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Emotional Intelligence Effects on a Students Career Employability

Date:  2021-05-26 16:59:59
6 pages  (1634 words)
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Introduction Universities noticed that Emotional Intelligence (EI) to be a significant predictor of the students psychosocial employability attributes (Potgieter, Coetzee, 2013, p. 187). The research provides value that can be utilized within a universities career development department, admissions department, or student services department to better counsel students in their approach towards their career post-graduation. Early on in a students academic career it is recommended through previous research that freshmen should utilize emotional intelligence training in their academic programs (Gliebe, 2012). Academic habits carry over to career habits and academic leaders need to determine the emotional intelligence of their students to better determine the approach to the students career decision making process (Salami, 2010). (Jiang, 2015) Future needs are to study the underlying role of emotion in career confidence based on emotion and career framework that determines the leader direction for vocational development. The study notices a strong relationship between career approach and emotional intelligence (EI), suggesting the understanding of EI is one of the predictors of future job performance. (Mathew & Gupta, 2015) analyze the relationship between transformational leadership (TL) and emotional intelligence (El). Further research is suggested for continued research for applying El in order to enhance transformational leadership style and student awareness on larger diverse populations. It is to assist leaders and students become more emotionally intelligent.

Introduction

This section briefly overviews the research focus or problem, why this study is worth conducting, and how this study will be completed.

The recommended length for this section is one paragraph.Dissertation topic is introduced. Describes how the study extends prior research or fills a need or defined gap from current literature. NOTE: This Introduction section elaborates on Point #1(the Topic) from the 10 Strategic Points. This Introduction section provides the foundation for the Introduction section in Chapter 1 of the Proposal.

NOTE: When writing this section ensure it has a logical flow, as well as uses correct paragraph structure, sentence structure, tense, punctuation, and APA format.

Background of the Problem

The United States federal student loan programs have an issue with the rising amount of the student loan debt ratio and gainful employment. The amount of the student loan debt is currently moving towards a potential economic downfall of the United States society and with each year the numbers are climbing with no solutions, the Gainful Employment regulations were an initial step in creating such a solution (Smith, 2016). The regulations focused on academic outcomes and employment outcomes of the students whom have completed the entire program, graduated, and are seeking employment. If their income to debt ratio is less than 8% of total earningsthey are (the university) considered to have passed the requirements (Mayotte, 2015, para.9). Alumni with income to debt ratio between eight and 12% the University is in the warning zone, and alumni that incur an income to debt ratio greater than 12% the University will fail the gainful requirements (Mayotte, 2015). If the University fills this requirement to three consecutive years or are in the zone for four consecutive years (Mayotte, 2015, para. 12) will not be able to offer federal student aid for a minimum of three years without the ability to offer students federal financial aid it will become impossible to maintain the University and keep its doors open.

With more of a focus on outcomes now and employability, universities have seen, as mentioned prior, then emotional intelligence is a predictor to an alumnuss potential earnings and career opportunities. To increase the income to debt ratio for alumni, the focus has shifted to the use of emotional intelligence in a students career employability. Universities noticed that emotional intelligence (EI) to be a significant predictor of the students site psychosocial employability attributes (Potgieter, Coetzee, 2013, p. 187). The research provides value that can be utilized within the universitys career development department, admissions department, or student services department to better counsel students in their approach towards their career post-graduation. Early on in a students academic career it is recommended to previous research the freshman should utilize emotional intelligence training in their academic programs (Gliebe, 2012). Academic habits carry over to career habits and academic leaders need to determine the emotional intelligence of the students to better determine the approach of the students career decision-making process (Salami, 2010). Jiang, (2015) stated future needs are to study the underlying role of emotion and career confidence based on emotion and career framework that determines the leader direction for vocational development. The study notices a strong relationship between career approach in emotional intelligence (capital EI), suggesting the understanding of EI is one of the predictors of future job performance. (Matthew and Gupta, 2015) analyzed the relationship between leadership and emotional intelligence. Further research is suggested for continued research for applying EI in order to enhance leadership styles and student awareness on larger diverse populations. It is to assist leaders and students become more emotionally intelligent.

Currently, it is not known how to use emotional intelligence students academic self-awareness or education means to hire employability traits. Therefore, based on the gaps in literature, there is a need for this multi case study to examine the relationship between emotional intelligence (EI) and students employability post-graduation. The results from previous works EI and employability were positively associated with self-perceived academic and career success.

Background of the Problem

The background section explains both the history of and the present state of the problem and research focus.

The recommended length for this section is two-three paragraphs.

Identifies the need, or defined gap that will lead to the research problem statement in a following section. Citations from the literature in the last 5 years describe the problem as a current need or gap for further research. Discusses how the need or defined gap has evolved historically into the current problem or opportunity to be addressed by the proposed study. ALIGNMENT: The problem statement for the dissertation will be developed from and justified by the need or defined gap that is described in this section and supported by the Literature. NOTE: This Background of the Problem section uses information from Point #2 (Literature Review) in the 10 Strategic Points. This Background of the Problem section becomes the Background of the Study in Chapter 1 in the Proposal. It is then expanded to develop the comprehensive Background to the Problem section in Chapter 2 (Literature Review) in the Proposal.

NOTE: When writing this section ensure it has a logical flow, as well as, uses correct paragraph structure, sentence structure, tense, punctuation, and APA format.

Theoretical Foundations and Review of the Literature/Themes

Theoretical Foundation: Banduras Self-efficacy (Bandura, 2012) is an assessable characteristic that creates successful personality developments. The theoretical certainty of Banduras theory of self-motivation, the character trait of self-efficacy within the processes, and functional role of consciousness is normal human behavior according to Bandura (Bandura, 2015).

The Malcolm Baldrige Model, Hertz discusses studies that assessed the value of Baldrige criteria and process and offers high-level results that support its usefulness to improve transformational leadership (Hertz, 2012). The Baldrige model codes principles of quality management in clear and accessible language, but also providesa comprehensive framework for assessment towardscustomer satisfaction and employee involvement (Karimi, Safari, Hashemi, & Kalantar, 2014).

Transformational Leadership; what specific behaviors does a leader show and/or need to produce higher outcomes (Frisch & Huppenbauer, 2014) Emotional Intelligence; examine the relationship between emotional intelligence (EI) and career decision-making self-efficacy (Jiang, 2016) Career Indecisiveness; the study is to discover variances in personality traits and apparent academic needs between prepared and underprepared first-year college students to improvestrategies for leaders to provide guidance that works well with this student population.

Theoretical Foundations and/or Conceptual Framework

This section identifies the theory(s) or model(s) that provide the foundation for the research. This section should present the theory(s) or models(s) and explain how the problem under investigation relates to the theory or model. The theory(s) or models(s) guide the research questions and justify what is being measured (variables) as well as how those variables are related (quantitative) or the phenomena being investigated (qualitative).

Review of the Literature

This section provides a broad, balanced overview of the existing literature related to the proposed research topic. It describes the literature in related topic areas and its relevance to the proposed research topic findings, providing a short one-two sentence description of each theme/topic and identifies its relevance to the research topic supporting it with at least one citation from the literature.

Theoretical Foundations section identifies the theory(s), model(s) relevant to the variables (quantitative study) or phenomenon (qualitative study). This section should explain how the study topic or problem coming out of the need or defined gap in the Background to the Problem section relates to the theory(s) or model(s). (One paragraph)Review of the Literature Themes/Topics section: This section lists the major themes or topics related to the research topic. It provides a short one-two sentence description of each theme/topic and identifies its relevance to the research topic supporting it with at least one citation from the literature. (One or two sentences per theme/topic). ALIGNMENT: The Theoretical Foundations models and theories need to be related to and support the problem statement or study topic. The sections in the Review of the Literature are topical areas needed to understand the various aspects of the phenomenon (qualitative) or variables/groups (quantitative) being studied; to select the design needed to address the Problem Statement; to select surveys or instruments to collect information on variables/groups; to define the population and sample for the study; to describe components or factors that comprise the phenomenon; to describe key topics related to the study topic, etc. NOTE: The two parts of this section use information from Point #2 (Literature Review) from the 10 Strategic Points. This Theoretical Foundations section is expanded upon to become the Theoretical Foundations section in Chapter 2 (Literature Review). The Theoretical Foundations section is also used to help create the Advancing Scientific Knowledge s...

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