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A sequential mixed methods study: an exploration of the use of emotional intelligence by senior student affairs officers in managing critical incidents
Dissertation   Open access

A sequential mixed methods study: an exploration of the use of emotional intelligence by senior student affairs officers in managing critical incidents

Brian Johnson
Doctor of Education (Ed.D.), Drexel University
Dec 2013
DOI:
https://doi.org/10.17918/etd-4374
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Abstract

Emotional intelligence Student affairs administrators Educational leadership Education
Emotional intelligence is a relatively new academic discipline that began forming in the early 1990s. Currently, emotional intelligence is used in academia and in business as a new intelligence quotient. This research study investigates how Senior Student Affairs Officers' use their emotional intelligence ability during critical incidents. The study explored the emotional intelligence of Senior Student Affairs Officers by examining the critical area of managing emotions. Additionally, the study used each participant's emotional intelligence data to understand and provide meaning to how Senior Student Affairs Officers manage critical incidents using their identified emotional intelligence capabilities. A sequential mixed methods exploratory research design was used as the framework for this research. The quantitative aspect of the study used the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to establish a baseline set of data regarding Senior Student Affairs Officers' capabilities for managing emotions. The quantitative data were gathered through in-person interviews conducted with three Senior Student Affairs Officers at their place of employment. The MSCEIT assessment findings indicate that the sample population exhibited a competent rating in their ability to manage their emotions. The interviews further explored the concept of managing emotions through the lens of critical incidents that occur on campus. Findings from the sample population of Senior Student Affairs Officers indicated that they have a competent rating for their ability to manage their emotions. Scoring for the competent rating resulted from a comparison of the normative database for the MSCEIT test. In addition, the results indicated that age, gender, education level, and years of experience of the sample population did not statistically impact the participants ability to manage their emotions. Finally, the qualitative aspect of the study deeply revealed how the sample senior student affairs officers manage their emotions in practice.

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