Emotional Intelligence, Knowledge Management Processes and Creative Performance: Modelling the Mediating Role of Self-Directed Learning in Higher Education

Abstract

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.

Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

“…Indeed, the experience and opportunity to engage in self-directed learning activities were found to enhance confidence, intrinsic motivation to learn, critical thinking, and quality of understanding, as well as retention and recall of HEI personnel [60]. Development of critical thinking and motivation for academic cum administrative achievements in new learning management models lead to satisfaction with advanced learning results and have further continuation in building relations with customers and internal stakeholders [42,61]. Learning outcomes, therefore are ascertained and matured with the help of emotional stability and self-directed learning in HEIs [3].…”

“…Creative performance is a social process, involving interpersonal interactions between a person and relationship partners including their immediate environment [40]. Furthermore, creative self-efficacy and leadership/supervisor support serve as antecedents of creative performance [41,42]; hence, both are taken as the predictor of creative performance on the recommendations of Thundiyil, Chiaburu [43] and Mathisen [44], respectively. Therefore, in this study, creative self-efficacy is important for research academics while leadership/supervisor support encourages administrative personnel to excel in their field.…”

“…Therefore, in this study, creative self-efficacy is important for research academics while leadership/supervisor support encourages administrative personnel to excel in their field. Additionally, HEIs also need to channelize creative performance in their immediate individuals i.e., students, academicians and administrative professionals [39,42]. Enacting and maintaining creative performance is essential to HEIs, to hold a competitive advantage among institutions [5].…”

“…The componential theory of creativity, moreover, describes the psychological and social components necessary for an individual to produce creative work, emphasizing the key role of intrinsic motivation and the impact of the organizational context on this type of motivation [45], particularly, supported by compensations and benefits practices [46]. It is therefore, reiterated that reciprocal psychological and social assistance in HEIs may be shared as norm that in turn, will coax individuals to perform creatively irrespective of their potential financial benefits [42]. Furthermore, Shalley, Gilson [47], argued that dynamic work assignments necessitate more creative problem solving, therefore, personnel need selfdirected adaptation and learning to maintain and improve their intellect.…”

An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education

“…Shafait, Yuming [ 17 ], termed teaching as an emotional practice involving relations with others. Hence, there is a dynamic connection between HEI teachers and students, which matters a lot irrespective of the endured experience.…”