The aim of this study is to investigate the relationships between emotional demands, emotional intelligence and perceived stress in a sample of academic employees. The sample size of 100% (N =533) includes the following: 45.8% (N = 244) are male with a mean age of 48.78 (SD = 10.9) and median of 49; and 54.2% (N = 289) are female with a mean age of 47.29 (SD = 9.78) and median of 48. All academics work for universities in different countries around the world.Instruments associated with managing emotions (Trait emotional intelligence questionnaire-short form, TEIQue-SF) and perceived stress scale (PSS) are used in this study and the findings show that there is an invert relationship between perceived stress scale (PSS) and managing emotions; as PSS reduces managing emotions increases. The findings of this study provide a user-friendly summary that can inform and contribute to theory and future research.

This article discusses the need for quality cultures in organizations. Such cultures can be achieved by developing and improving training and development programmes. Many organizations traditionally have made efforts to deskill their workforces believing that the simpler the job becomes the easier it is for the employee to perform his or her duties. This will result in improved efficiency and thus improved productivity. The traditional view is that training and development are unnecessary.This outlook is unsuitable in a quality culture. Organizations should not live in the past and they should not fear the changes that are required to achieve a quality culture.Beyond training and development a quality culture can be achieved by "reframing" the way people think and operate throughout the organization. Organizations have developed a general acceptance of "short termism", providing high returns to the shareholder, over short periods of time. Short termism must be replaced by strategies for the long-term success of organizations. This requires sustainability. Sustainability encompasses reframing and upside-down thinking and will lead to an organization that has a quality culture. A quality culture will develop trust. It will reskill workers. These outcomes will be achieved by improving training and development.

Raises the question why society relies on ranking and grading from the first day of school, through the educational system, into the working environment. Goes on to discuss the effects of extrinsic forces on intrinsic atributes and describes and assesses the concerns/views of theorists such as Deming, Latzko and Bramham. Ranking affects us all throughout the whole western world. Indeed it is pervasive throughout the world. Ranking is a fundamental cornerstone of the present education system and is being further developed within organizations by means such as performance appraisal, target setting, merit system, etc. Suggests that ranking should be replaced by co-operation and that recognition of the need to change is required. This may require government legislation. It also has to be encouraged by those who develop education and training policies.

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