Exploring emotion in the higher education workplace: capturing contrasting perspectives using Q methodology

Woods, Charlotte

doi:10.1007/s10734-012-9535-2

Cited by 31 publications

(29 citation statements)

References 35 publications

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“…This emotional domain will undoubtedly enable these individuals to face challenges not only in their current and future professional arenas but also in other spheres of their lives, helping them achieve well-being and personal happiness. This will occur by strengthening their tenacity, ability to deliver, perseverance, and determination to successfully address key moments such as graduating, entering the workforce, and inclusion as active and productive members of society (Heck and Johnsrud, 1994; Gibbs, 2010; Woods, 2012; Mocanu and Zamfir, 2014; Poortman et al, 2014). …”

Section: Discussionmentioning

confidence: 99%

“…The individuals who succeed in reaching this completeness will, without doubt, achieve tenacity, the ability to deliver, perseverance, and determination to overcome challenges during key moments such as graduating, entering the workforce, and inclusion as active and productive members of society. These skills will translate into other spheres of their lives and to future challenges throughout their professional careers and their search for well-being and personal happiness (Heck and Johnsrud, 1994; Gibbs, 2010; Woods, 2012; Mocanu and Zamfir, 2014; Poortman et al, 2014; Caballero et al, 2015). …”

Section: Discussionmentioning

confidence: 99%

“…If a positive climate is offered in the university environment for the mastery of optimized emotional management, the experiences of multiple teachings are strengthened and reach completeness in their internalization and implementation by individuals (Woods, 2010, 2012; Erkutlu and Chafra, 2014; Goggin et al, 2015). …”

Section: Introductionmentioning

confidence: 99%

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Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

2018

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Since the introduction of the Bologna Process, the goal of education has been not only to acquire technical skills but also to master other skills, such as teamwork, effective communication skills, time optimization, and the ability to manage one's emotions. The present work describes a program to develop emotional intelligence in higher education, the “Emotional Intelligence Training Program,” with a multimethodological approach that offers the opportunity for university students to develop their emotional intelligence. A total of 192 higher education students participated in this educational experience. Of the participants, 66% were women, and 34% were men; the average age of the sample was 18.83 years with a standard deviation of 2.73. The results indicate that our program can help improve emotional intelligence through three proposed methodologies: online, in the classroom, and coaching. It has been demonstrated that the program is effective in the three methodological modalities presented, offering a range of possibilities to future users because it is possible to select the most appropriate modality based on the resources and possibilities available in each situation. Finally, Future research should focus on the application of this program to assess the acquisition of emotional competences at the postgraduate level.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

2018

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“…When seeking and creating positive and nutritious teaching-learning environments, where the development of capacities for emotional management is promoted, another aspect that Gross includes in the Extended Process Model must be analyzed, the importance of the dynamic context as the setting for interpersonal relationships. This factor is an influencer that allows the teaching experiences to be strengthened, facilitating the internalization and apprehension of knowledge and its subsequent implementation by students (Woods, 2010(Woods, , 2012Erkutlu and Chafra, 2014;Goggin et al, 2015;Gilar-Corbí et al, 2018), while avoiding that teachers reach exhaustion when experiencing negative emotions (Chang, 2013).…”

Section: Emotional Regulationmentioning

confidence: 99%

Conflict Mediation, Emotional Regulation and Coping Strategies in the Educational Field

2020

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Teachers who present high emotional skills and knowledge of strategies to mediate the conflicts generated in the classroom, are able to exercise a better management of both the teaching tasks that correspond to them and to establish an emotionally nutritive and productive educational climate for the students. This research aims to study and analyze, under an integrative conceptual revision methodology, the theories and models that consider individual, group and social aspects of the origin, development and attention of conflicts, as well as emotional elements that underlie people's behavior. All this within interpersonal relationships and in the different areas of action; in order to synthesize the results of each, establishing points of agreement and complementarity that serve to be adapted to the educational field. Educational mediation and emotional regulation are two constructs that have been previously studied separately, or in conjunction with others, but not in a complementary way between them. The presentation of these conceptual discussions suggests the formulation of new theoretical proposals, aimed at improving interpersonal relationships, the environment and dynamics of teaching-learning, focusing efforts on the teachers' collective.

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“…Constant stress in the college workplace, regardless of the source, has potential repercussions in other areas of an employee's life. Research suggests that workrelated stress can result in negative effects at work, outside of work, and in employees' general physical, psychological, and emotional health [11][12][13]. These negative effects and high levels of stress are reported to be common among individuals employed at a college level, particularly by members of the academic staff [5,8].…”

Section: Introductionmentioning

confidence: 99%

Using the WEIS-SR to evaluate employee perceptions of their college work environment

Dorsey

Kaye

Barratt

et al. 2016

WOR

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Abstract. BACKGROUND:Colleges have been experiencing reduced resource allocations, shifting student expectations, and organizational change. These changes increase employee stress at all levels. Ensuring that employee needs are being met and promoting a healthy and productive workforce has never been more important. OBJECTIVE: To investigate employees' current perceptions of their work environments using the Work Environment Impact Scale-Self Rating (WEIS-SR). METHODS: Full and part time employees on a small college campus in the United States were surveyed using the WEIS-SR through an online survey program to protect their anonymity. RESULTS: Perception of staffing levels, workplace support for a healthy lifestyle, number of supervisors, and personal health ratings contributed to employee perceptions of their work environment. There were also differences between staff, administration, and tenured and non-tenured faculty. CONCLUSIONS: From an occupational performance perspective, valuable information on employees' levels of volition, performance capacity and habituation, and perceptions of their physical and social environment in relation to their work environments was obtained. Further support for the use of the WEIS-SR and psychometric properties of the instrument (reliability and validity) was obtained.

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Exploring emotion in the higher education workplace: capturing contrasting perspectives using Q methodology

Cited by 31 publications

References 35 publications

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

Conflict Mediation, Emotional Regulation and Coping Strategies in the Educational Field

Using the WEIS-SR to evaluate employee perceptions of their college work environment

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