Selected Academic Articles

This paper posits that the concept of emotional intelligence (EI) has not advanced as quickly and adroitly as it could have because of a lack of validity studies that combine the two most prevalent models, emotionality ability (EA) and emotional competency (EC). Although prior EI validations studies exist, none have examined the relationship between the primary EA and EC measurement tools – the Mayer-Salovey-Caruso Emotional Intelligence Test and the Emotional Competency Inventory – University Edition, respectively – at the sub-trait levels with a population of undergraduate and MBA students. Findings indicate that there is no direct relationship between the total item scores and limited relationships among sub-trait scores. The paper concludes by issuing a call for research that conceives of EI as both an ability and a constellation of behaviors, and measures EI with a combination of knowledge, reasoning, self-report, and other-report, to provide a more holistic and encompassing examination that would foundationally contribute to unlocking the construct’s potential.

To deny that there is a tension between research and teaching activities and demands at most management education institutions would be disingenuous. But it would be equally disingenuous to deny the productive synergies and reciprocities between knowledge creation, dissemination and application. Scholarship and education are the twin pillars that serve as the foundation of most academic management education institutions. Yet there are two trends prevalent in the more prestigious research universities: that excellence in scholarship and education are both critical to faculty selection and promotability, and that one of these pillars (research) is more strongly encouraged and rewarded than the other, exacerbating the tension and impeding the realization of effective institutional balance. This chapter examines the apparent dichotomy between teaching and research and the relationship between them. In the chapter, we assess the dominant paradigm for faculty recognition in leading business schools, and question the assumptions on which it is grounded. Examining data from studies that have explored the relationship between faculty research productivity and teaching excellence, we discuss those findings and their implications for current and future faculty reward systems and institutional priorities.