Emotionally Intelligent Leadership: An Integrative, Process-Oriented Theory of Student Leadership

Abstract

Emotionally intelligent leadership (EIL) theory combines relevant models, theories, and research in the areas of emotional intelligence (EI) and leadership. With an intentional focus on context, self and others, emotionally intelligent leaders facilitate the attainment of desired outcomes. The 21 capacities described by the theory equip individuals with the knowledge, skills, abilities, and other characteristics to achieve desired results. The purpose of this article is to propose an integrative, process-oriented EIL theory to provide a framework for conceptualizing and integrating future research and practice. The authors review and organize research and theory in emotional intelligence and leadership within the context of higher education, introduce the EIL model, and provide suggestions for future research. The article concludes with practical implications for leadership development in the context of higher education.

Report on the Validation of the Emotionally Intelligent Leadership for Students Inventory

“…The work resulted in what would be considered a mixed model of emotional intelligence and leadership based heavily on the work of several scholars (e.g., Avolio, 2005;Goleman, Boyatzis, & McKee, 2002;Fiedler, 1972;Bass, 1985;Kouzes & Posner, 2007;Mayer & Salovey, 1997). For an in depth exploration of the theory behind version 1.0 of the model, see Allen et al (2012).…”

“…We begin by sharing the current model of emotionally intelligent leadership (EIL) (Shankman et al, 2015a). The model is based on the theoretical work described in Allen, Shankman, and Miguel (2012) and has been adapted based on the results of the present research. We continue with a discussion of the scale development process for the EILS:I 2.0, which was consistent with a content validation approach.…”

Collegiate Women in Saudi Arabia: Leading Collectively for the Development of Self, Others, and Society

“…In a longitudinal database study, Cress et al (2001) finding (Dugan & Komives, 2007;Haber et al, 2012). Dugan and Komives (2007) The aforementioned studies (Cress et al, 2001;Dugan, 2006b;Dugan & Komives, 2007;Haber et al, 2012)…”

“…The three facets of EIL are reflected through 21 leadership capacities, some of which are self-awareness, authenticity, emotional self-perception, flexibility, emotional self-control, empathy, change agent, developing relationships, citizenship, and environmental awareness. Given that EIL is a relatively new model that promotes leadership capacities for college students to develop, little is known about collegiate students' leadership development outcomes using this framework (Haber et al, 2012;Shankman, Haber, Facca, & Allen, 2010).…”

“…Some are identified as curricular elements such as formal leadership programs, or as co-curricular elements such as involvement in student organizations, formal leadership roles, and community service (Dugan, 2011). A number of studies examined the extent to which these particular elements influence student leadership development and enhance the collegiate experiences of students (Cress et al, 2001;Dugan, 2006b;Dugan & Komives, 2007;Haber et al, 2012).…”