Purpose Higher Education Institutions (HEIs) require regular generation of information determining what employees want from their institution and their real feelings about their jobs. Internal marketing (IM) can be a significantly valuable source of generating such information for HEIs to assess perceptions about institutions’ initiatives pertinent to their staff members. However, there has been a significantly limited research to operationalize IM in HEIs. Hence, the purpose of this paper is to develop and validate a multi-dimensional instrument for measuring IM in the HEIs in China and to assess the impact of IM on university performance. Design/methodology/approach The research used methodological triangulation that involved both qualitative and quantitative methodologies. The qualitative technique was used to generate scale items to measure IM and the quantitative technique was utilized to test and validate the scale. The study sample included 576 academics and administration staff from universities in China. Findings The study found that IM has six dimensions, namely internal communications, training and development, interrelations, motivation, rewards and work support. The study also found a significant impact of IM on university performance. Research limitations/implications The sample size used was taken from a single province, which can ultimately limit the generalizability of the results. The scale shall be tested in a different cultural setting to extend its generalizability. In comparison with previous studies, the results of the current study provide a more absolute coverage and understanding of various dimensions used in measuring IM in HEIs. Furthermore, this research can provide a context for the management to develop policies that could foster positive employee and organizational outcomes in HEIs. Practical implications This reliable and valid six-dimensional scale offers a practical way to measure staff perceptions of IM that are key for HEIs to be judged as staff-centered organization. Based on the knowledge, HEIs can use the information to identify the areas in which they are lacking and can further improve. IM scale can significantly help the HEIs to communicate to the staff members their service mindedness and staff orientation. IM can help foster knowledge management in organizations by utilizing IM, thereby contributing to the professional and organizational interaction. Originality/value Despite the focus on IM in existing literature, there is a significant lack of research on IM in the education sector. This study developed a simple and practical instrument to measure the IM construct in HEIs. Scholars have asked for context-specific measures of IM and with significantly limited research on IM in higher education, there is also a scarcity of research in the context of higher education in China. This is the first study to assess the multi-dimensionality of IM in HEIs and the impact of IM on organizational performance in Chinese higher education.
Grounded on the Knowledge Based View (KBV), this study examines the effects of a knowledge management enabler (Emotional Intelligence) on knowledge management processes (KMPs) in research universities. It investigates the direct effect of KMPs on creative performance. This study further examines the mediating role of Self-directed Learning in a relationship between KMPs and creative performance. This study used a sample frame of 248 academic and administrative personnel from Higher Education Institutions (HEIs) in Pakistan. The relationships were tested through a partial least squares structural equation modelling method. The results reveal that Emotional Intelligence (EI) as an enabler has a positive and significant impact on KMPs. However, a direct relation between self-directed learning and creative performance is insignificant. Also, established associations were found to be positive and significant. This study's findings validate the academic experience of EI and suggest how academics and administrators of HEIs can value KMPs and the self-directed learning that strengthens creative performance. With the increased importance of EI and KMPs in HEIs, there is a lack of studies investigating the relationship between EI, KMPs and creative performance. This study empirically examines the interface of EI, KMPs and creative performance in HEI's and enriches the existing literature by exploring the mediating role of self-directed learning.
Dynamic environmental challenges to create and improve value continuously urge the higher education institutions (HEI) to come up with and maintaining higher standards. This study investigated organizational learning, psychological empowerment and innovative work behaviour as mediators between emotional intelligence (EI) and conflict management. Data were collected from twelve educational institutes from Xi'an and Sichuan China. The survey was addressed to faculty members ranging from lecturers to professors, 513 questionnaires were collected with a response ratio of 57 percent. Hence, confirmatory factor analysis was applied to validate prescribed theoretical conjecture. The research found that direct link between EI and conflict management is significant. Organizational learning and innovative work behaviour fully mediated the relationship while psychological empowerment is having no mediation between the two variables. To have a generalized overview of EI, a future study can be comprised of a larger sample confining diverse individuals and management echelons containing manifold responses.
The purpose of this empirical study is to investigate the effects of Emotional Intelligence (EI) on learning outcomes (social, cognitive, self-growth outcomes and satisfaction with the university experience) of students in Chinese research universities. This study further examines the mediating role of student trust in teachers (emotional and cognitive learning) and learning orientation (commitment to learning) in the relationship between EI and learning outcomes. This intent of this study was to examine the direct effects of learning outcomes on students’ academic efficacy (cognitive skills and standardised tests). This study used a sample frame of 454 students from research universities in China. The relationships were tested through the partial least squares’ structural equation modelling method. The results reveal that EI has a significant impact on learning outcomes. Furthermore, an indirect relation between EI and learning outcomes is established through student trust in teachers and in the learning orientation. The direct relation between learning outcomes and student academic efficacy is also established. There is a lack of studies that investigate the relationship of EI, student trust in teachers, learning orientation, learning outcomes and student academic efficacy. This is one of the initial research studies that not only empirically examine the interface of EI and learning outcomes of students of Higher Education Institutions (HEIs) but offers insights into the existing literature by concurrent investigation of the mediating role of student trust in teachers and in the learning orientation in fundamental association, while explaining the association between learning outcomes and students’ better academic efficacy.
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