Date of Award
5-30-2025
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
College
College of Education
First Advisor
Andrea Kayne
Abstract
This study investigates the presence and importance of emotional intelligence (EI) competencies in higher education leadership by analyzing executive job descriptions in higher education institutions. Using qualitative discourse analysis guided by Goleman et al.'s Emotional Intelligence model, the research investigates whether and how EI is framed as a leadership requirement. The researcher analyzed 20 job descriptions for executive higher education leaders that were selected from The Chronicle of Higher Education’s online job website. The analysis focused on identifying both explicit and implicit language related to EI competencies. Findings reveal that EI competencies primarily appeared as embedded elements within broader leadership expectations and required qualifications. Self-awareness and relationship management are the most frequently implied but rarely explicitly stated competencies in job descriptions. This highlights a gap between research-based EI leadership competencies and how institutions articulate expectations in executive recruitment.
Recommended Citation
Alfarajat, Baker H., "Emotional Intelligence in Higher Education: The Importance of Recruiting Emotionally Intelligent Leaders" (2025). Theses and Dissertations from DePaul University. 2.
https://via.library.depaul.edu/theses-dissertations/2