of emotional intelligence at the organizational level. Specifically, we map Mayer and Salovey's four emotional intelligence abilities onto Shein's three-level organizational culture schema. We conclude with a discussion of implications for managers and suggest that the model we propose may prove to be a useful starting point for future research into emotional intelligence as an organizational phenomenon.

The purpose of this paper is to test the direct effects of emotional intelligence and trust in co-workers on knowledge sharing. Further, it aims to examine the moderating effect of trust in co-workers on the emotional intelligence-knowledge sharing relationship.

Data were collected from 121 employees working with 13 different service sector organizations in the northern region of India. The data were tested for validity and reliability. Hierarchical regression analysis was performed to test the proposed hypotheses.

The results indicated that both emotional intelligence and trust in co-workers had significant direct effects on knowledge sharing of organizational members. However, trust in co-workers did not moderate emotional intelligence-knowledge sharing relationship.

The limitations include the sample and cross-sectional design. Hence, future studies can be conducted using a longitudinal design covering other regions of India to increase the generalizability of findings.

The findings suggest that management should develop appropriate strategies for meliorating emotional intelligence level of employees because people with higher emotional intelligence are more likely to engage themselves in knowledge sharing. Additionally, organizations should adopt a culture that promotes trust among its members, thereby fostering knowledge sharing in organizations.

There is limited literature on the role of emotions in knowledge sharing. The study adds to the extant literature on emotional intelligence and knowledge sharing in the context of India. Besides, the study attempted to investigate the interaction effect of trust in co-workers on emotional intelligence-knowledge sharing relationship that has not been studied so far.

This paper seeks to explore the relationship between the emotional intelligence (EI) and transformational leadership practices of academic leaders in Taiwan and the USA. It aims to investigate whether cross‐cultural differences exist in academic leaders' EI, leadership practices, and the relationship between them.

The study employs a casual‐comparative approach to draw cross‐cultural comparisons. Convenience samples of 50 academic leaders in Taiwan and 50 in the USA were selected as two comparison sample groups. Two instruments were selected to measure emotional intelligence and leadership effectiveness.

Results of the correlational analyses indicate that Taiwanese participants' overall EI was found to be positively correlated in a statistically significant manner with all five areas of leadership practice. The US participants were found to have statistically significant positive relationships between overall emotional intelligence and all areas of leadership practice except Challenging the process, and Inspiring a shared vision. ANOVA results reveal that significant differences exist in distinct areas of EI and distinct areas of leadership practice as a function of cultural difference.

An important limitation of the present study is the probability of response bias resulting from self‐reported data.

The study has significance in three aspects. First, it investigates a less understood and explored issue: cross‐cultural differences in the relationship between emotional intelligence and leadership practices. Second, findings of the study make contributions to the body of research in a number of related disciplines, such as leadership effectiveness, emotional intelligence, cross‐cultural research on leadership, and cross‐cultural studies of emotional intelligence. Third, the results of the study bring significant insights into the field of cross‐cultural leadership development in the academic context.

This study aims to assess the role of various emotional intelligence dimensions in stimulating two types of employee knowledge sharing behaviour – tacit knowledge sharing behaviour and explicit knowledge sharing behaviour.

The causal relationships among the constructs were tested by applying quantitative research methods. A questionnaire-based survey was used to draw a sample from 10 information technology (IT) organizations in India. A data set of 308 usable questionnaires was analysed using structural equation modeling technique to test the hypothesized relationships among various constructs.

This study found that all four dimensions of emotional intelligence, namely, self-emotional appraisal, others’ emotional appraisal, use of emotion and regulation of emotion have a positive effect on tacit knowledge sharing behaviour of employees. In addition, explicit knowledge sharing behaviour was also positively influenced by others’ emotional appraisal and use of emotion. However, no significant effect was made by self-emotional appraisal and regulation of emotion on explicit knowledge sharing behaviour of employees.

Little is empirically known about the link between emotional intelligence constructs and knowledge sharing behaviours. This study brings new insights by assessing the role of different emotional intelligence dimensions on two different types of knowledge sharing behaviour. An interesting finding advances the understanding of knowledge sharing behaviours by indicating a greater variance in tacit knowledge sharing behaviour (caused by emotional constructs) as compared to explicit knowledge sharing behaviour.

The main purpose of this study is to demonstrate and verify the influence of emotional intelligence skills on the performance of teachers in private higher educational institutions.

This quantitative study is based on the positivism research philosophy and the deductive research. Data are collected form Lebanese educational institutions; 304 teachers are surveyed using the convenience sampling technique. Hypotheses are verified through the one-way ANOVA and the multiple linear regression (step-wise) technique with a Sig. value of 0.000 < 0.05.

The study verified that teachers' demographics have a direct impact on their performance. It also proved that emotions have an impact on teachers' behaviors; emotions are important energy re-sources that help them cope with difficult situations. Teachers with a high level of emotional intelligence are in tune with their own emotions. It is demonstrated that self-awareness, self-management, self-motivation and social skill have a positive statistical influence on the teacher's performance. Lebanese Private Educational Institutions system should be endowed with emotional intelligence to provide teachers with more effective abilities which would eventually reflect on the student's cognitive abilities especially attention and memory.

This study contributes to the literature by studying the emotional intelligence in Lebanese educational institutions which was studied in different countries except Lebanon. It is verified that integrating the emotional intelligence into Lebanese educational systems would play a decisive role in optimum academic performance; institutions should establish as a benchmark the skills related to emotional intelligence.

Emotional intelligence (EI) is deemed important in developing interpersonal relationships. However, in the development of team-member exchange (TMX), the effect of EI on TMX and the team context have been largely ignored. For filling these gaps, this study explores the effect of employee EI on employee TMX and introduces EI-based leader-member exchange (LMX) differentiation as a team context to moderate the EI-TMX relationship.

Data were drawn from 51 teams (consisting of 293 followers and 51 team leaders) selected from 30 companies (across the industries of technology, real estate, commerce and manufacturing).

Results revealed that employee EI was positively related to employee TMX. EI acted as the basis of LMX differentiation (EI was positively related to LMX, EI variety was positively associated with LMX differentiation), and EI-based LMX differentiation acted as a favorable context for high-EI employees to develop high-quality TMX.

This study contributes to the understanding of EI’s significant and complex influence on interpersonal exchange relationships between leaders, followers and coworkers.