by
AYISHA E. SERENI
ABSTRACT
Women leaders play a critical role in the operation of higher education institutions.
However, research that informs how women navigate leadership positions in higher education is
limited. Moreover, few studies have examined the role of emotional intelligence in the lives of
women leaders in these settings. This investigation explored how executive-level women leaders
in the community college sector of higher education perceivedthe role of emotional intelligence
in their leadership approaches. This investigation found a total of three major themes:
considering the big-picture, obtaining constructive feedback, and increasing perceptivity, which
responding appropriately. The ultimate significance of this study is that it serves as a starting
point to advance the understanding of women leaders in the community college sector of higher
leaders, and this investigation gives us insights in womens own voices into the executive-level
DEDICATION
The completion of this dissertation is only possible due to the immense support that I
have received from my family- to whom I am truly grateful. This study is dedicated to my mom,
ACKNOWLEDGEMENTS
This is an optional page for acknowledgments. It is a nice place to thank the faculty,
family members, and friends who have helped you reach this point in your academic career.No
page number appears on any of the pages up to this point. If you do not wish to include this page,
delete the heading and the body text; if a blank page remains, delete the page break above but
leave the section break that you see below this text.This section will follow.
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TABLE OF CONTENTS
ABSTRACT .................................................................................................................................... ii
DEDICATION ............................................................................................................................... iii
ACKNOWLEDGEMENTS ........................................................................................................... iv
TABLE OF CONTENTS ................................................................................................................ 5
CHAPTER 1 ................................................................................................................................... 8
Introduction ..................................................................................................................................... 8
Women in Educational Leadership ............................................................................................. 9
Effective Leadership ................................................................................................................. 10
Research Question and Significance ......................................................................................... 12
Chapter Overviews .................................................................................................................... 15
Definition of Terms ................................................................................................................... 17
Emotion(s) ............................................................................................................................. 17
Emotional Intelligence (integrated model) ............................................................................ 17
Executive-Level ..................................................................................................................... 17
CHAPTER 2 ................................................................................................................................. 19
Literature Review.......................................................................................................................... 19
Background of Leadership Theory............................................................................................ 19
Trait-based approaches. ......................................................................................................... 20
Situational or Contingent approaches. ................................................................................... 21
Transactional and Transformational Leadership approaches. ............................................... 22
Relational approaches. ........................................................................................................... 24
Emotional Intelligence .............................................................................................................. 25
Models of Emotional Intelligence ............................................................................................. 28
Behavioral Model. ................................................................................................................. 28
Ability Model. ....................................................................................................................... 30
Trait Model. ........................................................................................................................... 32
6
CHAPTER 1
Introduction
The prosperity of a countrys economy and its people is contingent upon the quality of its
educational system (St. Rose & Hill, 2013). The network of community colleges across the
United States contributes to its economic growth and social stability by providing access to an
affordable and quality education to millions of students (Oliver & Hioco, 2012; Propheter & Jez,
2012). In the fall of 2014, 42 % of all undergraduate students and 25 % of all full-time
undergraduate students were enrolled in a community college (Ma & Baum, 2015).
Women comprise 57% of students at community colleges. More than 4 million women
are enrolled in community colleges, exceeding the total number of women enrolled in 4-year
colleges and universities (St. Rose & Hill, 2013). Moreover, women are more likely to lead
community colleges than 4-year colleges or universities (Catalyst, 2015). The American
Association of Community Colleges (2013) reports that three out of five leaders serving in
Across all higher educational institutions, The Chronicle of Higher Educations2014 Almanac of
Higher Education reported that 42% of new deans, and 48% of new provosts, were women.
Moreover, 38% of all new deans, and 31% of new provosts, were hired from within their
institutions, and 74% had held previous administrative roles at their college or at another
institution.
9
(Collings, Conner, McPherson, Midson, & Wilson, 2010). Longman and Madsen (2014) have
highlighted the important roles that women leaders play in higher education settings. In addition
to serving as role models for both male and female students, women also serve as advisors,
supporters, and mentors to other women leaders or aspiring women leaders within the institution.
In light of this, the higher education sector needs more women leaders who are prepared to
assume senior-level leadership roles, who can provide sustainable decision-making practices, and
who can bring their diverse perspectives to the organization (White, 2011).
Despite the critical role that women play in higher education leadership, there is
insufficient empirical data related to effective women higher education leaders (Bryman &
Lilley, 2009; Elliott & Stead, 2008; Platsidou, 2010). Additionally, although enrollment numbers
reflect the role of community colleges in the higher education sector, community colleges have
been overlooked as being a key member of the higher education sector (St. Rose & Hill,
leaders along with the dearth of research on community colleges presents a timely research
opportunity to fill an empirical void on women leaders in the community college sector of higher
education. This study will focus on women leaders in the community college sector of higher
Effective Leadership
ability to stimulate productivity in her followers (Bass, 1985; Burns, 1978; Fiedler, 1964; Katz,
1955; Stogdill, 1948). In contemporary settings, however, effective leaders are expected to do
more than in the past to ensure the sustainability of organization. Expectations now include
motivating and inspiring followers, fostering a feeling of belonging, and maintaining an amiable
work environment (Dabke, 2016). However, in the community college sector of higher
education, leaders must meet the same requirements while also demonstrating a service-oriented
threats such as decreased funding, declining enrollments, and increased performance demands
In light of such changes, contemporary theory and research efforts have focused on the
search for exceptional leaders with more universally effective features (Chemers, 2000). In
particular, recent empirical findings suggest that effective leaders tend to possess a particular set
2010). Such skills comprise a capacity to regulate ones emotions, convey compassion, and to
inspire oneself and others (Boyatzis, 2011; Goleman, 1998; Salovey & Mayer, 1990). In many
intelligence skill of relating to others (Bar-On, 1988; Goleman, 1995, 1998; Mayer & Salovey,
1997; McClelland, 1973; Salovey & Mayer, 1990).Emotional intelligence has been viewed as a
11
core trait of effective leaders and is referred to as the sine qua non of leadership; that is, without
emotional intelligence, a person can have the best training in the world, an incisive analytic
mind, and an endless supply of smart ideas, but she still wont make a great leader (Goleman,
1998, p. 93).
important aspect of effective leadership (Herbst, 2007; Herbst & Maree 2008; Parrish, 2015).
Specifically, research has shown that leaders who have emotional intelligence competencies
tend to be more receptive to the emotional needs or behaviors of others and therefore are more
likely to function as effective leaders compared to leaders who do not possess emotional
intelligence (Parrish, 2015). Emotional intelligence skills include an ability to regulate emotions,
to convey empathy, and to motivate oneself and others (Boyatzis, 2011; Goleman, 1998; Salovey
Higher education leaders who have emotional intelligence skills are said to be more
respected by colleagues, students, and staff members and are viewed as being more effective
leaders (Parrish, 2015). Being seen as an effective leader, in turn, can lead to advancement to
higher level leadership positions (Conroy, 1997). An effective academic leader must also be
empathetic, motivating, and able to self-manage emotions (Bryman, 2009; Parrish, 2015).
Empathy can be defined using a variety of constructs (Cuff, Brown, Taylor, & Howat, 2014). In
this study, empathy is defined as a leaders ability to accurately identify and understand another
12
person, their concerns, needs, and abilities while at the same time being able to manage their
Effective academic leaders can leverage emotional intelligence skills by motivating and
influencing positively others to advance the mission of the institution. Emotional intelligence
skills are likewise critical to establishing a standard of behavior that offers others a positive
In the present study, institutions of higher learning will refer to accredited, degree-
granting entities, which include 2- and 4-year colleges, private and public universities, as well as
non-for-profit and for-profit entities in the United States. Community colleges are a subset of
institutions within the higher education sector. Community colleges offer affordable open-access
educational opportunities for a diverse student population with unique learning needs (American
Association of Community College, 2016). More than 1,100 community colleges exist in the
United States and are responsible for serving nearly half of the countrys undergraduate college
This study will focus on women leaders who have advanced into executive-level
leadership positions within community college contexts. The National Center for Education
comprise the management of the institution or an established department or unit within the
organization. Leadership responsibilities for such roles may include governance, policy
development and implementation, and daily business operations of the institution or assigned
unit(s). An executive-level leader must use sound discretion, as well as independent judgment;
these individuals can be responsible for fiscal oversight that involves the analyzing and
and approval of legally binding contracts, and engaging in communications with stakeholders
In particular, the current study will explore how women leaders in the community college
sector of higher education perceive the role of emotional intelligence in their leadership
effectiveness by examining the following research question: How do women community college
experiences?
Specifically, this study will address a number of gaps in the literature related to gender-
based leadership in the community college sector of higher education. First, research that
informs how women navigate leadership positions in the higher education sector is limited
(Madsen, Longman, & Daniels, 2012). Secondly, existing leadership research has typically been
generated by male investigators who have embodied a male-centric view that does not
14
sufficiently represent women leaders who may desire to advance into positions of greater
important for several reasons. In doing so, a researcher engages in critical inquiry supporting the
power relations or gender constraints adversely impact women's learningandroles. Studying the
experiences of executive-level women leaders may also provide deeper understanding of the
challenges that such women encounter, as well as the ways in which emotional intelligence can
serve to advance womens leadership skills, including their own career progression (Stead,
2013).
effectiveness of executive-level women community colleges leaders, this study will: (1) explore
how such women perceive their emotional intelligence skills and howthose skills may contribute
additional insights related to the perceived value of emotional intelligence skills to women
leaders; and (4) increaseunderstanding of how women leaders mayemploy emotional intelligence
Chapter Overviews
related to effective leadership. Next, contemporary aspects of effective leadership are described
emotional intelligence theories and their relation to effective leadership is also presented, with
particular attention to the ways in which emotional intelligence may be relevant to the
experiences of women leaders serving within the context of higher education, and community
Chapter 3 describes the methodological foundations of the study and identifies the
philosophical assumptions that undergird the investigation. Specifically, this study utilizes a
researcher the means to examine the personal perspectives of individuals who have shared a
common experience (e.g., the phenomenon). Phenomenological approaches assume that human
beings seek meaning from their experiences. The research question explored within
phenomenological approach must be clearly articulated and also lived by the investigator; that is,
the researcher interrogates a phenomenon to the point of becoming part of the lived experience
typically acquired through purposive sampling (Gill, 2014). Study participants will currently
hold, or will have held in the past 12 months, positions such as community college president,
of the intended sampling and recruitment, data collection, data analysis, and data integrity
strategies.
Chapter 4 presents the research findings along with an in-depth description of the key
themes and subthemes that emerge from the data analysis process. Emphasis is placed on
women leaders perceptions relative to the role of emotional intelligence on their leadership
effectiveness.
the implications of womens leadership experiences are presented. I will describe and interpret
the lived experiences reported by the participants, with the intention of creating understanding
and awareness of how executive-level women in this study perceive the role of emotional
intelligence on women community college leaders. In addition, the long-term significance of this
study is explained, and implications for practice are provided. A description of how and when to
17
apply the results of this study to achieve leadership effectiveness are also included; final
Definition of Terms
The following definitions are provided as a means to clarify the manner in which a
On, 1988; Goleman, 1995, 1998; Mayer & Salovey, 1997; McClelland, 1973; and Salovey &
Mayer, 1990).
takes the commonalities of the major emotional intelligence theorists and combines them into one
integrated model which comprises the appraisal of a social situation, or interpersonal exchange,
resulting in a greater awareness of the impact of ones emotional responses in that situation; the
regulation of emotional responses in oneself or others; and the ability to adapt ones emotional
response to achieve a desired outcome(Bar-On, 1988; Goleman, 1995, 1998; Mayer & Salovey,
assistant dean, or associate dean, and whose primary professional responsibilities comprise the
addition, responsibilities may include governance, policy development and implementation, and
18
daily business operations of the institution or assigned unit(s). An executive-level leader must use
sound discretion, as well as independent judgment; these individuals can be responsible for fiscal
oversight that involves the analyzing and projecting of financial operations, the hiring or
termination of managerial-level staff, negotiation and approval of legally binding contracts, and
engaging in communications with stakeholders such as other executives or trustees (National Center
CHAPTER 2
Literature Review
The intent of Chapter 2 is to introduce the leadership literature that frames the study and to
provide a foundation that supports the current investigation. The chapter begins with a presentation
emotional intelligence to effective leadership is then presented, with particular attention to the ways
in which emotional intelligence may be relevant to women leaders experiences in general and
First, this review will provide a brief background of previous leadership theories that
impact contemporary views on effective leadership. Although the entire volume of leadership
literature is immense and therefore beyond the scope of this review (Kinicki, Jacobson, Galvin,
& Prussia, 2011), this section focuses on various aspects of effective leadership and
understanding specific constructs associated with effective leadership relevant to the current
study. This section serves to outline the progression of leadership theory and to identify the key
leadership models which emerged that are relevant to emotional intelligence. This is important
since emotional intelligence does not align with a single leadership model; rather, each theorist
has created a model of emotional intelligence rooted in principles of earlier leadership theories.
20
behaviors (Chemers, 2000). The Great Man Theory is an example of an early trait-based leadership
approach that described effective leadership as a distinct feature of extraordinary people whose
decisions profoundly altered historical events (Zaccaro, 2007). Researchers Carlyle (1849) and
Galton (1869) suggested that leadership traits were inherent qualities that were present at birth and
leadership traits (Shollen, & Brunner, 2014). Stogdill (1948) advocated that no consistent set of
traits differentiated successful leaders from non-leaders; rather, he argued that a leader who was
able to effectively lead in one situation might not be a successful leader in a different leadership
context. He also asserted that instead of leadership being a quality that individuals possess,
leadership is a relationship among people who find themselves in a particular social situation.
into three distinct types of skills. The three-skill approach suggested that effective leadership was
comprised of technical, human, and conceptual competencies. More specifically, Katz proposed
that technical skills encompass an activity that involves particular approaches, procedures, or
processes. Technical skills require specific knowledge, analytical capacity, and certain expertise
with particular techniques or tools. Human skills reflect a leaders ability to work with people and
to involve a leaders response to the actions of others. Katz suggested that a leader with favorable
human skills is an effective communicator who understands others and is sensitive to their needs
21
and motivations. Katz expected that human skills would be developed unconsciously and become
an essential component of effective leadership. Finally, in Katzs theory, conceptual skills comprise
consideration of an organization as a whole and the impacts of decisions on the organization. Katz
expected that conceptual skills require a creative perspective that allows a leader to recognize and
react to stakeholders ideas, plans, or interests. Katz considered a developed conceptual skill-set as
the most important of the three skills since conceptual skills establish a unifying aspect of the
organization.
began to explore the aspects of traits related to interactions in a given leadership situation. Fiedler
(1964) introduced an integrative leadership model that considered variations between a leaders
group and her leadership style. Fiedler posited that to predict group effectiveness, it was necessary
Specifically, to determine a leaders effectiveness, Fiedler believed that first it would be necessary
to understand to what extent the group environment influences the leaders effectiveness. A
favorable group environment would make it easier for a leader to influence her group members
whereas an unfavorable environment would make it harder to sway her group members.
Fiedler (1964) proposed a classification system of three situational factors that affected a
leaders influence on a team. Fiedler posited that leader-member relations, task structure, and the
position power of a leader determined the effectiveness of the leader. The relationship between a
leader and her key group members is considered the most vital determinant of leader effectiveness.
22
A leader who is liked or valued can obtain compliance more so than a leader who is adversely
viewed. Second, since a task can be regarded as an order from a leader, the level of ambiguity or
clarity will impact a leaders authority. For example, a highly defined task conveys a leaders
authority more so than an undefined task. A leader who assigns an undefined task is viewed as
uninformed since a clear path of completion is not provided. Third, a leaders position power is
considered regarding her ability to obtain compliance from her group based on her ability to offer
rewards or impose sanctions. Also, the level of authority the leader has over her team, and the level
of support from the organization to the leader in exerting her power establishes the extent of
position power. The position power of a leader may be measured by her ability to motivate her
group or by her ability to influence what or how a group member communicates to others. The
opinions and perspectives of a leader with strong position power are highly valued.
subsequent leadership theory, charismatic leadership, which gained prominence in the leadership
literature. Charismatic leadership principles suggest that leaders act in unique ways that have
specific charismatic effects on their followers. House proposed that charismatic leadership reflected
the ability to inspire, to motivate, and to expect high performance from others based on strongly
held core values. Characteristics of charismatic leadership includes being visionary, inspirational,
self-sacrificing, trustworthy, decisive, and performance oriented. House also described charismatic
leadership traits as being dominant, possessing a strong need to impact others, and having self-
confidence as well as a strong sense of one's ethical standards. Finally, a charismatic leader
23
demonstrates poise, models exemplary behavior, and emphasizes collective identity (Shamir,
Leadership theory was again reshaped with the introduction of Burns (1978) seminal book
titled Leadership. Burns presented the concept of leaders who considered the motives of followers
and classified leadership actions as either transactional or transformational. Burns suggested that the
between leaders and followers. Transactional exchanges are contingent upon an agreement or a
promise. A transactional exchange involves the exchange of consideration from one party to
another and is used as the primary factor to accomplish a goal or complete a task. Thus,
transactional leadership involves an exchange between a leader and follower that involves
accommodating the self-interest of either party (Bass, 1999). However, other scholars have argued
that transactional leadership approaches are not conducive to building trust or to establishing the
incentive in order to realize the workforces full potential (Avolio, Bass, & Jung, 1999).
with followers to raise the level of motivation and morality in her followers. A transformational
leader, therefore, focuses on the needs and motives of the followers and is committed to helping
followers reach their fullest potential (Northouse, 2004). Bass and Avolio (1993) suggest that the
most effective leaders tend to exhibit both transformational and transactional leadership traits.
24
prioritizing follower needs above the needs of a leader. Bass further incorporated emotional and
charismatic personality features. Additionally, Bass augmented Burns work by identifying specific
attributes that transformational leaders possessed. These qualities included charisma, inspiration,
explored next.
Relational approaches. In the latter part of the 1970s and into the 1980s, yet another
leadership theory emerged which was referred to as the Leader-Member exchange theory. Leader
Member exchange (LMX) theory sees leadership as a process that is focused on the interactions
between leaders and followers, and makes the dyadic relationship between leaders and followers the
central point of the leadership process. Before LMX theory, researchers treated leadership as
something leaders did toward all of their followers. The LMX theory challenges the assumption that
leaders treat followers in a collective way as a group; instead, the LMX theory focuses its attention
on the differences that might exist between leaders and followers. LMX theory first began to
surface in research conducted by Graen and colleagues (Dansereau, Graen, & Haga, 1975; Graen &
A strength of the LMX theory is that it validates the experience of how people within
organizations relate to each other and to the leader. LMX theory is unique as it is the only
leadership approach that makes the dyadic relationship the focus of the leadership process; it
25
is composed of four distinct but related components: self-awareness, internalized moral perspective,
balanced processing, and relational transparency (Avolio, Walumbwa, & Weber, 2009). Over a
lifetime, authentic leaders can learn and develop each of these four types of behavior (Northouse,
2012).
Emotional Intelligence
emotions and intelligence. Next, an overview of emotional intelligence models and their
significance to effective leadership is presented, with particular attention to the ways in which
emotional intelligence may be relevant to the experiences of women leaders serving within the
reaction or emotional response to a particular experience (Mayer, Salovey, Caruso, & Sitarenios,
2001). Emotion(s) play a significant role in leadership sustainability and effectiveness. Leaders
often rely on emotional expressions (Schneider, Gardner, Hinojosa, & Marin, 2014, p. 413) to
communicate with and influence others. A leader who exhibits favorable emotions is typically
perceived positively. Conversely, a leader who displays conflicting emotions may diminish her
professional persona. Effective leadership requires identity stability (Schneider, et al., 2014, p.
26
428) to sustain a leadership role. By displaying and experiencing positive emotions, a leader is
et al., 2014).
referred to as the act of labeling. The labeling of emotions requires the interpretation of verbal or
non-verbal cues to appraise the intent of the gesture sometimes referred to as a signal. For
example, a shift in ones voice or body language assigns or conveys specific emotional meaning
to the signal (Castro, Cheng, Halberstadt, & Grhn, 2015; Salovey & Mayer, 1990).
Moreover, emotions may assist with rational decision-making resulting instable behaviors
(Caruso & Salovey, 2004). The extent to which a person tolerates change equates to ones
adaptivity (Boyatzis, 2011). Salovey and Mayer (1990) suggest that a leaders success is
dependent upon her ability to adapt to the demands of a given leadership situation.
unrelated matters as well as the capacity to evaluate individual components and to recognize
their likeness individually and collectively. Abstract thinking requires the processing of ones
thoughts (Mayer, et al., 2001). Thus, intelligence may be measured by ones actions in various
cognitive activities that helps people recognize their feelings and those of others (Klenke, 2002).
27
identify, comprehend, control, and use emotions in solving problems of a personal and
possesses a keen ability to recognize emotions clearly in oneself and others; to leverage emotion
in order to support ones thoughts and actions; to recognize how emotions impact one's actions
and those of others; and to regulate one's emotional responses (Bar-On, 1988; Goleman, 1995,
1998; Mayer & Salovey, 1997; McClelland, 1973; and Salovey & Mayer, 1990).
have proposed complementary, yet distinct, emotional intelligence constructs (Bar-On, 2010;
Caruso, 2003; Cherniss, 2004). In the absence of a universal definition of emotional intelligence
or its assessment, this review will identify the prominent approaches to emotional intelligence
multiple approaches presented in the scholarly literature, as well as in the non-scholarly sector
(Caruso, 2004; Emmerling & Goleman, 2003). However, historical underpinnings of emotional
intelligence theory are intentionally not included in this review since historical information is
outlined in great detail in the previouswork of Bar-On (2010), Caruso (2003), and Cherniss
(2004).
28
A review of the scholarly literature suggests that models of emotional intelligence are
classified into one of three categories which include competencies or behaviors, abilities, and
traits (Boyatzis, 2011; Spielberger, 2004). Over time, two distinct factions of emotional
intelligence models have emerged in the literature. This section explores these models and then
provide the rationale for a single uniform approach that will inform this study.
leaders skills or behaviors. Behavior is defined with the accompanying purpose of identifying,
optimal performance (Boyatzis, 2009). Ones competence is contingent upon possessing a skill-set
that is acquired within a particular context (Matthews, Prez-Gonzlez, Fellner, Funke, Emo,
Zeidner, & Roberts, 2015). Research related to competencies offers insights related to ones
McClelland, Boyatzis, and Golemans models. The theorists associated with the
Behavioral model of emotional intelligence comprise the first faction, often referred to as the
Hay Group faction. A seminal article authored by McClelland (1973) suggested that ones key to
interpersonal aptitude relies on ones response to others by recognizing unspoken cues and
responding in a manner that sets the emotional tone (McClelland, 1973). Setting the emotional
29
tone involves the identification of cues or signals that establish which signs are relevant or not
and which are of certain relevance in circumstances when ambiguous expressions are displayed
(Barrett, Mesquita, & Gendron, 2011). Additionally, McClelland (1973) proposed the clinical
concept of response delay (p. 10), otherwise known as "tolerance", as an essential component
longitudinal research study conducted by McClelland and Boyatzis (1982) identified that one
way effective leaders are distinguished from average leaders is based on the emotional
intelligence competencies that effective leaders display. Later, Goleman defined emotional
intelligence as ones ability to recognize and regulate emotions in ourselves and others
Goleman (1998) further summarized the various emotional intelligence traits into two
broad categories: self-management and the ability to manage others. Self-awareness, self-
regulation, and motivation relate to a persons self-management skills; empathy and social skills
relate to how a person manages relationships with others (Goleman, 2004). Regardless of which
definition is used, Goleman (1998) has observed that emotional intelligence is a skill that can be
The Hay Group: Emotional Competence Inventory (ECI) and the Emotional and
chairperson of the Board of Trustees of the McBer consulting company until 1985 when the
30
McBer firm merged with the Hay Group. Under the auspices of the Hay Group,Boyatzis and
Goleman (1996) developed the 360-degree assessment tools titled the Emotional Competence
Inventory (ECI) and subsequently, the Emotional and Social Competence Inventory (ESCI)
(1999), as a means of assessing the conceptual model of emotional intelligence. The ESCI
measures behavior by evaluating how a person articulates the management of her emotional,
social, and cognitive intelligence in personal and professional environments (Boyatzis, 2011).
The ESCI approach is built upon behavioral observation or informant accounts as opposed to
self-report methods (Boyatzis, 2011). Accordingly, ESCI informants are typically selected by the
person who is the subject of the assessment, as is the case with a 360-degree evaluation. Since
the ESCI requires the use of informants who are familiar with the subject, the potential for bias
being conveyed into the assessment responses exists, thereby raising concerns of reliability and
Ability Model. Another model of emotional intelligence is the Ability model, which defines
and measures intelligence or a set of abilities. There is no exact standard for gauging ones ability in
emotional perception; therefore, it may require a strong aptitude in reading unspoken cues
indicating a mistake has occurred. Moreover, commonplace social exchanges may not be effective
in assessing ones capability in emotional perception compared to others (Matthews, et al., 2015).
The theorists associated with the Ability model of emotional intelligence comprise the second
Mayer, Salovey, and Carusos models. In 1990, Salovey and Mayer introduced their
concept of emotional intelligence. They posited that emotional intelligence comprised an ability
to evaluate the feelings and emotions of oneself and others. They also suggested that emotional
intelligence included an ability to distinguish among the feelings and emotions of others to guide
The 1990 Salovey-Mayer model of emotional intelligence was later updated and referred
to as the Mayer-Salovey model (1997). The original definition was amended because it neglected
to consider ones own feelings and instead focused only on ones ability to evaluate feelings and
emotions or to distinguish amongst the feelings and emotions of others to guide ones thoughts
and actions. Mayer and Saloveys (1997) revised definition expanded the original concept of
emotional intelligence to include the four-branch model of emotional intelligence. The four-
branch model includes a leaders capacity to accurately recognize, evaluate, understand, and
express emotion and emotional knowledge in order to promote emotional and intellectual
growth.
(MSCEIT). The work of Caruso, Mayer, and Salovey (2002), under the auspices of the Multi-
The MSCEIT measures the management of ones emotions (Boyatzis, 2011) and evaluates ones
32
mental ability through a performance assessment that results in an appraisal of the respondents
abilities (Mayer, Salovey, & Caruso, 2000). Boyatzis (2009) countered the effectiveness of this
approach by suggesting that the management of ones emotions can only be measured by those
who interact with the person and have observed her actual behaviors in action.
The MSCEIT is currently considered the leading test for emotional intelligence (Maul,
2012). However, Maul (2012) has questioned the validity of the MSCEIT stating that additional
theoretical clarification is necessary. The founders of the MSCEIT, Mayer, Salovey, and Caruso,
rebutted Mauls assertions reiterating that aside from the technical limitations inherent in any
form of assessment, improvements in the MSCEIT are anticipated (Mayer, Salovey, &
Caruso,2012).
Trait Model. The Trait model of emotional intelligence explores an individuals personality
traits that support the recognizing, handling, and responding to emotion-related circumstances
(Zeidner, Matthews, & Roberts, 2012). Research suggests that ones cognitive skills, as outlined in
the Behavioral or Ability models of emotional intelligence, better predict ones processing of
emotions more so than the Trait Model of emotional intelligence (Goleman, 1995, 1998; Matthews,
et al., 2015; Mayer & Salovey, 1997; McClelland, 1973; Salovey & Mayer, 1990). However, the
Trait Model of emotional intelligence relies on the use of the Emotional Quotient Inventory (EQ-i),
instrument. The EQ-i requires an individual or designated rater to answer a series of questions
33
related to the subjects emotional and social skills potentially yielding subjective findings (Keefer,
2014).
To this end, it is suggested that the Trait model of emotional intelligence may be better
suited to assess ones resilience when faced with a difficult situation rather than assessing
al., 2015). Keefer (2014) proposed that self-report measures may result in subjective reporting in
instances when study participants are reluctant or unable to respond accurately to the assessment,
thereby leading to the selection of responses that are random. However, Keefer (2014) supported
acknowledge the differences among the primary emotional intelligence models, ultimately it may
As established above, there has been much debate concerning the concept of emotional
intelligence as demonstrated by the multiple models that have emerged on the subject (Bar-On,
1988; Goleman, 1995, 1998; Mayer & Salovey, 1997; McClelland, 1973; and Salovey & Mayer,
1990). Variations among the models of emotional intelligence have resulted from the models'
development by different theorists for contrasting uses (Muyia, 2009). Although not frequently
intelligence theory, there also exist a number of commonalities between the models.
34
effective leader possesses a keen ability to adapt to change, lead authentically, acknowledge
emotions in herself and others, leverage emotion in order to support her thoughts and actions,
recognize how emotions impact her actions and those of others, and regulate her emotional
responses (Bar-On, 1988; Goleman, 1995, 1998; Mayer & Salovey, 1997; McClelland, 1973;
the appraisal, expression, and regulation of ones emotional responses in oneself and in others
through verbal and nonverbal communication (Castro et al., 2015). Appraisal of ones emotional
responses involves the objective evaluation of relevant data before forming an opinion or coming
to a conclusion and requires a keen sense of awareness of others (Walumbwa, Avolio, Gardner,
Wernsing, & Peterson, 2008). The regulation of ones emotional responses originates in one of
three applications, either with oneself, with specific others, or with others in a general context.
Regulation of ones emotional responses involves the recognition of ones emotional state and
understanding of ones reactions in various settings. The regulation of ones emotional responses
with specific others relates to instances when there is a familiarity or acquaintance with another
person or persons. The likelihood exists that people who are acquainted may have an
understanding of how the other person is likely to respond or display emotions (Castro, et al.,
2015).
Following Cherniss (2004) call for an integrated model to emotional intelligence, the
current study will employ a unified approach to emotional intelligence based on the common
35
aspects of existing emotional intelligence theory (Bar-On, 1988; Goleman, 1995, 1998; Mayer &
Salovey, 1997; McClelland, 1973; Salovey & Mayer, 1990).The common aspects are rooted in
responses in that situation, the regulation of emotional responses in oneself or others, and the
Now more than ever, it is necessary to develop and retain qualified women leaders who
are prepared to apply a multitude of skills in their leadership practices (Madsen, Longman, &
Daniels, 2012). The importance of having women represented in leadership roles has been well-
documented across many industry sectors (Kezar, 2014). For example, women leaders bring a
special set of skills to a leadership position. Bornstein (2007) proposes that women lead
complex lives that make them adaptive, creative, and responsive (p. 22) in their approaches to
leadership. For example, it is not uncommon for contemporary working women to serve as a
primary caretaker for both children as well as aging parents. In these instances, a person is
referred to as being a part of the sandwich generation, as she is inserted in the middle of two
generations that require care should the need arise (Pines, Neal, Hammer, &Icekson, 2011). By
managing personal and professional responsibilities, as well as the associated pressures or stress
factors, women may become prepared to meet many of the demands that a position of leadership
comprises using an adaptive and responsive approach (Bornstein, 2007; Madsen, 2010).
36
Madsen (2010) suggests that an essential component of effective leadership for women is
learning that occurs through observation or seeing people manage leadership situations that arise.
contribute to the expansion of existing leadership theory and may lead to the identification of
novel leadership approaches that may be more useful to womens leadership practices than
traditional approaches(Elliott & Stead, 2008; Toms, Lavie, del Mar Duran, & Guillamon,
2010).To this end, the current study will allow the researcher to participate in critical and
collective thinking (Caretta & Riano, 2016, p. 6) related to the influences of womens
leadership practices and everyday experiences in an area in which women have been traditionally
underrepresented.
Specifically, this study will present knowledge that may be helpful to women who are
seeking to advance to higher-level leadership positions (Brown & Irby, 2005). The study will
attempt to understand women and their leadership experiences with an emphasis on the how and
why women come to act, think, and feel the way that that they do (Paludi, 2007, p. 7) within the
context of their leadership roles. Moreover, in circumstances when women leaders convey
authentic and commendable behaviors (p. 275), women leaders are still less respected and
appreciated than their male counterparts. Once women leaders are regarded as being more
similar to male leaders, the observed, or perceived, imbalance between womens gender roles
and leadership roles may lessen (Stempel et al., 2015). Investigating the lived experiences of
37
women leaders allows the researcher to engage in critical inquiry that acknowledges womens
understanding as valuable.
adversely impact the advancement of women. In this respect, exploring the experiences of
that such women face and the ways in which emotional intelligence may serve to advance
Leaders in the community college sector of higher education are currently faced with
unprecedented challenges. A number of higher education trends currently impact leaders in the
community college sector of higher education. First, a lack of community college leaders may be
imminent due to pending retirements of many existing community college leaders (Eddy, 2013).
Second, community colleges have become popular as a result of open-admissions policies that
provide access to students who are considered to be at-risk academically, as well as underserved
populations who otherwise would not have access to a college education (Propheter & Jez,
2012).
Specialists International (EMSI;2014) documented the positive impact of the community college
businesses that can employ qualified workers who are trained in their field, citizens who benefit
from lifestyle improvements and employment, and federal, state, and local governments that
depend upon the collection of tax revenue - as well as benefitting from a reduced demand for
documented that benefits of attending a community college include improved health, overall
well-being, reduced incidents of criminal activities, and reduced need for public assistance
Recent national initiatives have called on community colleges to serve more students than
ever before (Lumina, 2015; The White House, 2015). The Lumina Foundation Goal 2025
initiative proposes to award 60 percent of Americans witha college degree or credential (Lumina,
2015). Similarly, former President Obamas initiative, titled the College Promise Campaign
(CPC), proposed to make the first two years of community college free for responsible students
(The White House, 2015). The expectations of government agencies, as well as the needs of
educating the workforce (Oliver & Hioco, 2012; Propheter & Jez, 2012).
At the same time, community college leaders are faced with decreased state and federal
funding that has resulted in flat or declining budgets. Combined with having to do more with
less, community college leaders encounter increased stressors and decreased incentives for
advancing into higher level leadership positions (Oliver & Hioco, 2012). This dynamic
challenges mission-driven community college leaders who are passionate about the impact of
39
their work and strive to achieve social justice for all students (Oliver & Hioco, 2012). Applying
emotional intelligence skills to the challenging dynamic of leading a community college may
leadership increases the likelihood that desirable organizational outcomes may be achieved (Smith
& Wolverton, 2010). For example, in a report issued by the American Association of Community
Colleges entitled Competencies for Community College Leaders, six essential skillsare identified
that community college leaders should develop to be effective leaders. These skills include a
intelligence, including building relationships, possessing keen communication skills, and forming
key partnerships all of which relate to key emotional intelligence skills. Elements such as the
dynamic nature of community colleges, the multifaceted skill set required of executive-level
leaders, and regional differences will impact the leadership proficiency of a community college
Women community college leaders. Bornstein (2007) explains that due to the fear of
failure, women leaders desire to feel thoroughly prepared before advancing into a leadership role,
potentially resulting in the delay of their leadership career advancement. This is due to the common
practice in the higher education sector staffing critical leadership positions with existing personnel
who may have insufficient leadership training or experience at the time of promotion (Rowley &
40
Sherman 2003). The practice of promoting from within the organization suggests that women
higher education leaders will likely advance from a previous leadership role within the same
organization, although research by Eddy (2013) on the community college sector indicated that
many women leaders do not plan or strive to achieve such senior-level leadership positions. Thus,
in order to reduce barriers for women leaders, shifting the perception of women leaders as
competent, appreciated, and valued leaders is crucial (Stempel, Rigotti, & Mohr, 2015).
Madsen (2012) suggests that preparing women leaders to advance into positions of
influence and power through leadership development is necessary. Specifically, research that
informs how women leaders prepare, achieve, and retain positions of influence within their
gender diversity of higher education leaders is also necessary as gender-based obstacles prevent
women from advancing to top leadership positions in institutions of higher education. Clearly,
the higher education sector needs more women leaders who are equipped to undertake senior
leadership roles.
Research that informs how women navigate leadership roles in the higher education
sector, and particularly in community college settings, however, remains inadequate (Madsen,
Longman, & Daniels, 2012). Therefore, investigating the lived experiences of senior women
leaders may generate important information related to womens leadership advancement in the
empirical data related to women higher education leaders despite the critical role that women
play in higher education leadership (Bryman & Lilley, 2009; Elliott & Stead, 2008; Platsidou,
2010). Moreover, the majority of research related to leadership in the higher education sector has
been generated mostly by male researchers and is primarily comprised of studies related to male
Monitoring workplace trends can address organizational biases. For example, the
demonstrate that gender inequity does not exist in a particular organization only serves to
promote gender inequity. As a result, potential women leaders may be discouraged from
pursuing leadership roles. Focusing on these types of institutional barriers can support system-
level change that supports existing and future leaders (Bonebright, Cottledge, & Lonnquist,
2011).
higher education leaders, the higher education sector has much to gain, including the staffing of
vital leadership positions with women who are readyto manage successfully the institution. One
means of contributing to this goal is to examine the perspectives of women higher education
leaders experiences, thereby expanding the knowledge base related to effective leadership
42
practices used currently among women and enhancing the development of future women leaders
Given the wide array of pressures currently facing colleges and universities, the task of
identifying qualified and effective leaders who can advance to key administrative positions has
become increasingly challenging (Madsen, 2010). A shortage of skilled leaders may relate in part
to the fact that only a limited number of women in higher education are being encouraged and
equipped to advance into vital leadership positions (Madsen, 2012). Moreover, research that
informs how women navigate being in a leadership role in the higher education industry is
scarce. Since the success of a countrys economy and its citizens is reliant upon the quality of its
educational system, effective educational leadership is of paramount importance (St. Rose &
Hill, 2013). Thus, this study will investigate womens leadership practices with the goal of
professional experiences (Toms, Lavie, del Mar Duran, & Guillamon, 2010).
advancement (Bryman & Lilley, 2009), in this study I seek to understand the role that emotional
leaders. An important and relevant way to gain insight into howwomen leaders experience
emotional intelligence is to explore their lived experiences and perceptions of their leadership
and emotional intelligence skills (Grogan & Shakeshaft, 2011). Thus, by examining the day-to-
43
day leadership activities of executive-level women leaders, this study seeks 1) to reveal how
women leaders may effectively operate and sustain a career in the higher education sector within
community colleges, and 2) the ways in which emotional intelligence informs these women
CHAPTER 3
Methodology
The intent of Chapter 3 is to introduce the research methodology used in the study. The
chapter begins with an explanation of the phenomenological research design and is followed by a
discussion regarding the nuances of my serving as the instrument of inquiry. An overview of study
investigates, documents, and interprets the lived experiences of an individual or group in order to
gain an understanding of what a person does, knows, thinks, or feels (Patton, p. 170, 2012). A
research design includes a description of the researchers views towards the nature of reality
referred to as a worldview (Mills, Bonner, & Francis, 2006). A worldview is a set of principles
The role of worldview in qualitative research is important, particularly when that research
constructivists approach their research with the belief that others view the world differently, and
through qualitative research strive to better understand the world around them. Applying a social
constructivist worldview to this study positions me as part of the research. In the context of the
investigation, as the researcher I can acknowledge my life experiences and any potential
also attempt to view the phenomenon in the absence of bias and from an objective stance (Finlay,
2008).
given that phenomenology offers me an authentic account of a particular lived experience from
a means to convert lived experiences into a written manifestation that is both reflexive and
insightful (Van Manen, 2015) by exploring the significance of a phenomenon through the
subjective views of research participants who have experienced the same occurrence (Finlay,
2012; Patton, 2015; Vandermause, & Fleming 2011; Van Manen, 2015).
a phenomenon through a process of inquiry in the context of the experience (Hein & Austin,
2001) by means of a dialogue between myself and the study participant (Van Manen, 1990).
Establishing resonance with the audience is one goal of describing the essence of an experience
in a manner that captures and conveys the nature and importance of a phenomenon (Van Manen,
community college leader and explored the subjective meaning of the impact of emotional
Researcher Positionality
and its people (Deetz, 1974). Typically, phenomenological research involves an investigator
who has an interest in, or is deeply connected to, a particular phenomenon. In many instances,
this curiosity turns into a research question (van Manen, 1990, p. 33). An investigator who
approaches her study from a phenomenological stance may be biased and unable to separate her
expectation that I disclose any preconceptions and incorporate this information into the research
findings (Tuohy, Cooney, Dowling, Murphy, & Sixsmith, 2013). The study participants
a member, I needed to carefully consider any potential risks to the study participants,
insiders viewpoint (Moore, 2012). With this in mind, I next outline information related to my
In 2007, upon retiring from a successful real estate career, I began my academic career in
the community college sector of higher education. Since that time, I have worked in various roles
for the same community college: first as an adjunct instructor, where I taught online so that I
could continue to be a stay-at-home mother of my two young boys, who at the time were four
and five years old, respectively. Subsequently, I have served as the program coordinator of the
47
In 2009, when my sons began elementary school full-time, I moved into a temporary
full-time administrative role as Interim Director of the then-newly formed Center for
Entrepreneurial Studies (CES). This position was intended to have a term of only one semester;
however, it was unexpectedly continued for three years until 2012, when I became a permanent
full-time administrator in a newly formed Administrative Director position. The following year, I
advanced to the Interim Assistant Dean role and served at the dean level until early 2017. At that
point, I was approved as an education provider by the Pennsylvania Real Estate Commission,
which positioned me to then establish The Main Line School of Real Estate where I currently
serve as President and Lead Instructor, outside of the community college environment.
Upon beginning my career in higher education in 2008, I had not intended to pursue a
position as a full-time college administrator, and therefore had no formal leadership training at
that time. Indeed, my formal education only included an associates degree in General Studies
While enrolled in the MBA program, I learned about the Ph.D. in Organizational Leadership
program at Eastern University. Although I had not intended to become a higher education
leader, let alone pursue a Ph.D. degree, this program was appealing to me due to the hybrid
delivery method and professional opportunities that I would be able to pursue with this
48
specialized credential. Thus, I began my doctoral studies in August 2011, and in August 2014 I
inspired and motivated by the scope of my work. I have striven to make an impact on the future
not only of students but also on other women administrators who aspire to fill vital leadership
roles on community college campuses. It is my hope that other women community college
leaders may be able to relate to my research findings or to gain insight into the role of emotional
intelligence in their own career advancement. The influence of my own experiences, along with
my awareness of the limited existing empirical research related to this research topic (Cliffe,
of the researcher serving as the instrument of inquiry, there are also certain advantages to this
scenario, particularly since I share the participants lived experience. For example, as a researcher
who has served as a community college administrator, I may possess a keener understanding of
participants perception and interpretation of their lived experience than a researcher who has not
experiences, I am positioned to build a rapport between myself and the study participants
(Berger, 2015). Thus, serving as the research instrument, my lived experiences, views, and
49
background have been beneficial to the study and have served to undergird the credibility of the
transparency with respect to possible researcher bias, study objectives, or potential imperfections
that may exist. A disclosure regarding how these aspects may influence the research assures
Potential bias. I maintained rigor and integrity of the study by identifying and explicating
any possible bias and its potential impact on my analysis of the data and description of the study
findings (Horsburgh, 2003). Semi-structured qualitative interviews were used as the primary source
of data for this study. Given the nature of the research design, the possibility of researcher bias
existed as I served in two crucial rolesprincipal investigator and research instrument (Patton,
2015). In studies in which one person serves as both the lead investigator as well as the research
instrument, the potential for bias exists, given that the researcher is able to influence or effect data
Reflexivity. In order to minimize research bias, I approached the study from a self-
reflexive manner that allows critical analytic scrutiny (i.e., self-assessment) at all stages of the
research process (Patton, 2015). The use of reflexivity allowed me to recognize the various ways
in which I might influence the study findings. Reflexivity infers that I am not an objective entity,
nor does it limit bias. Instead, reflexivity is a means to bring bias to the forefront (Clancy, 2013).
50
In order to address any potential biases that might arise, I considered my current
position relative to the study and was mindful of the implication of my views on the study.
Effects of bias may be reflected in having some influence on the setting, research participants,
interview questions, data collection, analysis, and interpretation (Berger, 2015). Through each
phase of the study, I maintained a balance between my own views and those of the women
who participated in the study. Berger (2015) suggests that reflexivity can be accomplished by
maintaining a log of the dialogue between researcher and participant(s), revisiting the log at
various points during the study, as well as seeking peer feedback, which in this study is
Data integrity. Data integrity is of particular importance in studies in which the researcher
serves dually as lead investigator and the research instrument (Horsburgh, 2003). I maintained the
highest possible level of data integrity, and strove to balance familiarity with my own leadership
experiences while being mindful to not impose my views on the study participants (Pillow, 2003).
Additionally, I was committed to providing detailed evidence that data saturation was achieved and
Saturation. The saturation point of data collection occurs when a further investigation does
not uncover any new thematic categories relative to the emerging theory construction. Transcripts
provide a detailed account of the participants responses which demonstrate how the point of data
51
saturation is determined. Also, the study itself provides a contextual account of the interview setting
and the environmental effects that might impact the interview (Rapley, 2001).
Research Participants
Criteria for inclusion in the study. In this study, women who have served as executive-
level community college administrators for at least one year comprised the sample. Study
participants currently hold, or have held in the past 12 months, positions such as community college
president, vice-president, assistant or associate vice-president, dean, and assistant or associate dean.
for such roles may include governance, policy development and implementation, and daily business
operations of the institution or assigned unit(s). An executive-level leader must use sound discretion
as well as independent judgment. These individuals are responsible for fiscal oversight that involves
the analyzing and projecting of financial operations, the hiring or termination of managerial-level
staff, the negotiating and approval of legally binding contracts, and the engaging in
sampling based on their being representative of the target population as determined by the
researcher (Polit & Beck, 2004). Because purposive sampling was used, study participants were
familiar with the research topic because of their lived experiences. Additionally, participants were
likely prepared to share their story as part of the data collection process (Vandermause, & Fleming
52
2011). Subsequent snowball sampling was used in order to identify additional study participants. I
contacted participants via email with details of the study and an invitation to participate.
Sample size. The sample size is determined when data collection efforts yield the
researcher repetition of salient points or reach the point when the data become redundant and no
new information is able to be gleaned from the informants (Speziale & Carpenter, 2003).
Data Collection
Data collection followed a fully documented approach that was pre-determined. This
in a fluid and conversational manner (Mutepa, 2016; Smith, 2012; Strike &Taylor, 2009;
follow-up interview for probing and for clarifying data for accuracy (Guest, Namey, & Mitchell,
2012). At times when I needed to expand the depth of previous data that was gathered or to address
gaps in the emerging analysis, follow-up communication was conducted via email or telephone.
1994). The study conveys how these study participants identify, describe, feel, perceive, recall,
53
and make sense of the influence of emotional intelligence has on their leadership effectiveness
(Patton, 2015).
Informed consent. Before beginning the process of data collection, study participants
were provided with necessary disclosures that are a critical part of obtaining their informed
consent. Appendix A contains the Informed Consent form used in the study. Stipulations
included that participation in the study was voluntary and anonymous; only the Principal
Investigator would know the identity of the study participants. Participantsprovided a pseudonym
as part of the informed consent process; that pseudonym was used throughout the process of data
Interview protocols. I followed a detailed interview protocol (see Appendix B). The
interview questions were designed using best practices in qualitative research inquiry (e.g., the
wording is clear and understandable and asking a single question rather than incorporating two or
three Creswell, 2015). Interview protocols for the clarifying follow-up interview followed the
same procedures as the initial interview however, included reference to data collected in the
initial interview as needed for purposes of additional probing or confirming the accuracy of data
detailed descriptions of the study participants exact feelings - physical or mental - which emerge
in specific leadership situations or incidents (Van Manen, 2015). In doing so, I was able to
produce a rich description of the study participants lived leadership experiences. Also, I was
54
able to set the tone of the interview by asking an initial question in a thoughtful tone of voice that
the interview without predetermined replies (Vandermause & Fleming 2011). Open-ended
questions, such as How do you define emotional intelligence?, were utilized along with
inductive probing. Inductive probing, which allowed me to ask questions based on the responses
of the interviewee, has been described by Guest, Namey, and Mitchell (2012) as the single most
Active listening. During the data collection phase of this study, I identified closely with
the study participants. Shared experiences between a researcher and study participants are
favorable characteristics in the research relationship. Although this close relationship may have
tempted me to share my leadership experiences, I was an active listener rather than talking
additional data that canbe gleaned by posing probing questions. I was mindful of the flow of the
interview at all times and included the use of body language as a non-verbal means to build
rapport with my study participants (Smith, 2012; Vandermause, & Fleming 2011). In addition, I
used intentional silences, as needed, allowing a participant to gather her thoughts (Van Manen,
2015).
an office or conference room of the participants choice, allowing each participant to feel
55
comfortable, and therefore focused, on the interview. This setting maximized my ability to gain
rapport and ensure confidentiality, as well as to convey empathy for the study participant.
information was removed from the data before transcription as a means of protecting the
participants confidentiality.
Data Analysis
Finlay (2012) identifies the data analysis stage as being the most significant element of
phenomenological research. The data analysis stage required me to be keenly focused on what
the participant described during the semi-structured interviews. Maintaining focus was
necessary in order to properly interpret the meaning of the perceived role of emotional
leaders.
Coding. This study integrated the process of coding to capture the essence of women
executive-level community college administrators lived experiences. I assigned a code in the form
of a word or phrase to each data point, ultimately resulting in the identification of any patterns,
categories, or themes that emerged. The initial coding of data relied on in vivo coding which is
appropriate for beginning researchers in which coding activities are intended to be completed
In this phase, I initially horizontalized the data so that each code had equal importance.
Next, words or phrases that were not relevant to the study were eliminated, resulting in
remaining words or phrases, known as horizons, that began to offer the contextual meaning of
the participants experiences to me. The horizons that did emerge were used in the next phase
Thematic analysis. Unlike a code which is simply a word or phrase, a theme is a longer
phrase or sentence that categorizes meaning for accumulated data. Themes can take the form of
2012). A thematic analysis approach allows me to interpret the meaning effectively that emotional
intelligence has on the leadership decisions of the study participants (DeSantis & Ugarriza, 2000).
(Boyatzis, 1998). Study findings include specific themes or categories along with an elucidation of
markers of quality (p. 837). The investigation must be deemed worthy of empirical inquiry,
project rigor, have integrity resonate with the audience, contain theoretical significance, as well as
deliver a cohesive research methodology (Tracy, 2010). In this section, I explain how this study met
the markers of quality that are necessary for relevant qualitative research, as well as provide a
Empirical value. Typically, a topic that is worthy of empirical research develops from
discipline-specific interests or emerges from timely social events. This study meets both of these
criteria (Tracy, 2010). Higher education institutions struggle to find competent and effective
leaders who can advance into key administrative positions Madsen (2012). Moreover, the
community college sector of higher education is faced with growing demands and fewer
resources resulting in unprecedented leadership challenges (Oliver & Hioco, 2012). Madsen
(2012) proposes that a shortage of qualified leaders may be associated, in some ways, with fewer
women in higher education being equipped to advance into vital leadership positions. This study
Rigor. In this study, I demonstrated rigor by ensuring that diligence occurred in all stages
of data collection and analysis (Tracy, 2010, p.841). Specifically, I confirmed that a sufficient
amount of data was obtainedto support significant claims (p. 841), and I invested plenty of
time and effort to gather the needed information. Van Manen (2015) cautions against acquiring
material that is insurmountable or deficient in depth and advises obtaining rich data by becoming
oriented with the research question in a manner that allows me to maintain focus on the interview
without getting off topic. Another way to demonstrate rigor in a qualitative research study is to
provide a detailed description of the data collection and data analysis procedures, thus assuring
Credibility. Credibility in a qualitative research study assures that I accurately present the
opinions of the study participants. Credibility was generated and attained in this study through
58
persistent engagement with study participants, a thorough review of captured data, and peer
debriefing (Mutepa, 2016). Peer debriefing pairs me with an objective peer reviewer whose
purpose is to explore various components of the study to identify potentially subjective views
inherent from my perspective (Lincoln & Guba, 1985). Peer debriefers serve as third-party
observers who persistently assess the accuracy of the findings (Mutepa, 2016). The Chair of the
self-reflexive approach in order to maintain quality and credibility (Clancy, 2013). Reflexivity in
establishes resonance (Tracy, 2010, p. 844). In this study, the target audience comprised other
women leaders. However, Smith (2010) proposes that resonance can occur between the
researcher and the study participants. For example, in the process of data collection, I
encountered greatly admired women leaders that I otherwise would not meet. Through the data
view my stance from a fresh perspective. This study did establish resonance for women leaders
womens leadership development as it expands the existing leadership knowledge base, improves
as well as expands current leadership practices, supports the generation of ongoing leadership
research, and empowers current women leaders (Tracy, 2010). Women who are inclined to
59
develop their leadership skills ought to include a variety of competencies in their repertoire. By
doing so, women are empowered to advance into leadership positions knowing that they have the
requisite leadership skills to lead an organization effectively (Madsen, 2010). The intention of
this study is to discover the meaning that women community college leaders ascribe to emotional
intelligence and its influence on their leadership effectiveness. In doing so, this study provides a
voice to women leaders by using the subjects' leadership experiences to inform the leadership
CHAPTER 4
Research Findings
To reiterate, the purpose of the current study is to explore how women leaders in the
community college sector of higher education perceived the role of emotional intelligence in
their leadership effectiveness by examining the following research question: How do women
community college leaders perceive the role of emotional intelligence on their executive-level
inquiry in the context of the experience (Hein & Austin, 2001). I accomplished this by serving as
the research instrument (Patton, 2015) by means of a dialogue between myself and the study
In order to minimize the possibility of researcher bias, I approached the study from a self-
dialogue that I revisited multiple times and cross-referenced against coded transcripts and audio
files that I also maintained (Berger, 2015). This process occurred over a 4-month period from
After interview transcripts were generated, and before I acknowledged emerging themes,
my data analysis went through several stages. The first stage involved the use of in vivo coding
by assigning codes in the form of words or phrases to each data point (Saldaa, 2012).
Eventually, this resulted in identifying patterns, categories, and themes that developed. All of my
61
coding activities were completed manually (Bowen, 2008; Saldaa, 2012). However, to cross-
reference my findings, I conducted a Nvivo analysis of the interview transcripts and was able to
corroborate that the codes I had been applying were relevant as they surfaced in the Nvivo
reports, as well.
In the second phase of data analysis, as a means of horizontalizing the data and to ensure
validity, I examined the extent to which each study participant experienced the same
phenomenon and compiled horizons that would inform the final stage of analysis. The horizons,
or themes, that were identified all had been experienced by at least two-thirds of the study
participants. The themes that were not experienced by a majority of the participants were
eliminated, allowing me to streamline my results as I entered the third and final stage of data
The third stage of thematic data analysis positioned me to interpret a vast amount of
and interpretation of the meaning that emotional intelligence has made on the leadership
Participant Demographics
college leaders from one community college in New York and two community colleges in
Pennsylvania. All but one of the seven women held doctoral-level degrees and five of the seven
women held Cabinet-level positions at their respective institutions. Two of the seven women
62
were African-American, and all participants were over the age of 40. In order to maintain
anonymity of each study participant, I assigned the following pseudonyms: Emma, Olivia,
Themes
across the experiences of the women who were interviewed. The themes that emerged in this
investigation characterized the sentiments of at least two-thirds of the study participants and
described specific examples of how each participant applies emotional intelligence in the
workplace to be an effective leader. The study findings are grouped according to these themes
and are referenced in Table 1.A total of three major themes emerged and include: considering
the big picture, obtaining constructive feedback, and increasing perceptivity which includes
appropriately. Prototypical examples of each theme will be included throughout this chapter.
The major theme of considering the big picture relates to the concept of emotional
intelligence associated with appraising relevant data before forming an opinion or coming to a
conclusion which requires a keen sense of awareness (Walumbwa, Avolio, Gardner, Wernsing,
& Peterson, 2008) or knowing how the activities that transpire in a single department or
stakeholder group in the organization will impact the entire institution. Six of the seven study
63
participants reported that they were more effective as leaders when looking at a situation within
the context of the organization, rather than only from the limited context of their single
department.
academic affairs at her institution. Olivia indicated that her journey to become an executive-level
leader afforded her the opportunity to work in various roles within the higher education sector.
This experience positioned her to be a part of key stakeholder groups with sometimes competing
agendas that included faculty and administration. Having worked in these various roles, Olivia
was able to gain an understanding of the viewpoint of each stakeholder group allowing her to
develop an understanding of the big picture of the organization. Additionally, this allowed
Olivia to see the overall strategy in conflict negotiation also contributing to her belief that
Sophia is a member of the Presidents Cabinet and works at the Vice-Presidential level of
her organization. Sophia is the oldest study participant. Sophia had a similar journey in that she,
too, had worked in various stakeholder groups during her journey to executive-level leadership,
allowing her to come to the realization that what she says and does impacts other people
outside of her immediate area. Olivia also found that in addition to her understanding the
organizational context, by helping others to see the situation from her perspective and viewing
Ava is the youngest study participant; she serves on the Presidents Cabinet and holds a
senior-level leadership position in academic affairs within her organization. Ava suggested that
patience and discernment of available information in the broad context of the organization
was effective for her. She also had worked in multiple stakeholder groups during her journey to
executive-level leadership. However, Ava found that because her department had organizational
impact, being able to discern how her decisions would impact the broader organization helped
her to effectively navigate her role. For example, Avas work crossed a variety of departments
including Technology, Academic Affairs, Marketing, and the College Foundation. Since she was
working closely with these various areas, she understood the individual needs of each unit rather
than the limited aspects of only her own unit. Knowing how the actions or needs of her own unit
impacted each area allowed Ava to consider her decisions at an organizational level.
Isabella is one of two study participants who are African-American. In her institution, she
serves on the Presidents Cabinet and holds a Vice Presidential leadership role outside of
academic affairs. Although Isabella had not worked in more than one department or stakeholder
group, she stated that being able to know where others were coming from even when she didnt
have the same experiences was a key to her success. The skill of understanding where others
may be coming from by putting oneself in anothers shoes allows for organizational evaluation to
Mia holds a Dean-level position in Academic Affairs within her organization. Mia
summed up her experiences in this regard by stating its not always as straight forward as it
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seems and that one needs to look at a situation from every single angle. Mia also mentioned
that one of the areas of leadership growth that was a key to her success was her being able to be
system. Specifically, she indicated that being able to look at a situation and understand the
people, their position, and the overall impact on the organization was a turning point in her
leadership success.
The theme of considering the big picture connects to the emotional intelligence concept
of utilizing abstract thinking. Abstract thinking involves identifying parallels amongst unrelated
as having the capacity to evaluate individual components and to recognize their likeness
individually and collectively on the organization as a whole (Mayer, et al., 2001). Thus, applying
regarding the organization (Boyatzis, 2009), the study participants reported optimal performance
leading to more effective leadership. Moreover, understanding the inner structure of community
The theme of obtaining constructive feedback relates to the trait model of emotional
intelligence which explores ones own resilience when faced with a difficult situation rather than
(Matthews, et al., 2015). In many cases, participants in this study reported obtaining feedback
from trusted sources to assess whether a response to a particular situation was appropriate and to
inform whether the chosen response was emotionally intelligent. The commonality of knowing
that feedback was necessary and could help to improve leadership effectiveness was apparent.
The women did differ in terms of from whom they sought feedback, however. Some women
sought feedback from supervisors whereas others reported seeking input from peers or even from
direct reports.
For example, Sophia shared that she speaks with trusted colleagues in a private office or
over the phone and that having a constructive dialogue is very helpful. She mentioned that she
seeks feedback about what she could do better in the future or could have done differently in a
particular meeting or gathering. Sophia indicated that she spends a lot of time looking at what
worked and what didn't work feedback and that this exercise is more important than the hurt
feelings that are going to come out of talking through expectations of feedback.
Isabella revealed that she has made her share of mistakes and that having people call
her on her stuff has been useful to the development of her leadership effectiveness. She
indicated that she empowers her mentees to call her on her crap. This means that as a leader,
you need to empower those around you to provide you with constructive feedback at times when
you might not seek it yourself. Isabella described a situation in which she was given feedback
from the college president because he trusted me enough to give me the feedback. Therefore,
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her receptiveness to receiving feedback made the President comfortable with providing the
information to her.
Olivia reported that she seeks objective input or mentoring from her supervisor. Mia
also actively seeks advice and guidance from people who she considers better at leadership than
she is so that she is able to learn from them. However, unlike Olivia, Mia may not seek this
information solely from a supervisor; rather, Mia also seeks input from peer colleagues. Abigail
also seeks feedback, although she tries to build coalitions in relationships so that she can call
Goleman (1995) suggested that by recognizing emotions in ourselves and others (p.2)
that this behavior may enhance leadership performance. Thus, the study participants' seeking
feedback from others in order to adjust future responses resulted in their perceived improved
leadership performance since they could then respond to future leadership situations in more
emotionally intelligent ways. Or, in situations in which a study participant made a mistake in her
reactions, she could avoid making the same mistake again in the future should a similar situation
arise after having considered the constructive feedback from her prior reaction.
Increasing Perceptivity
The theme of increasing perceptivity relates to the aspect of awareness referenced in the
integrated approach to emotional intelligence, which suggests that having an awareness of the
emotionally intelligent leadership (Walumbwa, Avolio, Gardner, Wernsing, & Peterson, 2008).
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The theme of increasing perceptivity includes the sub-themes of distinguishing unspoken cues,
understanding the consequences of ones actions, and responding appropriately. A strong sense
colleagues, peers, and other constituents. First, I will explain the sub-theme of distinguishing
unspoken cues.
possessing a strong aptitude in reading unspoken cues and being able to identify when a mistake has
occurred is found in the ability model of emotional intelligence. The ability model incorporates the
capacity to notice the feelings and emotions of oneself and others in order to guide ones own
thoughts and actions (Salovey & Mayer, 1990). The sub-theme of distinguishing unspoken cues
aligns with the key facet of emotional intelligence of being able to decipher unspoken cues. For
instance, Emma shared that she is sensitive to cues of others and reported that being able to hear
beyond words was an approach that has contributed to her effectiveness as a leader. The sub-theme
of distinguishing unspoken cues further incorporates interpersonal aptitude and requires a person to
equates to the emotional intelligence concept of labeling where emotions are interpreted, or
appraised, through verbal and non-verbal communication via gestures. These gestures are referred
to as signals and are appraised to determine the intent of the cue. Thus, by shifting ones voice or
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changing ones body language, an emotional meaning is assigned to the signal (Castro, Cheng,
In this regard, Olivia reported that she knows when to speak and when not to and she
knows when to share what information and with whom. Similarly, Ava learned that her
reading between lines has resulted in her being more effective as a leader. For example, when
in a meeting, Ava would study the reactions and body language of those in attendance to better
understand the "vibe" in the room and to assess how the message was being received. In doing
so, Ava would be able to follow up with colleagues directly to discuss her observations in more
detail.
Similarly, Mias ability to know which battles to fight along with knowing that
boundary line of when to push and when not to push comes from her ability to distinguish
unspoken cues. For Mia, distinguishing unspoken cues is knowing in any given situation when to
say Okay, we're not going to push on this, but we're going to hold back a little bit because
strategically thinking I need this relationship with this person to stay positive, so I am not going
to push at this point. Conversely, Mia credits knowing when to push favorably impacts her
leadership success as she admits to not always being able to act in an emotionally manner, and
learning to do so has helped her to handle these situations so that she can help shape the
Understanding consequences. Salovey and Mayer (1990) suggest that a leaders success is
dependent upon her ability to adapt to the demands of a given leadership situation which relates to
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the theme of understanding the consequences of one's actions in a given leadership situation. Five
of the seven study participants reported that being mindful of their actions and considering the
Emma reflected on how she was grateful that she didn't fire off an email in instances in
which she may have lost her cool. She also indicated that because she does not tend to be a
rager, she is mostly soft-spoken and that people listen more than if she chooses to exhibit
an emotion or strong expression. Emma also shared that at times it is more effective for her to
speak up because others will "listen up and say 'Oh, she means business'. Understanding the
consequences of her actions helps Emma know whether to respond firmly or not. She has learned
that she has to counteract responses that may have adverse consequences because otherwise
she feels that she is just feeding into the unproductive behavior of her colleagues.
Ava expressed the need to make sure that what she is saying is what she wants to own,"
and what she "really intends to say a week from now, a month from now because once she has
conveyed her thoughts, both the words and actions are out there and are irrevocable. Like
Emma, Ava indicated that in instances in which she becomes more forceful, her actions are the
result of a conscious decision on her part to communicate in a forceful manner and not the
result of her getting upset and not being able to control her tongue.
Similarly, Isabella shared that she needs to think before she talks because she has a lot to
lose. She also mentioned that she needs to check herself, telling herself that she will lose
everything and that she needs to grow up or slow her roll before speaking. She, too, makes a
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conscious decision to temper her reactions knowing that she has to live with the consequences of
her words and actions. Isabella also communicated that in professional settings when she is
caught off guard that rather than reacting in anger, she will say to herself, you are going to be
the villain if you react in an elevated manner." By Isabellas not wanting to be viewed as the
villain in the situation - even when she may be in the right - prevents her from over-reacting.
Mia has also learned to establish a default response in instances that might cause her to
over-react and involve her shutting down and just stopping. Mias impulse to stop herself are
because she is aware that the ramifications of over-reacting at the executive-level cannot be
undone and may have significant consequences in higher-level roles. These instances apply to
written correspondence in addition to spoken communication. Mia expressed that one e-mail
can undo you if it's inappropriate and that she is very careful about any kind of written
communication. She also indicated that she is measured even in spoken communication.
Abigail is one of two Africa-American women who participated in the study. She holds a
senior leadership position outside of academic affairs. Abigail conveyed that although she is
aware of the consequences of her actions and words, she still gets paralyzed when she is upset
about something and she actually doesnt know how to react in a negative situation or when
faced with a difficult situation. Abigail acknowledged that emotional intelligence assists her
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with rational decision-making. Thus, her composed behavior results in her exhibiting more stable
emotionally intelligent leadership in several ways. First, study participants reproted that by
recognizing their own emotions and feelings before responding in a sensitive situation, they were
able to consider the ramifications of the various responses to the situation and to make an
intelligence in order to support ones thoughts and actions, study participants recognize how
emotions impact one's actions and those of others as well as regulate one's emotional responses
as a result of understanding the consequences of ones actions (Bar-On, 1988; Goleman, 1995,
1998; Mayer & Salovey, 1997; McClelland, 1973; and Salovey & Mayer, 1990). Study
participants reported that these actions contributed to their successful leadership by serving as a
means to check themsleves before acting. Abigail shared that at times when she has showed her
negative emotions, it effects her team and the entire environment of the office. Thus, she makes a
conscious effort to respond favorably so as to maintain the positive atmosphere of the work
environment.
regulation of emotional responses in oneself or others and the ability to adapt ones emotional
Regulation of ones emotional responses involves the recognition of ones emotional state
and the understanding of ones reactions in various settings (Castro, et al., 2015). The theme of
responding appropriately involved the study participants' regulating their responses when
unexpected circumstances would arise, or expected but uncomfortable situations presented, and
being able to recognize the need to regulate their response. Six of the seven women reported that
they were more effective leaders once they learned to regulate their reactions in these kinds of
sensitive situations. Specifically, the women indicated that they learned to not respond at all, to
Olivia learned to not respond at all or to respond later when she finds herself in a
situation when something has caught her off guard. She takes the time that she needs to
process and indicated that there are instances when she responds later outside of the
situation. Olivia tries not to react instantly and feels that it is better when she takes in the
situation and observes. Olivia is conscious of staying calm and relies on self-reflection and
self-monitoring and has learned to "step away" if these approaches are not effective for her.
Sophia uses some of the same approaches as Olivia in that she reflects, makes a point of
stopping herself, and not answering a prompt until such time that she has had an opportunity to
reframe the situation. In addition, Sophia processes endlessly. She has developed the
confidence to say that she can give you her answer right away." but to give "an answer she feels
better about", she needs "to think about it more. With regard to the unexpected, she will
process the matter from every possible angle. One method of navigating the unexpected
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situation is that she jokes more through sarcasm because she knows that by getting upset it
For Isabella, regulating her response is straightforward; she has to simply think before
she speaks. Similarly, a key to Avas success is her ability to check herself through active-
listening. So even if she knows the answer to a situation, her ability to regulate herself to listen
even when she knows the answer - rather than to jump to a conclusion - has helped her
leadership success. She talked about a time when she let a faculty member express his opposing
views and through her active listening and allowing him to vent, she was then able to turn the
conversation around without having to stamp her foot or pound the table because the faculty
member eventually realized that his stance was not the best choice.
Mia acknowledged that although she may really want to say this right now, she cannot
because expressing what she really thinks may not be in the best interest of the unit or the
organization. Mia learned that by reigning her emotions in "she could make better decisions
that are more thoughtful. The end result could be putting off a decision for a time until I have
a chance to really think things through. Her default "is to say nothing, which sometimes
irritates her because afterwards she thinks that she should have said something. However, by
saying less initially she knows that it will allow her the time to think", so that she is able to
establish an appropriate response. Coming to the realization that learning to not destroy
relationships" just because she "might be frustrated at the moment has been a key to Mias
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leadership effectiveness. She reports that having self-discipline and just saying, 'okay, calm
down' or 'walk away, go home early if you have to, work at home' has helped."
Mia acknowledged that although it may be emotionally satisfying right now to tell this
person exactly what I am thinking, taking a step back and developing a strategy that considers
the ramifications of her decision to express herself at that moment and the "associated
consequences of her decision gives her the control that she needs to be an effective leader
because she is able to be more strategic when things get emotionally charged.
Abigail also opts to wait and strategize about how to respond. She does this so that
people won't notice. She realizes that although she might not like something at the moment,
intelligent practice of leaders using emotional expressions (Schneider, Gardner, Hinojosa, &
Marin, 2014, p. 413) to communicate with and to influence others. Thus, the women recognized
(Schneider, et al., 2014, p. 428), which results in ones ability to sustain a leadership role through
The themes that emerged during the data analysis stage offered great insight as to how
executive-level women community college leaders who participated in this study perceive the
role of emotional intelligence on their leadership effectiveness. The themes arose by applying the
who have served as executive-level community college leaders (Van Manen, 2015). The three
themes that emerged included considering the big picture, obtaining constructive feedback,
and increasing perceptivity, which itself includes the sub-themes of distinguishing unspoken
leaders, validating their perceptions and knowledge. Additionally, exploring these womens
encounter.
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CHAPTER 5
This study explored the lived experiences of seven executive-level women community
college leaders. The focus of this investigation was to understand the role of emotional
How do women community college leaders perceive the role of emotional intelligence on their
leaders, this study: (1) explores how such women perceive their emotional intelligence skills and
how those skills may contribute to the sustainability of an institution; (2) advances scholarly
community colleges; (3) offers additional insights related to the perceived value of emotional
intelligence skills to women leaders; and (4) increases the understanding of how women leaders
Limited empirical information has been available on women community college leaders
and the role of emotional intelligence on leadership effectiveness. This study offers an initial
understanding of how some executive-level women community college leaders may approach
This investigation revealed a total of three major themes which included considering the
big-picture, obtaining constructive feedback, and increasing perceptivity. The major theme of
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The results of this study align with the integrated approach to emotional intelligence, in
which prior emotional intelligence scholars call for an unified approach to be introduced
(Cherniss, 2004). In this chapter, I will explain connections to prior literature, as well as identify
The theme of considering the big picture involved appraising a social situation or
interpersonal exchange resulting in a better cognizance of the effect of ones actions. This theme
was focused on knowing how ones actions, or the activities that transpire in a single department
or stakeholder group within the organization, will impact the entire institution. Six of the seven
study participants reported that when looking at a situation within the context of the
organization, rather than only from the limited context of their single department, that they were
The theme of considering the big picture or entire organizational context relates to the
identifying parallels amongst unrelated matters as well as the capacity to evaluate individual
components and recognize their likeness individually and collectively (Mayer, et al., 2001). For
example, Olivias experience involved her working in various roles within the higher education
sector including faculty and administration. Olivia was able to develop an understanding of each
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stakeholder group allowing her to develop the skill of understanding how things fit into the big
picture of the organization. Furthermore, this allowed Olivia to see the overall strategy in
Additionally, abstract thinking requires the processing of ones thoughts (Mayer, et al.,
2001). For example, although Isabella may not have worked in a particular department or
stakeholder group, she stated that being able to process ones thoughts such as being able to
know where others were coming from even when she didnt have the same experiences was a
key to her success. Understanding where others are coming from is especially important in a
community college setting due to the diversity of the students and staff. For example, according
to the American Association of Community Colleges (2016), minorities comprise 25% of all
community college faculty and 50% of all community college students. The skill-set to identify
with diverse populations has been critical to Isabellas rise to a Vice Presidential leadership
position.
ones actions in varying situations in which different cognitive abilities or behaviors lead to
differing conclusions (Dowe & Hernndez-Orallo, 2013). For example, Sophia worked as a
faculty member and then moved into administration. As a faculty member, she had a limited
perspective that was partial to the faculty role. Then, when she moved into administration, she
realized the other considerations that someone in administration was faced with which positioned
her to respond with varying cognitive abilities or behaviors as she gained experience from
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working in these differing roles. Having the opportunity to consider a set of facts from the
perspective of sometimes competing stakeholder groups allowed Sophia to understand that what
she says and does impacts other people outside of her immediate area. At a time when many
community colleges across the board are experiencing external pressures such as high
presidential turnover and declining enrollments, campuses are internally strained as a result
according to the American Association of Community Colleges (2016). Leaders who can
understand the internal dynamics may be better positioned for success in their respective units.
organizational stakeholders may feel threatened or skeptical about change. Thus, having the
ability to understand the big picture may allow leaders in such settings to consider the
concerns of those impacted by change and position them to pre-emptively respond to concerns.
Relatedly, Olivia stated that in addition to her understanding the organizational context,
that by helping others to see the situation from her perspective, that she was more effective as
a leader. While Ava had also worked in multiple stakeholder groups during her journey to
executive-level leadership, she found that because her department had organizational impact, that
being able to discern how her decisions would impact the broad organization helped her to
Having an understanding of the organizational context aligns with the behavioral model
the organizational context, a leaders actions may include identifying, contemplating, and
(Boyatzis, 2009). In this respect, Mia identified that she is able to leverage her emotional
intelligence as a leader and that being an effective leader is not always as straight forward as it
seems and that she contemplates her actions first by looking at a situation from every single
angle. Mia also shared that by considering emotional information that she was able to be more
behaviors of identifying and contemplating information resulting in optimal performance for her;
specifically, being able to look at a situation and understand the people their position, and the
overall impact to the organization was a turning point towards her leadership success. Moreover,
conclusion (Walumbwa, Avolio, Gardner, Wernsing, & Peterson, 2008) she reported an increase
in her leadership effectiveness. Specifically, Mia would not get upset with her colleagues as she
would understand their position even though she may not agree with their view. This is
particularly important for community college leaders since they have a diverse student and
Study participants revealed that the action of seeking feedback from a trusted source was
an important aspect of their leadership effectiveness resulting in the major theme of obtaining
constructive feedback developing. The purpose of obtaining input from others was to assess their
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way that was emotionally intelligent and whether there was a different way to approach the
situation in the future. Recent research by the American Association of Community Colleges
(2005) identified six necessary skills that community college leaders must develop to be
communicative, collaborative, advocative, and professional which are key aspects of obtaining
feedback.
Also, seeking constructive feedback requires a leader to be strong which aligns with the
trait Model of emotional intelligence. The trait model of emotional intelligence explores an
individuals personality traits that support the recognizing, handling, and responding to emotion-
related circumstances (Zeidner, Matthews, & Roberts, 2012) and assesses ones resilience when
faced with an awkward situation such as receiving constructive feedback that is honest and or
After a difficult meeting, Sophia recognized the need to seek feedback about what she
could do better in the future or could have done differently in handling the situation. Sophia
shared that she will speak with trusted colleagues in a private office or over the phone and that
having a constructive dialogue has been very helpful. Her ability to receive constructive
feedback demonstrates Sophias own resilience in facing awkward situations. She also shared
that she spends a lot of time looking at what worked and what didn't work feedback and that
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this reflection is more important than the hurt feelings that are going to come out of talking
Isabella has made her share of mistakes and having people call her on her stuff has
been beneficial to her leadership effectiveness. She shared that she tells her mentees that by
having someone in their life who can call you on your crap that you have the wrong people
around you. As a leader, you need to allow those around you to deliver you with constructive
feedback at times when you might not seek it yourself. Isabella also described an instance when
she received feedback from the college president because he trusted me enough to give me the
feedback, so her receptivity to the feedback made the person comfortable with provided the
information to her.
Olivia reported that she is resourceful by seeking objective input or mentoring from her
supervisor. Mia is collaborative by actively seeking advice and guidance from people who she
considers better at leadership than she is so that she is able to learn from them. Unlike Olivia,
Mia may not seek this information solely from a supervisor. Abigail also seeks feedback,
although she does so collaboratively as she tries to build coalitions in relationships so that she
Resiliency aligns with the trait model of emotional intelligence which according to Goleman
seeking feedback, study participants were able to obtain helpful knowledge that contributed to
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their leadership success by allowing them to make better leadership choices in the future. The
feedback allowed them to use a different leadership approach when faced with the same
Increasing Perceptivity
The theme of increasing perceptivity aligns with the aspect of awareness referenced in
the integrated approach to emotional intelligence model which proposes that having an
exchange leads to emotionally intelligent leadership (Walumbwa, Avolio, Gardner, Wernsing, &
distinguishing unspoken cues, understanding the consequences of ones actions, and responding
appropriately.
Distinguishing unspoken cues. The sub-theme of being able to decipher unspoken cues is a
key facet of emotional intelligence. Prior literature has acknowledged the importance of emotions
which are understood or assessed through labeling. The labeling of emotions necessitates the
interpretation of verbal or non-verbal cues such as a shift in ones voice or body language to
evaluate the intent of the gesture sometimes referred to as a signal (Castro, Cheng, Halberstadt, &
Grhn, 2015; Salovey & Mayer, 1990). Similarly, Matthews, et al. (2015) reported that there is no
exact standard for gauging ones ability in emotional perception, therefore, it may require a strong
along with knowing that boundary line of when to push and when not to push. Specifically,
someone who knows in any given situation when to say OK we're not going to push on this but
we're going to hold back a little bit because strategically thinking I need this relationship with
this person to stay positive so I am not going to push at this point. But then other times she
reported saying, No, I'm going to push you know knowing when and how to do that and that
this approach has favorably impacted her leadership success. In a community college setting this
approach is important because of the volume of leaders who are promoted from within (Eddy,
2013). Thus, by maintaining positive relationships, it helps a leader to not burn any bridges since
someone who is a peer can be appointed into a supervisory position changing the relationship
dynamics.
Mayer and Salovey (1990) suggested that emotional intelligence comprised an ability to
evaluate the feelings and emotions of oneself and others. They also suggested that emotional
intelligence included an ability to distinguish among the feelings and emotions of others to guide
ones own thoughts and actions. For example, Emma share that she is sensitive to cues of
others and described that her being able to hear beyond words was a skill that has contributed
to her effectiveness as a leader. Sophia shared that her negative reactions had an adverse impact
on her leadership effectiveness as she knew the second that she acted in negatively by reading
Salovey and Mayers original definition of emotional intelligence was expanded in 1997
to include the four-branch model of emotional intelligence. The original definition neglected to
consider ones feelings and instead focused only on ones ability to evaluate feelings and
emotions or to distinguish amongst the feelings and emotions of others to guide ones thoughts
and actions. This new four-branch model of emotional intelligence includes a leaders capacity to
correctly recognize, evaluate, understand, and express emotion and emotional knowledge to
encourage emotional and intellectual development. For instance, Olivia knows when to speak
and when not to and that she knows when to share what information and with whom. Similar
to Olivia, Ava shared that reading between lines allows her to be more effective as a leader.
Thus, the theme of distinguishing unspoken cues relates to the emotionally intelligent actions of
encourage emotional and intellectual development. By including these activities into their
leadership practices, the study participants reported a higher level of leadership effectiveness.
Additionally, being able to distinguish which topics may be off limits with various stakeholders
actions and the impact on others was presented by five of the seven study participants who stated
that being mindful of their actions and considering the consequences helped them to be more
87
effective leaders. This finding is consistent with literature that suggests emotional intelligence
assists with rational decision-making and results in stable behaviors (Caruso & Salovey, 2004).
For example, Isabella shared that to make rational decisions resulting in stable behaviors,
that she needs to think before she talks because she has a lot to lose. Isabella also stated that
she needs to check herself by reminding herself that she will lose everything if she does not
grow up or slow her roll. She indicated that she makes a conscious decision to temper her
reactions knowing that she has to live with the consequences of her actions and words. In
addition, in professional settings when she is caught off guard, Isabella also communicated that
that rather than reacting in anger she will say to herself you are going to be the villain if you
react in an elevated manner. Therefore, her not wanting to be viewed as the villain in the
situation, even when she feels she is correct, prevents her from over-reacting. Also, she is able to
be more a more effective leader because she prevents others from becoming elevated.
Understanding the consequences of ones actions is consistent with the literature which
suggests that an emotionally intelligent leader has a strong ability to distinguish emotions clearly
in oneself and others; to leverage emotion in order to support ones feelings and activities, to
know how emotions impact one's actions and those of others, as well as to regulate one's
emotional responses (Bar-On, 1988; Goleman, 1995, 1998; Mayer & Salovey, 1997;
McClelland, 1973; and Salovey & Mayer, 1990). For example, Mia is able to distinguish,
leverage, and regulate her emotions by establishing a default response that she uses in
instances which may cause her to over react resulting in her shutting down and just stopping.
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This default response helps her to be an effective leader because she is aware of the
leadership role.
spoken communication. Mia expressed that one e-mail can undo you if it's inappropriate and
that she is very careful about any kind of written communication. She also indicated that she is
something than it is to overstate to avoid unintended consequences. On the other hand, Abigail
conveyed that although she is aware of the consequences of her actions and words, that she still
gets paralyzed when she is upset about something and that she actually doesnt know how to
that emotional intelligence traits include self-management as a means to manage others. Self-
findings show that women leaders are able to understand the consequences of their actions and
of the particulars of communicating with internal and external stakeholders is a key to successful
Emma shared that her self-regulation helped her and that she was grateful for instances
when she may have become frustrated or upset but she did not respond in an elevated tone.
Emmas also reported that her self-awareness has contributed to her leadership effectiveness
because she does not tend to be a someone who is a rager and is viewed as being mellow.
Emma is in charge of her emotions. She has noticed that if she chooses to exhibit an emotion or
strong expression that people listen more. She has also noticed that it is more effective for her
to be firm at times as people will think that she means business. So, by understanding the
consequences of her actions helps Emma know when to respond firmly or not.
Ava applies self-awareness and regulation by making sure that what she is saying is
what she wants to own and what she really intends to say a week from now a month from now
as once she has shared her views, both the words and actions are out there and are irreversible.
Like Emma, Ava indicated that in instances when she becomes more forceful that her actions
are the result of a conscious decision on her part to communicate in a forceful manner and not
the result of her getting upset and not being able to control her tongue. Emma concluded that
her being able to deliver difficult messages was a key to her success in managing stakeholder
relationships.
The behaviors reported by these participants align with Golemans model (1998) which
summarized emotional intelligence traits into two broad categories: self-management and the
ability to manage others. Thus, through self-awareness and self-regulation, the study participants
were able to apply empathy and social skills to manage relationships with others in an
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emotionally intelligent manner. In doing so, this contributed to the participants success with
developing relationships and building coalitions with others. These bonds proved to helpful to
regulation of emotional responses in oneself or others; and the ability to adapt ones emotional
intelligence model.
Six of the seven women reported that they were more effective leaders once they learned
to regulate their reactions in sensitive situations. This study supports previous literature that
findings revealed that emotion(s) play an important role in leadership success and that leaders
rely on emotional expressions (Schneider, Gardner, Hinojosa, & Marin, 2014, p. 413) to
communicate with and influence others. Sophias emotional expression is that she jokes more
through sarcasm because she knows that by getting upset it will not do anything good for us or
our students.
Moreover, the literature suggests setting the emotional tone through the identification of
cues or signals that establish which signs are relevant or not and are of certain relevance in
circumstances when ambiguous expressions are displayed (Barrett, Mesquita, & Gendron, 2011).
Similarly, Goleman suggested that exceptional leadership performance occurs when ones
ability to recognize and regulate emotions in ourselves and others is achieved (Goleman, 1995,
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p.2). Avas success was her ability to set the emotional tone by checking herself through
active-listening. Thus, even if she sees the answer in a situation, her ability to regulate herself
to listen even when she knows answer rather than jumping to a decision has helped her
leadership success. For Ava, people responded to her approach and as a result, she was able to
This study revealed that a leader who exhibits favorable emotions is perceived positively
by various stakeholders. Conversely, a leader who displays conflicting emotions diminishes her
al., 2014, p. 428) to sustain a leadership role. Thus, by displaying and experiencing positive
effectiveness (Schneider, et al., 2014). Isabella shared that she maintains her identity stability by
regulating her response through thinking before she speaks since she will consider her
McClelland (1973) originally proposed the clinical concept of response delay (p. 10)
interaction. This concept aligns with the study recipients reporting that once they learned to
apply response delay in their leadership activities, that they were more effective leaders.
Specifically, when dealing with sensitive situations, they reported that they learned to not
leadership effectiveness. Olivia learned to set the emotional tone by not responding at all or to
respond later when she something has caught her off guard.
Previous literature has also identified the importance of relational proficiency in which
interpersonal aptitude is achieved through the use of carefully selected words, physical
unspoken cues and responding in a manner that sets the emotional tone will lead to desired
outcomes (McClelland, 1973). Sophias interpersonal aptitude presented in her ability to reflect,
and she makes a point of stopping herself, and not answering a prompt until she has reframed
the situation. In addition, Sophia developed the carefully selected words that results in her saying
that she can give you her answer right away but to give you an answer [she] feels better about,
that [she] needs to think about it more. This approach helped Sophia rise from a faculty
member to a senior-most leadership position in her institution. In this way, she was viewed
positively, respected, and valued as a leader. This approach has helped Sophia to manage
competing stakeholder groups such as faculty, staff, and administrators while maintaining a
positive relationship with each since she became known as fair and impartial.
gained a deeper understanding of the strategies that these women apply, as well as the ways in
which emotional intelligence serves to advance womens leadership skills in the community
college sector of higher education. This study revealed emotional intelligence in practice through
93
the themes of considering the big picture, obtaining constructive feedback, and increasing
This study offers key take-aways that demonstrate how these findings contribute to
leadership success in the community college setting for the study participants in the form of
contextual examples that women community college leaders can immediately apply to their own
leadership activities in order to become more emotionally intelligent leaders. Also, the themes
that were revealed through this investigation align with an integrated approach to emotional
First, the major theme of considering the big picture relates to the appraisal of a social
Considering the big picture translates into successful leadership specifically, as prior to
rushing to pass judgement or drawing a conclusion, it was discovered that a leader must obtain
an understanding of where all stakeholder groups are coming from. It is not necessary to agree
with the respective views of each stakeholder group, but to have an appreciation for their
position. Not considering such insights, may result in a leader potentially making a decision that
is not a fully informed choice or in the leader making assumptions about from where a
Second, the major theme of obtaining constructive feedback equates with the aspect of an
integrated approach to emotional intelligence that suggests the regulation of emotional responses
in oneself or others, and the ability to adapt ones emotional response to achieve a desired
outcome leads to effctive leadership. In adjusting ones reactions to maintain an optimal outcome
in a social or interpersonal exchange, the study particiapants were able to avoid previous
mistakes by using a different leadership approach (Boyatzis, 2009). This investigation revealed
that learning from mistakes is an inherent part of emotional intelligence development in a leader
and translates into successful community college leadership by viewing mistakes as a learning
opportunity and not as a negative occurrence. A leader who obtains the opinion of a trusted
confidant so that she can tweak her strategy in the future learns from her mistakes and becomes a
Finally, the major theme of increasing perceptivity which includes the sub-themes of
distinguishing unspoken cues, understanding the consequences of ones actions, and responding
leadership (Walumbwa, Avolio, Gardner, Wernsing, & Peterson, 2008). The study participants
revealed that by distinguishing unspoken cues combined with understanding the consequences of
their actions and by responding appropriately, that they avoided looking like the villain and
CHAPTER 6
Recommendations
Chapter 6 outlines the significance of this study, explains the study limitations, and
provides suggestions for future research. Importantly, this chapter also offers implications for
practice.
Significance of Study
This study applied an integrated approach to emotional intelligence which comprises the
impact of ones emotional responses in that situation. Also included in the integrated approach
are the regulation of emotional responses in oneself or others as well as the ability to adapt
ones emotional response to achieve a desired outcome (Bar-On, 1988; Goleman, 1995, 1998;
Mayer & Salovey, 1997; McClelland, 1973; Salovey & Mayer, 1990).
Interestingly, each of these aspects of emotional intelligence align with the themes that
were revealed through the investigation which include considering the big-picture, obtaining
of the themes play an essential role in developing emotionally intelligent women leaders who can
positively impact the sustainability of their organizations. These findings are significant as they
empirically advance the understanding of women leaders, and elucidate the importance of
emotional intelligence.
In particular, this study advances emotional intelligence theory in two ways. First, it puts
emotional intelligence theory into context and it demonstrates the viability of an integrated
to guide their leadership activities. Through this study, women community college leaders may
have a better understanding of how to apply emotional intelligence theory in actual leadership
scenarios in order to serve an effective leader in the community college sector of higher
education.
Second, through the three major themes and respective sub-themes, support for an
integrated approach to emotional intelligence emerged across the studys findings (Bar-On,
1988; Goleman, 1995, 1998; Mayer & Salovey, 1997; McClelland, 1973; Salovey & Mayer,
viable and necessary. Since each of the themes that emerged during this investigation align with
an aspect of the integrated approach to emotional intelligence, there is enough evidence to justify
successful leaders help community colleges to achieve favorable student success rates which
contributes to the ultimate sustainability of the institution. This studys findings may also be of
97
particular value to women leaders in the community college sector of higher education by
providing them with practical strategies that promote effective leadership and contribute
Moreover, most leadership research has typically been conducted by male researchers
who have placed male-centric views on their data which does not adequately characterize the
experiences of women leaders (Longman & Madsen, 2014, p. ix). This study advances the
community colleges in their own voices and provides suggestions based upon womens own
knowledge and understanding of their leadership roles. Results offer valuable insights related to
the perceived value of emotional intelligence skills of women leaders and how women leaders
This study is significant in its value to the community college sector of higher education
because now more than ever, the expectations of community college leaders are different from
prior expectations since community colleges are being called to serve more students than ever
before and with decreasing resources (Lumina, 2015; The White House, 2015). Priorities have
shifted to responsibility for improving student achievement in a strategic and timely manner
(American Association of Community Colleges, 2013). This, emotional intelligence may be one
key to effective leadership that may help to promote organizational sustainability in the face of
such challenges.
Expanding the study to include direct reports of the executive level women leaders would
level roles as opposed to just relying on the limited view of each study participant and their
perceived effectiveness as a leader. In addition to including direct reports of the leader, it may be
useful to include feedback from peers and other organizational stakeholders who interact with
This study also does not attempt to generalize the findings to all leadership scenarios.
Rather, it reveals the phenomenon in the context of women community college leaders who
participated in this study. Future research could replicate this study with more diverse
participants in other community college settings. Additionally, future research could explore how
women leaders in university president-level roles describe the impact of emotional intelligence
on their leadership effectiveness. This would provide additional insights for executive-level
women leaders who may aspire to presidential roles. Moreover, gaining an understanding of how
other sectors of higher education, such as private institutions, would also be useful and offer
necessary. Prior emotional intelligence theory authors have suggested the need for more research
in this area and this study affirms the need for such an integrated approach (Cherniss, 2004).
This study serves as a beginning point towards advancing the empirical knowledge base
settings. The major themes along with the corresponding sub-themes identified in this study
effective leadership for women leaders in the community college sector of higher education.
Based upon findings in this study, I propose the following recommendations for community
college institutions and women community college leaders who wish to increase their emotional
intelligence capacity.
The first suggestion relates to the theme of understanding the big-picture and involves
departments in community college organizations. In doing so, the respective units may develop
an understanding of how the activities that transpire in their area impact the entire institution.
women community college leaders includes activities such as hosting leadership retreats, lunch
and learn sessions, or monthly book clubs. Staff development activities that include role-playing
as a means to model emotionally intelligent behaviors may also allow for collaboration and
may develop an understanding of where their unit fits into the context of the organization as a
emotional intelligence.
100
specifically where many women already are known to advance to higher levels of leadership
from within the organization (Eddy, 2013). Aligning with the theme of seeking feedback and
being open to receiving constructive feedback, community college campus leaders could
establish opportunities for women to share and receive constructive feedback with one another in
a safe environment. Examples may include establishing a mentorship program where women can
voluntarily agree to be critiqued by a trusted source who can offer helpful feedback and
suggestions for improvement. Similarly, women leaders should have mechanisms in place to be
able to solicit feedback from other members. A rubric could be created that explains the types of
activities that are to be evaluated along with specific interventions that can be applied or the
offering of supportive discussion groups where women can gather to discuss how to enhance
their skills. Developing community college leaders who are prepared to lead during these
Women who aspire to leadership positions, as well as existing women leaders, could also
be encouraged to become familiar with the integrated approach to emotional intelligence and to
apply the principles into their daily leadership activities. Emphasis could be placed on helping
women to respond to sensitive situations by learning to first consider the consequences of their
actions and possible adverse impact to others. For example, teaching such leaders the skills of
arises which may be accomplished by having a series of possible responses such as waiting to
101
respond, not responding at all, or preparing a neutral emotionally intelligent default response that
achieve a desired outcome should be integral to the mission, vision, and culture of any
organization that wishes to develop its leadership capacity and to support women leaders. The
process of developing emotionally intelligent women leaders should be on-going and planned
carefully. I suggest creating specific leadership workshops or discussions targeted to each aspect
adaptability, regulation, and increasing perceptivity. This type of intervention may also lend
These recommendations support the call from the American Association of Community
that specifically teaches leaders how to become more cognizant of others feelings and to
recognize those emotions appropriately may be useful in this respect. Workshops may require the
development of a specific curriculum which may include the use of interactive teaching methods
Certainly not exhaustive, but such recommendations provide a starting point for
organization. Additionally, the recommendations offer a roadmap for women community college
102
Conclusion
leader. The literature review revealed an integrated approach to emotional intelligence which
combines the commonalities of the existing emotional intelligence theories into one unified
approach which comprises the appraisal of a social situation, or interpersonal exchange, resulting
in a greater awareness of the impact of ones emotional responses in that situation; the regulation
of emotional responses in oneself or others; and the ability to adapt ones emotional response to
achieve a desired outcome (Bar-On, 1988; Goleman, 1995, 1998; Mayer & Salovey, 1997;
The ultimate significance of this study is that it serves as a starting point to advance the
elucidates the importance of emotional intelligence to women community college leaders, and
this investigation gives us insights in womens own voices into the executive-level leadership
experiences of women community leaders. This is accomplished by the study findings which
uncovered a total of three major themes which included considering the big-picture, obtaining
themes provide a contextual framework that women community college leaders can implement
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Table 1
Major Themes and Associated Sub-themes
Major Theme Prototypical Example
Considering the big-picture Knowing how the activities that transpire in
a single department or stakeholder group in
the organization will impact the entire
institution.
Obtaining constructive feedback Obtaining feedback from trusted sources to
assess whether a response to a particular
situation was appropriate and to inform
whether the chosen response was
emotionally intelligent.
Increasing Perceptivity Having an awareness of the impacts of ones
emotional responses in a social situation or
interpersonal exchange results in
emotionally intelligent leadership.
Distinguishing unspoken cues Noticing the feelings and emotions of
oneself and others to guide ones own
thoughts and actions.
Understanding consequences Being mindful of ones actions and
considering the penalties of ones behaviors.
Responding appropriately The ability to adapt ones emotional
response to achieve a desired outcome.
125
Principal Investigator:
Ayisha Sereni, MBA, Doctoral Candidate
610.328.6100
asereni@eastern.edu
Ayisha Sereni is a graduate student pursuing a Doctor of Philosophy (Ph.D.) degree in the
Organizational Leadership program at Eastern University located in St. Davids, Pennsylvania.
This is an invitation to participate in a research study that will examine the experiences and
practices of executive-level women leaders in the community college sector of higher education.
You have been identified as a potential research participant in this study since you have
experience as an executive-level community college leader. For purposes of this study,
executive-level leaders are defined as engaging in the following activities:
include fiscal oversight that involves the analyzing and projecting of financial operations,
the hiring or termination of managerial-level staff, negotiation and approval of legally
binding contracts, and engaging in communications with stakeholders such as other
executives or trustees (IPEDS; 2016).
Please be sure to read this form in its entirety and ask any questions you may have before
agreeing to participate in this study.
Confidentiality:
1. Participation in this study is voluntary and anonymous.
2. Pseudonyms will be utilized in order to maintain anonymity.
3. Only the Principal Investigator will know the identity of the research subjects.
4. Identification of the research subjects will not be possible by the procedures employed or
from the information obtained.
5. In any sort of report that may be published, no identifying information will be disclosed
that would result in the identification of any research subject.
Background:
In order to prepare women to become effective higher education leaders, it is necessary to
convey helpful information on this topic through scholarly articles (Madsen, 2012). By
illuminating the experiences of women higher education leaders, significant strides in leadership
research are made through the broadening of the research base. Presently, the research base is
generated mostly by male researchers and comprised of studies related to male leadership
resulting in a male-normed culture (Longman & Madsen, 2014, p. ix). Moreover, there is a
lack of empirical data related to the experiences and practices of women leaders outside of the
business or commercial sectors (Olsson, 2002). Thus, by exploring the leadership experiences of
executive-level women higher education leaders, vital data can be gleaned offering insight and
implications towards advancing leadership theory and practice (Elliott & Stead, 2008).
Background Information:
The above named Principal Investigator is conducting a dissertation research study. The study is
designed to examine the leadership experiences and practices of senior-level women community
college leaders.
Procedures:
As a participant in the study, you will be asked to:
1. Participate in one to two personal interviews with the Principal Investigator that will
consist of a detailed initial interview and if needed, a clarifying follow-up interview.
Interviews will be conducted between December 2016 and January 2017. The detailed
interview is anticipated to last approximately 90 minutes. The clarifying follow-up
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Compensation:
There is no monetary compensation provided in this study. Refreshments may be supplied.
Voluntary Nature of the Study: Participation in this study is voluntary. Your decision whether
or not to participate will not affect your current or future relations with Eastern University and
will result in no penalty. If you decide to participate, you are free not to answer any question or
withdraw at any time without affecting those relationships and without penalty.
This project has been approved by Eastern Universitys Institutional Review Board as indicated
by the date in the lower right-hand corner of this document. Do not agree to participate in this
study if the date is older than one year. If you have any concerns about the manner in which this
study is conducted, you may contact the IRB at email irb@eastern.edu. You will be provided
with a signed copy of this information to keep for your records.
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CONSENT STATEMENT:
I have read the above information and agree to participate in this research study. I understand
that if I have any questions or concerns regarding this project, I can contact the investigator at the
above location or the Eastern University Institutional Review Board at IRB@eastern.edu. I
consent to participate in the study.
_____________________________ ________________
(Participants Signature) (Date)
______________________________ _________________
(Investigator Signature) (Date)
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Interview Protocols/Questions
Research Question
What is the perceived role of emotional intelligence on the leadership effectiveness of executive-
level female community colleges leaders?
Rapport Building
Private, in-depth initial interviews will be conducted by the researcher and each study participant
in an environment that allows the participant to feel comfortable and, therefore, focused on the
interview. I expect that the interview will occur in an office or conference room. The interview
will look and feel as though it is a conversation. Ice-breaking strategies will be incorporated at
the beginning of each interview. These approaches will maximize my ability to gain rapport,
ensure confidentiality, as well as convey empathy to the study participants.
Lets talk about a time in your work as a community college leader that you consciously
regulated your emotional response in a social exchange in order to reach a desired
outcome. How did you select the given outcome opposed to responding differently? What
was the process like? How has your emotional regulation developed over time?
Would you say that your sense of adaptability has changed or developed while serving in
your role as a senior-level community college leader?
Describe which leadership experiences have influenced your ability to adapt to
ambiguous situations?
In what ways do you adapt your emotional response(s) to an unexpected comment or
situation?
Tell me about the most important influences on your emotional intelligence during your
academic career?
During the course of the interviews, I will select additional questions as the dialogue develops.
Closing
Is there anything that we did not cover that you would like to add or feel would help me to
understand the role of emotional intelligence in your leadership effectiveness?