Emotional and social intelligence competencies: cross cultural implications

Abstract

PurposeContinued research on the assessment and development of emotional and social intelligence competencies represents an opportunity to further both theoretical and applied applications of behavioral science to the management of human capital. While the field has continued to expand over the preceding decades, research has often trailed application, especially as it relates to cross‐cultural validity. The purpose of this introductory essay to this special issue of CCM serves to focus on cultural issues related to applied use of competencies in diverse cultures.Design/methodology/approachEmotional and social intelligence competencies are defined and an overview provided for the papers that will follow, with original research linking these constructs to performance in various occupations and cultures, as well as issues related to their development.FindingsEmotional and social intelligence competencies are found to represent a practical and theoretically coherent, reliable and valid approach to assessing and developing individuals in diverse cultures.Research limitations/implicationsAs an introductory essay, the paper lays the foundation for the following articles in this special issue.Originality/valueAlthough competencies are in widespread use around the world, issues related to cross‐cultural validation are seldom studied empirically. This introductory essay and subsequent articles will help clarify emotional and social competencies as a behavioral approach to applying emotional intelligence to the practical needs of organizations.

Öğretmenlerin Çokkültürlü Eğitim Tutumunun Sosyal Zekâ Algısına Göre İncelenmesi

“…Yabancı alan yazında kavram üzerine gerçekleştirilen çok daha fazla çalışma ile karşılaşılmıştır. Bu çalışmalarda sosyal zekânın; ebeveyn-çocuk iletişimi (Wallenius, Punamaki ve Rimpel, 2007), iş doyumu (Yahyazadeh-Jeloudar ve Lotfi-Goodarzi, 2012), üst-biliş (Aman ve Verma, 2015), kişilik özellikleri (Birknerová, Frankovský, Zbihlejová, 2013), duygusal zekâ (Birknerová, 2011;Emmerling ve Boyatzis, 2012), kültürlerarası eğitim (Latsone, 2013), liderlik (Zaccaro, Gilbert, Thor ve Mumford, 1991) gibi çeşitli kavramlarla olan ilişkisi incelenmiştir. Alan yazında mevcut araştırmada incelenen kavramların ilişkisini araştıran herhangi bir çalışmaya rastlanılmamıştır.…”

Internationalization at a Distance

“…Experiences of Chinese and occasionally students from other Asian countries were considered representative of the views of international students, especially when their accounts were contrasted with those of peers in Western countries. However, management (Emmerling & Boyatzis, 2012;Tsui, Nifadkar, & Yi Ou, 2007), management education (Eisenberg et al, 2013), and online management education (Lee, Becker, & Nobre, 2012) are shaped by a rich interplay of cultural factors, including national culture. Hence to fully appreciate the diversity of student perspectives on international curriculum, it is important to go beyond West-to-East comparisons and draw on accounts of management learners from diverse cultural groups.…”

Reputation, Game Theory and Entrepreneurial Sustainability

“…Similarly, integration of the three proposed dimensions of reputation perception is a possibility, given that they can appear incrementally, with each dimension as an evolutionary outcome of the previous one, as shown in Figure 2. theory of multiple intelligences [125,126], so the result of this new approach is the development of a novel modality of intelligence, called reputational intelligence, which has the potential to become a key for succeeding in entrepreneurial sustainability, as happens with other types of intelligences, like emotional intelligence [127,128], social intelligence [127,129], ecological intelligence [130,131], cultural intelligence [132,133] or competitive intelligence [134,135]. The different outputs of the coordination game are summarized in Table 3.…”