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This chapter contributes to the field of educational standardisation by critically discussing the recent preoccupation with social and emotional abilities as performance standards in education policies and curriculum. The chapter is philosophical-theoretical in scope and sheds light on standardisation of social and emotional abilities through the different theoretical layers of the Foucauldian notion of governmentality. By bringing the writings of the late Foucault to the fore, I will argue that the power structures imbued in social and emotional standards are not merely oppressive and vertical structures of subjection, but can also be seen as enabling, relational and productive means for subjectivation. Thus, although social and emotional standards certainly can be seen as governmental measures in the production of a flexible, diligent, self-managing workforce, ensuring the kind of transferable non-cognitive skills that are so much needed in the knowledge economy, educators can ambiguously also construct public spaces for political-ethical self-creation and resistance in context of these ‘standards of the self’.

Engaging students emotionally is the key to strengthening their dispositions toward critical thinking. Elder (1997) contends that it is critical thinking which leads us to a rational and reasonable emotional life. The link between thinking and emotions is essential in leadership education. With this in mind, the researchers sought to examine the relationship between the skill sets of emotional intelligence (Developing Your Emotional Intelligence) and the dispositions of critical thinking (EMI). The researchers identified positive relationships ranging in magnitude from low to substantial. The overall skills associated with emotional intelligence showed positive moderate relationships with cognitive maturity, engagement, and innovativeness. In considering EMI critical thinking disposition scores and emotional intelligence, the relationship was substantially positive. The conclusions and recommendations encourage educators to take advantage of this relationship by providing students with experiences which elicit their emotional intelligence. In so doing there is opportunity to strengthen their disposition toward critical thinking.

The purpose of this chapter is to conduct a structured literature review to examine the relationship between entrepreneurship and emotional intelligence in academic settings as well as the current entrepreneurship pedagogy for flexible, innovative and creative graduates. One hundred and twenty-eight peer-reviewed papers were analysed based on Webster’s and Watson’s (2002) methodology. Papers classified into three topics and a content analysis was implemented to discuss about the publication year, journals, authors, frequency of keywords and research method adopted. The contribution of this chapter is twofold. It is a bibliometric study which provides a macropicture of a research field, its evolution and connections among studies, in order to be a starting point for future researchers who are already studying entrepreneurial education or entrepreneurship-related scientific areas. Also, this chapter helps academics to improve educational programmes and curriculum to increase students’ entrepreneurial intention taking into account the factors that affect it.

Black males often are raised in poverty, exposed to violence and toxic environments that create different levels of trauma that can cause social emotional problems which lead to mental health problems. These problems along with a lack of adequate relationships with teachers can affect their schooling and attainment. No wonder, black males often suffer disproportionately from poor achievement, high suspension, exclusions, and drop-out rates. Young people who struggle in school often lack the social and emotional skills (or “soft skills”) needed to succeed academically, deal with anger, make sound choices, and handle challenging situations constructively, ethically, and manage behaviors that prevent them from being suspended/excluded from school. It does not help that teachers who are often afraid of them, and do not know how to relate to them and lack emotional literacy (EL) themselves. Unfortunately, because of these challenges schools will often place black males in special education classes.

There is a cognitive/non-cognitive divide in education. Most of the school curriculum/pedagogy focus on cognitive aspects of education/learning (e.g., memory-based education) when compared to non-cognitive aspects of learning (social and emotional skills/learning). If our young people are to realize their full potential in our schools, it is crucial we begin educating the “whole child” and increase social and emotional provisions in our schools. It is the cognitive and non-cognitive aspects of learning combined that make young people successful. We need a new educational paradigm/mind shift. After all, educating the whole child makes good sense of course, all learning has an emotional base.

While there has been a proliferation of social and emotional learning programs in schools in recent years, social and emotional learning programs that focus on black males and cultural competence are limited. Therefore, we propose a new framework for social and emotional development/learning model for black males that focus on cultural competence. Our EL/cultural competence model is called teacher empathy, which focuses on relationship black males have with their teachers and therefore focuses on both the pupil/student EL and the teachers. The aim/goal of our model/curriculum is to: improve academic performance, motivate and help both black males and teachers, regulate and manage their behaviors more effectively, and reduce suspensions, exclusions, and drop-outs.

This study examines how and under what conditions jobs involving surface acting as key employee performance requirements induce work–family conflict (WFC) and thus negatively impact employees' family lives. Drawing from stress theories, the authors modeled emotional exhaustion as a mediator and trait anxiety and education level as moderators in the surface acting–WFC relation.

Applying the time-lagged design, the authors collected data from 203 service sector employees whose jobs involved frequent interactions with customers. The authors assessed surface acting, trait anxiety and level of education at time 1, emotional exhaustion at time 2 and WFC at time 3 with a three-week time lag between each wave.

The study results confirmed that surface acting drained the emotional energies of the employees who on reaching homes were not able to attend to their family needs, thus experiencing WFC. The authors also found that employees who were high in trait anxiety and education level suffered most from emotional exhaustion and WFC.

To mitigate the harmful effects of surface acting, organizations should ensure that their employees who must perform surface acting have sufficient time off from their roles, such as regular breaks, free evenings and vacations to prevent emotional exhaustion. The authors further recommend hiring only those customer care candidates who have low tendencies to be anxious while interacting with customers.

This study integrates and extends both the emotional labor and WFC literature. This research answers the earlier calls for research on the effects of personality on WFC. Contrary to the expectation, the study reveals that a higher level of education does not buffer the impact of emotional exhaustion on WFC; it rather intensifies the harmful effect of emotional exhaustion on WFC.

What happens when computer software is designed to replace the teacher and the human role is to service the relationship between the software and the learner? Specifically, this paper aims to consider whether or not emotional labour is performed in contexts mediated by technology in the private sector.

The research is a single site, the online tutoring centre, in a large global education company in Europe servicing learners based in companies elsewhere. It is a critical case study with strategic importance for understanding the effects of the transformations to the education work afforded by a work design based on digital Taylorism. Qualitative methods are used, including observation, analysis of tutor/student e‐mail exchanges over a ten‐month period and interviews with key personnel.

It was found that in spite of the drive for standardisation and consistency, online tutors engaged in considerable levels of emotional labour, individualised in its performance along a spectrum.

The work has value in that it extends into new sites the study of digital Taylorism. In finding emotional labour in this critical case, it suggests that emotional labour will be present in less extreme cases.

The article is a useful source of information for practitioners in online learning centres, as well as researchers in the area of recruitment and training of online tutors.

The article provides insights into effects of the recruitment of underqualified people in private learning centres.

The article provides insights into an area of work‐based learning that is under‐investigated to date – i.e. the recruitment and practices of tutors in private learning centres and the role of emotional labour.

This study examines the role of emotional intelligence on academic achievement among students at a private university in Kuwait.

The data were obtained through a questionnaire which elicits information on students' sociodemographic data and their overall college grade point average (GPA). The 16-item Wong and Law Emotional Intelligence Scale (WLEIS, Wong and Law, 2002), was used to evaluate the level of emotional intelligence and explore the effect on academic performance in a sample of 480 Kuwaiti college students.

The results of the study indicate that academic success was strongly associated with self-emotion appraisal (SEA) and use of emotions (UOE). However, the results did not show direct correlations with age, high schooling system, gender and nationality. Additionally, results provide supporting evidence that the WLEIS scale has good psychometric properties and can be used as a reliable tool to assess the emotional intelligence skills among college students in Kuwait.

The study has several limitations that require consideration when interpreting the findings. First, this research used a quantitative methodology, which can provide limited information about emotional intelligence, and further qualitative research is necessary to identify contributors and inhibitors of this construct. Second, as in any study using self-report measures, the results may have been influenced by participants' acquiescence and need for social desirability. Further studies should aim to include ways in which EI can be incorporated into academic curricula and qualification framework and barriers that may pertain to encourage emotional intelligence skills development in higher education and suggest solutions accordingly. In future studies it would be interesting to see educators' self-perception vs of students to include a multi-rated for the emotional intelligence. To this end, these areas of study could provide a more comprehensive understanding in the sense of integrating emotional intelligence theories and methods from multiple disciplines that constitute social, personality and psychological trait within higher education. This research has only considered samples from a private university in Kuwait. Extension of sampling scope to other universities around the country and in the Middle East may bring a better understanding of students' emotional intelligence level. In terms of EI components, the results of this study indicated that students score highest in self-emotional appraisal (SEA) and the use of emotions (UOA) and lowest on regulation of emotions (ROE). Additional studies can be conducted to see whether the same results apply on Arab students in the Middle East as a whole. The present study has provided more evidence of the need for cross-cultural comparison of an imported construct and its measurement by showing that the emotional intelligence construct, defined by the WLEIS (Wong and Law, 2002), may be understood differently in other cultures.

There are two key implications in this study, one concerning gender and the other relating to students' GPA. The results suggested differences between the way female and male students viewed EI skills in relation to their academic achievement. Considering that the instrument used to measure EI was the Wong and Law Emotional Intelligence Scale (WLEIS), a self-report measure, perhaps a degree of bias was introduced. Male students' EI scores as a whole (M = 5.56) were higher than the EI mean score for female students (M = 5.39). As Novinger (2001) proposed, emotional expressiveness in the Arab world is such that women are trained to be less demonstrative of their emotions than men.

In addition, gender and cultural values may influence communication styles among Arab students during the teaching process. An awareness of gender and cultural difference related to EI could be beneficial to all parties (students, educators and administrators) in higher educational institutions. Educators' sensitivity to students' EI skills associated with culture can be manifested in a wide variety of teaching practices, ranging from educators' expectations toward students to their interpersonal interactions with students and from teaching styles to assessment methods. For example, an understanding of the possible impact of gender on EI skills may raise educators' levels of cultural sensitivity in dealing with students in the Middle East, particularly, in Kuwait. Even though this study did not show a significant relationship between the overall EI level and students’ GPA, an effect on EI components SEA and UOA was found. University administrators and educators wishing to increase students' academic achievement would do well to incorporate the use and recognition of emotions into their curricula. For instance, emotions can be used to channel the anxiety created by exams to motivate students to prepare more thoroughly and attain more higher standards.

Emotional intelligence skills are important predictors of academic success, and they play a key role in students' performance, and greater the emotional intelligence, the academic achievement will be higher. The results of this study support the research studies suggesting that students' emotional intelligence (EI) should be considered by curriculum designers to enable educators assist their students reach successful academic performance.

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.

In this chapter, we examine the current research on how technology is applied to benefit students with emotional and/or behavioral disorders (EBD). First, we describe the iterative yet unpredictable nature of technological innovation to suggest that incremental successes are qualified by the creation of often unforeseen consequences. We then identify commonly used nonelectronic technologies in education to emphasize that the hoped-for advances in electronic technology have failed to deliver on their decades-old promise of educational revolution. We continue with our review of the literature on empirical studies examining how technology is used to support students with EBD. These findings indicate that the research design primarily employed in this field is single-subject. Examples of specific findings include web-based graphic organizers for student writing, virtual self-modeling for targeting student behaviors, and virtual coaching for teachers of students with EBD. We conclude by reviewing how leaders in the field of special education predict the field will change in the future. Overall, with an increased emphasis on research accessibility and practitioner-validated knowledge, and advances in neuroscience and artificial technologies, practitioners may hold a more central role to the creation and dissemination of knowledge.

The purpose of this paper is to assess emotional intelligence levels and their contributions to entrepreneurial career choice behaviours among Malaysian public university students.

This study surveyed 369 respondents selected from a population of 87,503 Malaysian public university students using stratified and simple random sampling techniques. Respondents were given a three-part questionnaire covering their personal information, their emotional intelligence in terms of self-awareness, emotion management, empathy and social skills and their entrepreneurial career choice behaviours.

The results indicate that the surveyed students have high levels of self-awareness and empathy, and moderate levels of emotion management and social skills. This indicates that these students are able to manage their emotions in making decisions and consider people’s emotions. The results also indicate that students who were able to manage their negative emotions were more likely to choose an entrepreneurial career.

This study aims to help higher institutions focus on emotional intelligence in the entrepreneurship curriculum to help students recognise their potential in terms of entrepreneurial characteristics and behaviours. Students’ involvement in entrepreneurship can foster economic growth in developing countries. A limitation of this study is that it focuses only on second-year undergraduates from public universities in the Selangor area.

Few studies address emotional intelligence and entrepreneurial career choices among public university students, which this study addresses.