BAM7030 Independent Professional Project Assignment Sample
I. Introduction
1.1. The rationale for undertaking this project
The issue associated with the mixed teams in the international business perspective is again recognized and described by the researcher in her/ his dissertation, “The role of emotional intelligence in leadership effectiveness within cross culturally diverse business environments”. The challenges involved are cultural aspects in the acknowledgment and management of presently; emotional aspects of the management; and that the two, the cultural and emotional intelligential needs to be considered in the team management system (Stahl et al. 2017). This particularity is not simply acknowledged by the dominant leadership styles and as a result, has adverse consequences like conveying different meanings, lesser extents of team cohesiveness and relatively moderate productivity levels. Adding both together, for the variable of team management, the result of the study shows how leaders’ appropriate and proportionate utilisation of both EI and CQ orientation helps in building integrated and fused teams that can be more inclusive and productive. According to Paiuc (2021), based on the data off the World Economic Forum’s Global Agenda Council, it will be possible for machine learning and AI to supplant conventional communication process in inter-corporate international corporations situation, stating that one of the fundamental plans of action would be the use of cultural thinking with compelling regard to active listening. Therefore, the global culture and emotional intelligence as much as they are excluded from the list of the ten are expected to be the most crucial components of the leadership skills that will gain paramount importance in the near future and especially in the multinational companies.
Supervision of EI in companies within the globalisation seems to be rather applicable as leadership skills can be assessed for effectiveness in cross cultural conditions accompanied by the different forms of international business contexts. In order to avert all forms of culture clashes and communication compromises, conflicts, quarrels, and time wastage in a project or business, or even a workplace, leaders ought to mobilise and support the racially diverse employees. EI enables organisations and employee’s success especially in multinational organisations and environments that may be described by what has been referred to as reality shock, which results in employees’ turnover due to intercultural misunderstandings and conflicts; this way, EI encourages innovation and boosts employee’s wellbeing. Previous studies conducted before this one, provided evidence that for leadership to be effective in the context of the international business management there is a necessity to incorporate the aspect of emotional intelligence and cultural intelligence. Emotionally intelligent leaders can inspire teams and manage relationships in a variety of contexts, according to Daniel Goleman’s research on the subject (Adler and Aycan, 2018). The need for effective contact in various cultural contexts is emphasised in early and Ang’s early work on CQ. Developing world leaders with emotional and cultural intelligence can be facilitated by closing the knowledge gap on these intelligences.
To address the practical issues encountered by global leaders in cross-cultural set-ups, it incorporates ideas such as Earley and Ang’s Cultural Intelligence, Hofstede’s Cultural Dimensions, and Goleman’s Emotional Intelligence to understand how culture impacts on human emotions and vice-versa which eventually reflects on their employee productivity and engagement. Therefore, global leaders are highly required to be highly efficient in EI and instil effective and innovative strategies for efficient conflict resolution and team management in multicultural environments. Without having advanced theoretical knowledge, the current researcher can never conduct this research and understand the importance of promoting EI within the work culture.
The researcher’s enthusiasm for leadership development and professional growth in international business environments are the personal reasons behind their interest in emotional intelligence (EI) and how it contributes to effective leadership in a variety of international business contexts. The researcher thinks that by comprehending the relationship between emotional intelligence and cultural intelligence, he/she will be better able to navigate and take advantage of cultural variety, which will improve team output and organisational success. Another reason is that the researcher is interested in combining psychology, organisational behaviour, and cross-cultural management to study emotional intelligence and cultural intelligence concepts in international leadership. Thus, the research intends to enhance multinational corporate operations and offers insights for efficient leadership development and training.
Through strengthening emotional and cultural intelligence, creating training curricula, and promoting inclusive work environments, this research will benefit international business executives, HR experts, and organisational development specialists to intend to improve global business performance.
1.2. Aim and Objectives
| What is your aim?
This dissertation aims to analyse the importance of emotional intelligence in effective leadership in the context of diverse international business settings. |
| What are your objectives?
1. To analyse how emotional intelligence influences Global Leadership Effectiveness in Multicultural Teams in International Settings 2. To evaluate the relationship Between Emotional Intelligence and Communication in Cross-Cultural Teams 3. To explore innovative strategies to promote practising emotional intelligence in leadership in the context of diverse international business settings 4. To identify challenges faced by MNCs while practising emotional intelligence in cross-cultural international teams
5. To recommend strategies to overcome these challenges |
II. Literature review
The purpose of this literature review is to review earlier research on the subject of emotional intelligence (EI) and effective leadership in global corporate environments. To demonstrate EI’s potential, especially in cross-cultural settings, it outlines important ideas, models, and theories associated with the subject. To comprehend the relationship between Emotional Intelligence (EI) and cross-cultural leadership effectiveness, the Emotional and Social Competence Inventory (ESCI), Transformational Leadership Theory, and Hofstede’s Cultural Dimensions Theory are reviewed.
2.1. Critical analysis of Previous study on the Concept of Emotional Intelligence in Global Leadership
Trait Model (Petrides and Furnham) of EI
In lower levels of the personality hierarchy, emotional intelligence is perceived as a constellation of self-perceptions, according to Adrian Furnham and K.V. Petrides’ Trait Model of Emotional Intelligence. Also highlighted are other dimensions of personality that incorporate the EI, self- assessed EI, Empathy, Happiness, Optimism, and Emotional Self- Regulation (Petrides and Mavroveli, 2018). Therefore, based on this model that identifies the factors appropriate to mental health, work productivity, and personal well-being, emotional intelligence is measured using the Trait Emotional Intelligence Questionnaire (TEIQue). Based on the above, it would be possible for leaders to improve interpersonal relationships in the workplace, organisational interpersonal skills and foster emotionally intelligent organisational culture when applying use of attribute EI.
Emotional and Social Competence Inventory (ESCI) Framework
The Links EI is assessed by an instrument known as ESCI in the context of leadership and job performance. It is made up of four parts: The assertion of interaction, social, and intrapersonal skills comprises relationship management, social awareness, self-awareness, and self-management. Emotional self-awareness is defined as an individual being aware of feeling and the links between the feeling and attitude/behaviour. Emotional regulation, which is part of self-awareness in turn is the ability to control one’s own emotions while empathy, which is also part of the social awareness means the ability to understand the feelings of others. While relationship management on the other hand focuses on managing relationships so as to bring a change on the individuals on the right track. The ESCI test is often referred to as a 360-degree appraisal feedback where one can get feedback from peers, subordinates, their superiors, and even the employee in question. We have seen that Bjekić et al. (2021) have also pointed out that it is extensively used in talent management, leadership development, and organisational development. Thus, the application of this theory can be useful in leadership, the management of team, employee satisfaction, and cultural difference. This tool – ESCI amalgamates the EI measurements of cognitive skills, social emotion competencies and incorporates the incremental model of leadership effectiveness propounded by Goleman into its mixed model of cognitive EI.
Bar-On Model of Emotional-Social Intelligence (ESI)
Bar-On Model of Emotional-Social Intelligence (ESI) established that emotional intelligence is business-like skills and competencies that enable one to deal with amounts. The identified approach analyses feelings and societal elements of the human wisdom and effectiveness adding up to the total view. Aljazi and Alrekebat (2019) described some of them as: self esteem, emotional intelligence, self advocacy, self sufficiency, self actualization, recognizing and appreciating others, self accountability, social interaction, adaptability, conflict solving, handling stress, optimism, and well being as some of the most essential components. These elements are quantitatively evaluated by one of the psychometric instruments known as The Emotional Quotient Inventory (EQ-i). It is crucial for leadership in various processes and for reaching the desired job success and the formation of a person.
Transformational Leadership Theory
James MacGregor Burns and Bernard Bass built on the research done on the theory of transformational leadership which makes that claim that a leader has the capability to make subordinates have a desire to do something and be willing to do it for the sake of the group’s returns rather than their own. Four main elements define this leadership style: This have include; Individual consideration, Intellectual Stimulation, Inspirational Motivation, and Idealized influence. EI, Mathew and Gupta (2015) noted that these elements should be enhanced and cited that EI is important for that. Those authorities of discipleship and discipleship related self-organisation and idealised power as well as unethical power hold ethical standard, liberally empower the thinking, give individual attention, motivate people, facilitate ethical, heuristic and inventive thinking and communication and meet basic and developmental needs of others. The lead authors further as also highlighted by Ugoani et al. (2015) provided that for the adoption of EI in Transformational Leadership, leaders should use specific operational strategies of self- appraisal and empathy training among others. These should also be focused on manner that develops self- awareness, empathy of other feelings as well as self-control.
Transactional leadership theory
The reciprocal relationship between the leaders and followers as pinpointed in Max Weber’s Theory and Bernard Bass’s Transactional Leadership concept of contingent reward and punishment is distinctive. With conflict, trust, positive reinforcement, he or she might help the individual to develop self perspectives, working on communication skills, this leadership style can improve the emotional intelligence (EI) of the staff (Lee et al. 2023). Emotional intelligence abilities, for that reason, should be identified by leaders since they facilitate the understanding of feeling that others have.
Link between previous studies and yours
This dissertation explores the moderating and mediating role of EI in leadership performance with special references to different international business context. Building on ESCI, the Bar-On Model and the trait models of leadership, the researcher develops the skill required to assess the emotional skills of leaders and how they or can apply them over the forming of diverse groups, cultural dilemmas, as well as the achievement of tasks. Therefore, from this view that the current paper has taken while reviewing the pre-existing literature, it becomes possible to grasp what an individual with emotional and social intelligence (EI) is in that they have the capability of identifying, understanding, and managing emotions. It is therefore important to have global leadership in order to be able to blend well in many of the cultural settings, build strong interpersonal relationships and even drive the performance of an organization forward. EI is important for people to understand in multicultural environment, the leader to cope with the stress, and the team and cooperation to build in group. To be more specific, the use of EI enables leaders to build stronger relationships with other people, effectively lead their organisations to the desired success, and build diverse teams on an international level.
2.2. Critical analysis of Previous study on Emotional Intelligence and its impact on Cross-culture communication
Cultural Intelligence Theory (Earley and Ang)
The Cultural Intelligence (CQ) Theory was developed by Christopher Earley and Soon Ang, it emphasizes on an individual’s capability to perform effectively in various cultural settings. CQ Drive, CQ Knowledge, CQ Strategy and CQ Action are the four components of this theory. Wang and Goh (2020) define CQ Drive as a person’s interest and motivation to interact with people from different cultures. Understanding cultural norms, values and behaviours is necessary for accurately interpreting cross-cultural encounters. Strategy involves planning ahead and adjusting one’s own behaviour so as to be in line with different cultural situations; it also shows ability of being flexible and resourceful. CQ Action refers to using cultural awareness together with skills during practical applications. CQ has many uses in business, education, healthcare, and international relations (Van Dyne et al. 2016). It is especially useful for managers and global leaders who work in multicultural settings. In organisations, it encourages inclusion, equity, and diversity.
Hofstede’s Cultural Dimensions Theory
Hofstede Cultural Dimensions: Hofstede’s theory of Cultural Dimension holds that there are six dimensions to a culture that can be used to explore countries. These are Power Distance; Masculinity vs Femininity; Masculinity vs Individualism; Uncertainty Avoidance Index (UAI); Long long-term orientation (LTO); and Indulgence versus Restraint in Hofstede’s theory. All of it helps us to understand how a culture influences styles of communication, attitudes, beliefs, and behaviours (Miao et al., 2018). By this framework, emotional intelligence exposes power distance, individualism vs collectivism, masculinity vs femininity, and uncertainty avoidance. It addresses the cultural factors recognizable by the ability to externalize, role existence, role performance, and emotionality, and consider these cultural dimensions as part of the different ways of experiencing emotions, thus feeling them, controlling them, and expressing them are prescribed within a culture, society, and organizational context guiding individual behavior, and thus providing for a proper appraisal of emotional intelligence (EI) where different emotional reactions are observed in high or low-power distance societies.
Social Exchange Theory
Social exchange theory (SET) is a framework that seeks to explain social perspective that views human interactions emphasizing on mutual benefit and reciprocity. Just as in the market, in relationships, people enter them hoping to get something out of them (benefits) while at the same time trying not to incur a cost (Giao et al., 2020) They can see where support is need and provide it to create a supporting atmosphere. The cognitive shift associated with emotional labor: Emotional labor, or the process of changing one’s behaviors in order to fit with social constructs, is also a salient feature of SET. Also, positive social exchanges require time and trust (Xuecheng et al., 2022). People who are seen as trustworthy, empathetic and reliable individuals can establish that trustworthiness with other people making it easier for them to experience positive interactions with others.
Intercultural Communication Competence Model (Deardorff)
Darla K. Deardorff went on to create the ICC Model which assesses a person’s ability to communicate across cultures. It lays model providing an overview of important areas relating to intercultural learning; intercultural communication, ability to adjust to intercultural interaction, different worldviews about knowledge and self-awareness of one about his or her own culture. Understanding how cultural influences relate to one’s emotional life, systemic communication practices, and even our personality is one of the key ways we can define our cultural self-awareness. This way, cross-cultural exchange becomes successful since both parties working from different societies are less likely to be misinterpreted and this encourages emotional intelligence. Intercultural adaptation facilitates smoother emotional expressions because people can regulate their expressions to match the norms of a certain cultural context (Guntersdorfer and Golubeva, 2018). Intercultural adjustment creates a conducive environment for smoother interactions through enabling people modify their emotional expressions in line with the demands of given cultural context. Gaining insight into these variables can help develop interventions and tactics that improve cross-cultural communication proficiency and promote constructive cross-cultural relationships.
Link between previous studies and yours
From the above literature review, there is a final notion that, Leadership, in a variety of foreign business atmosphere is, to a large extent contingent on emotional intelligence (EI). This is because of its potential to improve the way leaders read and interpret cultural signals – and its power in catalyzing connections and trust. In addition, EI assists leaders in adapting their leadership styles in different cultural dimensions including power distance, individualism versus collectivism, masculinity/femininity, uncertainty avoidance index (long-term orientation vs short-term normative orientation), indulgence vs restraint. The social exchange theory has a common basis in a more generalized norm of reciprocity, which promotes the type of encouragement that often brings along with it a commitment and loyalty in a number of international contexts. Having developed the intercultural communication competence model, an individual becomes aware of himself, understands the other empathetically and behaves adequately, promoting cross-cultural communication and interaction..
2.3. Critical analysis of Previous study on the difference between Cultural Intelligence (CQ) and Emotional Intelligence (EI)
Both Emotional Intelligence (EI) and Cultural Intelligence (CQ) entail recognizing and understanding feelings in others. CQ involves understanding general and specific behavior, adjusting communication styles and functioning effectively in different environments while EI involves perceiving, classifying and applying emotions to guide behaviour. CQ helps to identify common traits across many situations; on the other hand, high levels of EI foster effective leadership, teamwork skills as well as strong family ties. According to Cabral et al. (2020), when cognitive quantitative intelligence (CQ) is combined with emotional intelligence (EI), it enhances people’s behaviour across cultures. Moreover, working together these two types of intelligences make an individual able to perceive, understand, and manage the emotions of others. CQ augments any other kind of intelligence just as well if not better than EI does for instance. The traits of CQ and EI are complementary to one another, with CQ promoting the international manager archetype and EI skills being crucial to managers’ cross-cultural interactions. Higher emotional intelligence (EI) enables people to comprehend the intentions of others, control their emotions to prevent misunderstandings and communicate emotions more precisely. Since CQ has emotional and motivational components, EQ must come before CQ.
Link between previous studies and yours
Having gained insight into the literature, in thing is clear that effective leadership in various international corporate situations both cultural intelligence (CQ) and emotional intelligence (EI) is required. While CQ guarantees polite and culturally aware interactions, EI improves communication by identifying emotional and cultural cues. While CQ offers cultural context for comprehending underlying causes, EI gives leaders empathy and conflict resolution abilities. When EI and CQ are combined, inclusive settings are created, which improves team cohesion and performance.
2.4. Literature Gap
A research field that has not received enough attention or study in the body of current literature is known as a literature gap. This important stage in academic writing denotes a careful analysis of previous research. Having gone through the literature and having reviewed the critical findings provided by the pre-existing scholars, one common thing is noticed, which is most of them explain the concept of emotional intelligence from different theoretical viewpoints. Needless to say, these explanations successfully helped teh readers to understand how relevant EI is when it comes to building effective global leadership in cross-cultural scenarios. However, the gap has been identified in two areas. Firstly, not a few of them explored effective strategies to increase and enhance EI among the leaders while dealing with diverse international business settings. Secondly, none of them managed to explore the challenges faced by MNCs while practising emotional intelligence in cross-cultural international teams. Therefore, to bridge this gap, the current research has been conducted.
In conclusion, the importance of gaining theoretical knowledge to find answers to the current research question is understood as it helps to strengthen the base knowledge. The Bar-On Model, ESCI, and characteristic models are used to assess the emotional intelligence of leaders and their capacity to motivate diverse teams, navigate cultural barriers, and foster success. Above all, effective cross-cultural communication, situational navigation, team management, and relationship building are all facilitated by emotional intelligence (EI).
II. Methods
2.1 What is the philosophical underpinning and the approach of your research? Interpretivism
Research philosophy is the set of beliefs that directs the creation, comprehension, and interpretation of information. There are many different kinds of research philosophies, and they all have special qualities. Whereas interpretivism concentrates on social settings and subjective experiences, positivism emphasises objective observation and quantitative procedures. To find deeper structures, critical realism uses both qualitative and quantitative methodologies. Methods that answer the research issue are employed pragmatically, frequently integrating quantitative and qualitative approaches (Saunders et al. 2019). Postmodernism dismantles philosophies and narratives, frequently with the aid of qualitative techniques. Every philosophy provides a distinct strategy for conducting research, influencing methods and interpretations.
Justification: The impact of emotional intelligence (EI) on effective leadership in a range of cultural contexts is investigated in this study using the interpretivism research philosophy. To better comprehend EI’s experiences and practical ramifications, qualitative methods like observations and interviews are employed, which improves leadership effectiveness strategies (Alharahsheh and Pius, 2020).
Inductive Research Approach
Using inductive, deductive, and abductive methodologies, business research strategy include gathering and analysing data. While deductive reasoning checks theories against data, abductive reasoning generates hypotheses, and inductive reasoning generalises observations. Every approach offers benefits and drawbacks that vary depending on the objectives, study question, and pertinent details (Bell et al., 2022).
Justification: For the thesis on the role of emotional intelligence in successful leadership in different international business contexts, the inductive method is ideal. It allows detailed analysis of complex events that allow researchers to locate subtle complexity and patterns. In addition, since the inductive approach allows theories to flow spontaneously from facts it also facilitates the generation of new knowledge. The researcher is able to focus and reinterpret assumptions because the framework is versatile and flexible should it need (Azungah, 2018). Furthermore, the inductive way gives more helpful insights which come from the first-hand experience of team members and leadership. These findings have direct implications for enhancing the usefulness of leadership in different global corporate environments.
Exploratory Research strategy
The plan that is used to collect, examine, and evaluate data for a study is known as the research strategy. It is divided into three categories: exploratory, explanatory, and descriptive. According to Saunders et al. (2019), descriptive research identifies trends, whereas explanatory research uses statistical analysis or controlled experiments to determine causation.
Justification: An exploratory research approach is used in the dissertation on the role of emotional intelligence in leadership in many international business settings because of the study’s complexity, under-researched character, and flexibility in responding to new information. To comprehend leaders’ experiences and viewpoints, the study uses qualitative techniques like interviews, which establish the framework for additional research and generate concepts (Žukauskas et al. 2018).
2.2 What research methodology choice will you be using and why? Primary Qualitative
Choosing the appropriate strategy, methods, and resources for a study entails choosing a research methodology. Qualitative, quantitative, and mixed methods are the three main approaches. Focus groups and interviews are two techniques used in qualitative research that are used to better understand the experiences and viewpoints of participants. To test theories and generalise findings, quantitative research makes use of numerical data and statistical analysis (Hammarberg et al. 2016). The integration of qualitative and quantitative methodologies in mixed methods research yields a thorough comprehension of study inquiries.
Justification: Because of its exploratory nature, contextual awareness, adaptability, and participant viewpoints, the dissertation on the importance of emotional intelligence in leadership in many international business settings uses a qualitative research approach. Through the capture of leaders’ and team members’ life experiences, perceptions, and behaviours, qualitative approaches like as focus groups, interviews, and observations enable a thorough investigation of the subject. Additionally, this method is flexible, enabling researchers to modify their data collection techniques and investigate newly discovered themes (Busetto et al. 2020). Additionally, qualitative research gives participants’ perspectives priority, cultivating understanding and empathy while producing conclusions based on the actual experiences of people working in global business environments.
This qualitative research can be conducted using primary, secondary or both types of data. However, for this research primary data has been collected because the researcher intended to gather information from first-hand experience to infer the most updated knowledge.
2.3 What research design will you be using and why- Cross-sectional design
Research designs serve as guides for planning and carrying out investigations for various objectives. A longitudinal approach was selected for the dissertation on emotional intelligence and effective leadership in global corporate environments to study how these traits evolve. The dynamic character of these constructs is captured by this methodology, which makes trends and patterns visible that might not be seen in cross-sectional research (Kesmodel, 2018). Using this knowledge will enable the development of leadership interventions and methods that work.
Justification: The dissertation uses a cross-sectional design because this method enables the collecting of data at a single point in time, offering insights into the state of circumstances at the moment and possible correlations. It is economical and efficient, making it possible to explore different places in a fair amount of time (Kesmodel, 2018).
2.4 What research strategy will you be using and why? Interview
Focus groups, questionnaires, observations, interviews, surveys, experiments, and case studies are examples of primary data collection techniques. Research goals, demographic characteristics, and resource availability all influence which approach is best. Each has advantages and disadvantages. Both advantages and disadvantages apply to each approach.
Justification: Because interviews allow for a more thorough examination of participants’ experiences, attitudes, and actions about emotional intelligence and effective leadership in global corporate environments, they are the main technique of data gathering in this research (Saunders et al. 2019). Interviews are a useful tool for studying emotional intelligence and leadership in the context of global business because they offer participants a flexible platform to expound, clear up unclear topics, and establish rapport.
2.5. What methods of data collection will you be using and why? Semi-structured interview
In primary research, semi-structured interviews provide a mix of guidance and autonomy. They enable researchers to delve into sensitive subjects, stay focused, build rapport, gather copious amounts of data, and come up with novel concepts (Saunders et al. 2019).
Justification: Because of their adaptability, thoroughness, participant involvement, contextual awareness, and validity, a semi-structured interview has been conducted in this dissertation. Open-ended questions are encouraged, which enables participants to go into further detail about their experiences and actions on effective leadership and emotional intelligence. Due to its open-ended format, which promotes participation, the data collected is more rich and valid. Researchers can gain a deeper understanding of the topic and learn more about the influence of emotional intelligence on effective leadership by conducting this semi-structured interview.
2.6 Participants
To conduct this semi-structured interview employees from renowned MNCs are involved. Among these employees, 6 managers are selected using the Purposive sampling technique because it guarantees personal knowledge and experience for participants, capturing a wide range of viewpoints. The use of this technique facilitates the identification of participants with disparate levels of emotional intelligence, hence augmenting the validity and pertinence of the gathered data and advancing a refined comprehension of global leadership. The participants have been recruited through their LinkedIn profile analysis.
2.7 Credibility
In qualitative research, credibility is very important, particularly when writing a dissertation about the leadership role of emotional intelligence. Credibility-boosting techniques include reflexivity, peer debriefing, member checking, thick description, and triangulation. Here, the peer debriefing method has been applied to improve the research’s validity and reliability, include participants in the procedure, give thorough explanations, and promote further reflection on the researcher’s motivations and biases. By using this method, the research is made credible, rigorous, and significant for audiences that include academics and practitioners alike.
2.8. Ethical Aspects
Having followed the Ethical Policy of the University, the ethical tenets of informed consent, anonymity, confidentiality, respect for participants, preventing damage, and beneficence serve as the foundation for this dissertation. Privacy and confidentiality were maintained under the Data Protection Act 2010 UK, and participants were fully informed about the goals, methods, dangers, and rewards of the study. Also, the study seeks to improve participant well-being and societal understanding by maximising benefits and minimising risks.
2.9. Data analysis- Thematic analysis
Braun and Clarke’s thematic analysis has been chosen to analyse and interpret the primary data collected from the semi-structured interview. The reason for choosing this method is that this technique provides a methodical and adaptable way to find and present patterns in qualitative data (Saunders et al. 2019 & Clarke and Braun, 2017). It is consistent with the exploratory character of the study, enabling the researcher to find emerging themes and patterns about leadership practices and emotional intelligence in many cultural situations.
III References
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Alharahsheh, H.H. and Pius, A., 2020. A review of key paradigms: Positivism VS interpretivism. Global Academic Journal of Humanities and Social Sciences, 2(3), pp.39-43.
Aljazi, S.F. and Alrekebat, A.F., 2019. The Impact of Training Program Based on Bar-On Model of Emotional-Social Intelligence on the Development of Cognitive Flexibility among Secondary School Students in Jordan. International Journal of Education, 11(2), p.35.
Azungah, T., 2018. Qualitative research: deductive and inductive approaches to data analysis. Qualitative research journal, 18(4), pp.383-400.
Bell, E., Bryman, A. and Harley, B., 2022. Business research methods. Oxford university press.
Bjekić, R., Rodić, M., Aleksić, M. and Gašić, D., 2021. Relationship between social competences of manager and leadership outcomes. Ekonomika, 67(2), pp.47-57.
Boyatzis, R.E., Gaskin, J. and Wei, H., 2015. Emotional and social intelligence and behavior. Handbook of intelligence: Evolutionary theory, historical perspective, and current concepts, pp.243-262.
Busetto, L., Wick, W. and Gumbinger, C., 2020. How to use and assess qualitative research methods. Neurological Research and practice, 2(1), p.14.
Cabral, A.M.R., Carvalho, F.M.P. and Ferreira, J.A.V., 2020. Emotional intelligence and cultural intelligence in top management of international SMEs. Eurasian Journal of Business and Management, 8(3), pp.240-265.
Clarke, V. and Braun, V., 2017. Thematic analysis. The journal of positive psychology, 12(3), pp.297-298.
Giao, H.N.K., Vuong, B.N., Huan, D.D., Tushar, H. and Quan, T.N., 2020. The effect of emotional intelligence on turnover intention and the moderating role of perceived organizational support: Evidence from the banking industry of Vietnam. Sustainability, 12(5), p.1857.
Guntersdorfer, I. and Golubeva, I., 2018. Emotional intelligence and intercultural competence: Theoretical questions and pedagogical possibilities. UMBC Faculty Collection.
Hammarberg, K., Kirkman, M. and De Lacey, S., 2016. Qualitative research methods: when to use them and how to judge them. Human reproduction, 31(3), pp.498-501.
Kesmodel, U.S., 2018. Cross‐sectional studies–what are they good for?. Acta obstetricia et gynecologica Scandinavica, 97(4), pp.388-393.
Lee, C.C., Yeh, W.C., Yu, Z. and Lin, X.C., 2023. The relationships between leader emotional intelligence, transformational leadership, and transactional leadership and job performance: A mediator model of trust. Heliyon, 9(8).
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Miao, C., Barone, M.J., Qian, S. and Humphrey, R.H., 2019. Emotional intelligence and service quality: a meta-analysis with initial evidence on cross-cultural factors and future research directions. Marketing Letters, 30, pp.335-347.
Miao, C., Humphrey, R.H., Qian, S. and Pollack, J.M., 2018. Emotional intelligence and entrepreneurial intentions: An exploratory meta-analysis. Career Development International, 23(5), pp.497-512.
Obilor, E.I., 2023. Convenience and purposive sampling techniques: Are they the same. International Journal of Innovative Social & Science Education Research, 11(1), pp.1-7.
Paiuc, D., 2021. The impact of cultural intelligence on multinational leadership: a semantic review. Management dynamics in the knowledge economy, 9(1), pp.81-93.
Petrides, K.V. and Mavroveli, S., 2018. Theory and applications of trait emotional intelligence. Psychology: The Journal of the Hellenic Psychological Society, 23(1), pp.24-36.
Saunders, M., Lewis, P. and Thornhill, A., 2019. Research methods for business students.[electronic book].
Stahl, G.K., Miska, C., Lee, H.J. and De Luque, M.S., 2017. The upside of cultural differences: Towards a more balanced treatment of culture in cross-cultural management research. Cross Cultural & Strategic Management, 24(1), pp.2-12.
Ugoani, J., Amu, C. and Emenike, K.O., 2015. Dimensions of emotional intelligence and transformational leadership: A correlation analysis. Independent Journal Of Management & Production (IJM&P) v, 6.
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Xuecheng, W., Iqbal, Q. and Saina, B., 2022. Factors affecting employee’s retention: Integration of situational leadership with social exchange theory. Frontiers in psychology, 13, p.872105.
Žukauskas, P., Vveinhardt, J. and Andriukaitienė, R., 2018. Exploratory research. Management culture and corporate social responsibility, 189.
Appendix: Ethics Form
Research Ethics Checklist
A checklist should be completed for every research project which is used to identify whether a full application for ethics approval needs to be submitted to your School Ethics Committee.
| 1 Applicant details | |
| Name of Researcher (applicant): | |
| Module name and number: | BAM7030 – DISSERTATION |
| Name of Module Leader: | Matthew Tong |
| Course: | IMBA |
| 2 Project details |
| Write here what is the aim of your research:
The research aims to explore the contribution of emotional intelligence to effective leadership in the context of diverse international business settings. |
| Explain briefly:
-what methods of data collection you will be using: Primary method of data collection (interview) -who your respondents will be: Employees of MNCs -how will you be recruiting your participants: Through LinkedIn |
| 3 Research checklist (to check if more than minimal risk)
Please answer each question by ticking the appropriate box: |
|||
| Yes | No | ||
| 1. | Does the study involve students within the University? | ✔ | |
| 2. | Does the study involve employees of the University? | ✔ | |
| 3. | Does the study involve participants who are particularly vulnerable or unable to give informed consent: children, those with cognitive impairment? | ✔ | |
| 4. | Will the study require the co-operation of a gatekeeper for initial access to the groups or individuals to be recruited? (e.g. students at school, members of self-help group, residents of nursing home) | ✔ | |
| 5. | Will it be necessary for participants to take part in the study without their knowledge and consent at the time? (e.g. covert observation of people in non-public places) | ✔ | |
| 6. | Will the study involve discussion of sensitive topics or illegal activity (e.g. sexual activity, drug use)? | ✔ | |
| 7. | Are drugs, placebos or other substances (e.g. food substances, vitamins) to be administered to the study participants or will the study involve invasive, intrusive or potentially harmful procedures of any kind? | ✔ | |
| 8. | Will tissue samples (including blood) be obtained from participants? | ✔ | |
| 9. | Is pain or more than mild discomfort likely to result from the study? | ✔ | |
| 10. | Could the study induce psychological stress or anxiety or cause harm or negative consequences beyond the risks encountered in normal life? | ✔ | |
| 11. | Will the study involve prolonged or repetitive testing? | ✔ | |
| 12. | Will the research involve administrative or secure data that requires permission from the appropriate authorities before use? | ✔ | |
| 13. | Is there a possibility that the safety of the researcher may be in question (e.g. in international research: locally employed research assistants)? | ✔ | |
| 14. | Does the research involve members of the public in a research capacity (participant research) | ✔ | |
| 15. | Will any of the research take place outside the UK? | ✔ | |
| 16. | Will the research involve respondents to the internet or other visual/vocal methods where respondents may be identified? | ✔ | |
| 17. | Will research involve the sharing of data or confidential information beyond the initial consent given? | ✔ | |
| 18. | Will financial inducements (other than reasonable expenses and compensation for time) be offered to participants? | ✔ | |
| Research that may need to be reviewed by NHS NRES Committee or an external Ethics Committee | ✔ | ||
| 19. | Will the study involve recruitment of patients or staff through the NHS or the use of NHS data or premises and/or equipment? | ✔ | |
| 20. | Does the study involve participants aged 16 or over who are unable to give informed consent? (e.g. people with learning disabilities: see Mental Capacity Act 2005). | ✔ |
Plan of action:
The purpose of this study is to find out how emotional intelligence can help leaders do their jobs better in a variety of international business environments. Semi-structured conversations will be the main way that data for the study is gathered. Leaders from a wide range of companies and cultural backgrounds will be interviewed. Thematic analysis will be used to look through the data and find the most important emotional intelligence traits that lead to leadership success. The study aims to give useful information for creating leadership training programs that focus on emotional intelligence. During the whole study, ethical concerns like privacy and getting informed consent will be closely followed.
Research timeline:
| Activities | Timeline (in weeks) | |||||||||||
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | |
| Topic selection | ||||||||||||
| Preparation of Research proposal | ||||||||||||
| Introduction | ||||||||||||
| Literature Review | ||||||||||||
| Research methodology | ||||||||||||
| Data collection | ||||||||||||
| Data analysis and findings | ||||||||||||
| Conclusion and recommendations | ||||||||||||
| Review and Submission | ||||||||||||
Instructions for all students
- You must complete this form BEFORE you are entitled to commence your primary data collection.
- The form must be sent to your Course Tutor for approval.
- Your approved ethics form must be included in your final submission as part of your appendices. This is a university requirement and if the ethics form is not included your work may not be marked.
- If you have any questions or concerns regarding your research, please contact your supervisor in the first instance.
Instructions for supervisors:
Please check the appropriate boxes. Even if the student has answered ‘no’ to all questions in Section 3, the study should not begin until all boxes have been checked and the form counter signed.
| The student has been made aware of the University’s Code of Good Research Practice and relevant professional codes of conduct | |
| The topic merits further research | |
| The student has the skills to carry out the research | |
| The participant information sheet or leaflet is appropriate (where applicable) | |
| The procedures for recruitment and obtaining informed consent are appropriate (where applicable) | |
| Comments from Supervisor/Course Tutor:
Approved |
|
Supervisor/Course Tutor:
| I confirm that work as described will be carried out in full conformity to all ethical standards and any additional professional requirements. |
| Name (please print): |
| Signed: |
| Date: |
