Emotional intelligence and institutional culture are considered as crucial factors of effectiveness for any organization. Researchers are keenly and constantly studying these factors for the last three decades. The study of institutional culture continues to gain increasing eminence. Emotional Intelligence helps Institutional leaders to cultivate such an institutional culture that produces organizational effectiveness. The objective of the current study was to investigate the effect of Institutional Culture on the Emotional Intelligence of HEIs Students. The universities were selected from one of the countries of South Asian developing region i.e. Pakistan. The study sampled 598 respondents from the department of management and social sciences of the HEIs of Rawalpindi and Islamabad. The result was obtained using statistical calculations through Pearsons correlation and regression analysis. Therefore, the study found a strong positive relationship between institutional culture and emotional intelligence. The study offers significant recommendations for concerned institutions.

Esprit-De-Corps encompasses cohesion, loyalty and unity within an organization. The study is focused on the existing threads of EspritDe-Corps and its comparison in public and private sector universities. A sample of 533 faculty members was taken. The team STTEPS (T-TAQ) questionnaire was adapted for collecting the data. The data was analyzed through Percentage, mean and t-test. It was concluded that the strands of Esprit-De-Corps are more prevalent in private sector universities. It is recommended that faculty members may be involved in decision making process and trainings pertaining to leadership, communication and other live skills may be imparted.

This research intended to examine and explore the effectiveness of teachers mentoring practice on the academic achievement of university students. This study is descriptive, in nature Objective of the study was to measure the effectiveness of teachers' mentoring practice on students’ academic achievement at the university level. The hypothesis of this study is: there is a positive impact of teacher mentoring on students' achievement. For this purpose a stratified random sample of 100 respondents was collected from two distinct groups of the population were from both genders male teachers and female teachers who are teaching in respective institutions and male and female students who are studying from same institutes.  The result obtained from the research study revealed that there is a positive and constructive connection between teachers mentoring practice and students' academic achievement. It is recommended that the government level and state levels should encourage mentoring programs for beginner teachers at the university level and should also provide the necessary infrastructure to facilitate in all institutions. It is also recommended that Administrative heads of institutions e.g. Vice-Chancellors, Deans, and Heads of Department, should ensure that effective and efficient mentoring programs exist and are encouraged in their respective Faculties and Departments. Heads of departments should ensure that newly appointed teachers may fully aware of the significance of mentoring.