Exploring the role of emotional intelligence and gender in faculty burnout

PurposeThe purpose of this study is to assess the intellectual property (IP) policy and innovation practices of higher education institutions (HEIs) and to understand the impact of national intellectual property rights (IPR) policy at the ground level. It identifies the barriers of HEIs in the generation of IP, its commercialization and technology transfer.Design/methodology/approachThis cross-sectional study aims to understand the innovation practices and IP policy framework of HEIs in India. It was studied in a qualitative approach with a structured questionnaire tool deployed to the top management of HEIs (targeted respondents), using convenience sampling methods.FindingsThe results imply that IP policies and innovation practices of HEIs in India are evolving and need to align with the global standard as envisaged in the national IPR policy. Lack of commensurate incentives to the inventors, linkages with industries and facilities were found to be major barriers among HEIs and research institutions. Institutional IP policy shall be framed to promote industry linkages with universities resulting in successful IP generation and technology transfer.Research limitations/implicationsThe sample size in this study is less; however, it does not have an impact on the study outcome, as it is a qualitative approach.Practical implicationsThis study brings awareness among stakeholders of IP generation and commercialization regarding the barriers and needed changes to overcome them through policy.Social implicationsIt helps policymakers to redesign the tools of IP and innovation policy to enable the innovation promotion at HEIs. This study identifies innovation practices and institutional barriers in the generation of IP.Originality/valueThis qualitative survey-based study helps in understanding the innovation practices of HEIs in India. It also aims to identify the barriers of HEIs on the generation and commercialization of IP.

Library websites plays an important role in dissemination of information of the institution and library resources. It acts as a trustworthy mirror of the institute. To evaluate the library website performance webometric tools and indicators are required. The present study calculated web impact factor (WIF) and R-WIF (Revised WIF) of top ten library websites of HEIs (Higher Educational Institutes) of India and further correlated both the formulas with Spearman’s Rank Correlation. It was found that WIF and R-WIF are correlated and associated which depicts that there is very less difference between the two ranking methods. The position of library websites of half HEIs of India is same while evaluating through both the formulas. After a pilot survey, the list of top ten HEIs of India is extracted from ranking web of Universities. Google search engine was chosen for the study. dx.doi.org/10.14429/djlit.35.5.8788

PurposeThis study aims to investigate the relationship between talent management, organizational commitment and turnover intention. The moderating role of gender and experience in relationships was explored.Design/methodology/approachA conceptual model was developed, and relationships were studied by collecting data from 392 faculty members working in higher educational institutions (HEIs) in southern India. After checking the instrument’s psychometric properties using the LISREL package of structural equation modeling, data were analyzed using Hayes’s PROCESS macros.FindingsThe results revealed that talent recruitment strategies positively predict organizational commitment and negatively predict turnover intention; organizational commitment mediates the relationship between talent management and turnover intention. Further, the results documented that experience (first moderator) and gender of faculty members (second moderator) influenced the relationship between talent management and organizational commitment and organizational commitment and turnover intention.Practical implicationsThe outcomes of this research are helpful for the administrators of HEIs to strategize to attract and retain talented faculty to maintain sustained competitive advantage. This research also helps to understand gender differences that exist in talent management and retention and organizational commitment in HEIs.Originality/valueThe three-way interactions between talent management, gender and experience in influencing organizational commitment and turnover intentions is a novel idea that contributes to the talent management literature – the relationship between talent recruitment strategies and talent engagement. The implications for talent management theory and practice are discussed.

PurposeThe explosion of the deadly coronavirus (COVID-19) has led to an unprecedented crisis lately, which has adversely affected the performance level of professionals in the educational sector worldwide because of numerous constraints, imposition of the lockdown being one of those. Organizational resilience (OReg) and emotional intelligence (EI) discretely have been identified as indicators of employee performance (EP) over the years, but during the period of crisis, it has scarcely been analysed. Therefore, this study aims to examine the mediating role of EI on the relationship between OReg and EP in such a global pandemic.Design/methodology/approachIn total, 390 samples including teaching and non-teaching professionals working in higher educational institutions (HEIs) were collected from different HEIs located in India through online survey questionnaires. The collected data was further analysed using regression analysis, factor analysis, structural equation modelling along with bootstrapping technique, reliability and validity analysis, mediation analysis and model fit indices analysis.FindingsThe results of the study confirmed the partial mediation effect of EI on the OReg-EP relationship, and further results also exhibited that employees with a higher level of EI, contribute more positively to the OReg level, which further enhances the performance level at the workplace.Research limitations/implicationsThe samples collected for the current study pertain to the HEIs only, and therefore the present study results have limited general applicability. Furthermore, the study does not investigate the influence of time.Practical implicationsThis study would assist practitioners of HEIs in improving the resilience capabilities of the organization. EP can be improved by enhancing the levels of OReg and individual emotional intelligence, which is in line with the findings of the current study.Social implicationsIn the COVID-19 pandemic, worldwide the students are affected due to the transition to online teaching. This study will help HEI’s to cope up with the student’s loss by being flexible in approach for the retention of performance of employees by taking care of their emotional needs and focusing on their skill development by providing a learning culture in a depressing time of the pandemic so that students will not suffer due to this rapid change without any preparation or previous experience in a pandemic.Originality/valueThe current study examines the mediating effect of EI on the OReg and EP relationship for the first time in HEIs in India.

The motivation behind this paper is to understand the status of water resources management education provided in higher education institutions (HEIs) in India and decipher gaps between what is taught and what is needed in the field. The assessment has been carried out based on the information available on the respective websites of the HEIs using keywords. The authors have also reached out to faculty members and final-year students in universities/HEIs in India. There are a good number of HEIs in India, which offer educational programmes in water-related subjects, though their distribution is skewed and there seems to be a clear bias in favour of the technological aspects of water. Relatively fewer HEIs engage themselves in social, economic and gender-related issues. It is imperative to popularise research in the social, economic and regulatory aspects of water management. Not all HEIs have provided information about the areas of research they engage in, on their websites. Further, a limited number of faculty members and students have responded to the questionnaires. The preparedness of any country in addressing its current challenges can be gauged from the incorporation and subsequent entrenchment of these roles into the fabric of HEIs. This article can be looked upon as reference documents which will go a long way to enabling the identification of synergies, interlinkages and collaboration opportunities to find solutions for a plethora of challenges.

Despite having one of the largest and fastest-growing post-secondary sectors in the world, there has been increasing protest against the lack of academic freedom within HEIs in India in the past decade. This research study carries out a comparative analysis of academic freedom within HEIs in India and the U.S., with a specific focus on how the notion is formulated within key policy documents and the provisions to safeguard it. Preliminary data from the systematic review revealed that while policy documents within both the countries frame the notion along similar lines, various sections within the Indian Penal Code are used to criminalize useful dissent and freedom of expression within HEIs. The study recommends that in order to safeguard academic freedom in India, certain specific sections within the Indian Penal Code (Section 124A, Section-153A, Section-292, Section-295A) should be either repealed or reformulated so that they are not amenable to misuse by the government.

The objective of the present study is to empirically examine the effect of knowledge sharing and trust on psychological capital and emotional intelligence (EI). The study also investigates the relationship between psychological capital and EI on organizational excellence. The role of gender as a moderator is examined in these relationships. The survey data were collected from 792 faculty members from three premier higher educational institutions from the southern part of India. After checking the psychometric properties of the survey instrument, data were analysed using hierarchical regression. The results obtained demonstrate that (a) knowledge sharing is significantly and positively related to psychological capital and EI, (b) trust is significantly and positively related to psychological capital and EI, (c) psychological capital and EI are significantly and positively related to organizational excellence and (d) gender moderated the relationship between (a) knowledge sharing and psychological capital, (b) knowledge sharing and EI, (c) trust and psychological capital, and (d) trust and EI. The implications for management are discussed.

PurposeThe study aims to investigate the impact of “decent work” dimensions on faculty members’ work engagement levels in the higher education institutions in India.Design/methodology/approachData were obtained from 293 faculty members working in higher education institutes in India. The proposed study hypotheses were tested by deploying the statistical technique of multiple regression analysis using statistical package for social sciences Version-24.FindingsResults demonstrated that of the five dimensions of “decent work,” only “access to health care” and “complementary values” were significant predictors of work engagement. “Adequate compensation,” “free time and rest” and “safe interpersonal working conditions” as dimensions of “decent work” were not found to be significantly related to work engagement.Research limitations/implicationsFindings encourage education policymakers to implement a “decent work” policy for faculty members with greater emphasis on ensuring workplace-fit and provision of adequate health-care facilities to keep the workforce engaged.Originality/valueIt is one of the few studies conducted in the South-Asian context that highlight “decent work” as a crucial job resource, useful in enhancing the work engagement of faculty members in higher education institutions.

PurposeThe present study aims to investigate the relationship between institutional influence and performance, mediated through transformational leadership (TL) and moderated by barriers, situational factors, communication and implementation.Design/methodology/approachUsing a structured survey instrument, data were collected from 370 faculty members from 31 higher educational institutions in southern India. After checking the psychometric properties of the instrument, the authors used Hayes’s PROCESS to test the direct hypotheses and three-way interactions.FindingsThe results revealed that TL mediated the relationship between institutional influence and performance. Further, the findings supported the three-way interactions between (1) institutional influence, barriers and communication positively affecting TL; and (2) TL, situational factors and implementation affecting the performance of faculty members.Research limitations/implicationsThis study underscores the importance of TL for the smooth functioning of higher educational institutions and achieving superior performance, especially in the new normal context after the global pandemic.Practical implicationsThis study makes several significant recommendations to administrators in higher educational institutions, in addition to contributing to the vast literature on TL. The study suggests that administrators must invest resources in developing TL skills so that employees reach their fullest potential and contribute to achieving organizational goals. In addition, leaders in organizations need to exercise a transformational style to combat the new normal post-pandemic academic environment.Originality/valueThis study provides new insights into the importance of TL style and institutional influence to enhance performance. To the best of our knowledge, the conceptual model developed and tested the first of its kind in India, significantly contributing to theory and practice.

The stress on becoming a ‘knowledge-based economy’ has pushed the expansion of knowledge-based industries (KBIs) and higher education institutions (HEIs) in India. Employing a mixed-method approach and sequential explanatory research design, this study examines the geographical or spatial distribution and preferences of KBIs and HEIs in India. The analysis of secondary data at the macro level suggests that the states which specialise in KBIs do specialise in HEIs. The analysis at the meso level finds that the clusters of KBIs have a maximum concentration of HEIs even in specialised states. The primary data at the micro level suggests that the local students from the HEIs situated in proximity are hired maximally by the KBIs. Hence, it can easily be advanced that the KBIs, as well as the HEIs, have spatial preferences for each other, and this preference is very profound around populous urban centres.

Purpose– The purpose of this paper is to identify the most significant barriers to successful implementation of information technology (IT) in higher educational institutions (HEIs) of India. Although, educational institutions are investing in IT, they have been not been able to leverage it the same way as other business organizations. The present investigation will assist the management of HEIs to distinguish the key barriers affecting productive IT implementations and further take appropriate measures to deal with it.Design/methodology/approach– For the purpose of the study, focus group and semi-structured interviews were conducted with academicians, administrators, functional heads, and IT staff from various HEIs of India. This research attempts to discover the major barriers to successful implementation of IT in HEIs using an interpretive structural modeling (ISM) methodology. Furthermore, structural analysis and classification of barriers is done using MICMAC analysis.Findings– The results identified the key barriers that if dealt with can help overcome or lower the effect of other barriers preventing successful IT implementation in HEIs. It will provide roadmap to managers and administrators of HEIs to take appropriate measures to overcome the major barrier to effective implementation of IT.Originality/value– Several authors have been studied barriers to implementation of IT in industry and educational institutions, but none have found the most significant barriers that affect successful implementation of IT and may drive other impediments. This research draws inspiration and is being carried out for Indian HEIs.

Individuals have dissimilar personalities, diverse wants and needs and they have different ways of showing emotions. To navigate through all this, it takes tactics and intelligence particularly if one hopes to succeed in his/her life. This is where emotional intelligence comes into play and becomes important. The objective of the study is to determine the relationship between emotional intelligence and stress in higher educational institutes of India. With the help of a primary survey undertaken through the questionnaire, responses are collected from respondents all over the country during the COVID-19 pandemic. Qualitative and Quantitative analysis is done to determine the relationship between emotional intelligence (EI) and stress in higher educational institutions of India. Sentiment analysis is done to check the feedbacks of the respondents. Remedial strategies were formulated based on the analysis and findings for the overall development of educational institutions. It will pave the way and create a platform to achieve the new normal even during the COVID-19 pandemic.

У статті презентовано результати емпіричного дослідження взаємозв’язку конфліктних форм поведінки з рівнями розвитку емоційного інтелекту студентів; уточнено зміст поняття «конфліктні форми поведінки» та їх класифікацію, «емоційний інтелект» та його структурні компоненти; представлено витоки конфліктних форм поведінки відповідно до рівня емоційного інтелекту особистості на основі гендерних та вікових особливостей. Проаналізовано поняття конфліктних форм поведінки, їх класифікацію та причини виникнення, зокрема, визначено комплекс суб’єктивних та об’єктивних детермінант конфліктних форм поведінки. Конфліктні форми поведінки (КПФ) – це такий стиль поведінки людини (фізична, вербальна, непряма агресія, роздратування, негативізм, образа, підозрілість тощо), який призводить до виникнення конфліктів. Практично будьяка конфліктна поведінка поєднує в собі як суб’єктивні, так і об’єктивні причини її виникнення, тобто її основу складає комплекс детермінант. Конфліктні форми поведінки поділяються на м’які, нейтральні та жорсткі та у кожної особистості проявляються різною мірою. Студенти з високим рівнем розвитку емоційного інтелекту схильні до співпраці у конфлікті та прояву м’яких форм конфліктної поведінки (фіксація позиції, дружелюбність, угода тощо); студенти із середнім рівнем розвитку емоційного інтелекту найчастіше вдаються до компромісу у конфлікті та нейтральних форм конфліктної поведінки (демонстративні дії, санкціонування, коаліція); студенти з емоційним інтелектом нижче середнього рівня дотримуються більш жорстких форм конфліктної поведінки (фізичне та психологічне насильство, тиск тощо) та схильні до конкуренції у конфліктній ситуації. З’ясовано, що існує тісний прямий зв’язок між окремою групою конфліктних форм поведінки та відповідним рівнем розвитку емоційного інтелекту студентів, а саме: м’які конфліктні форми поведінки найчастіше застосовуються студентами із високим рівнем розвитку емоційного інтелекту; нейтральні конфліктні форми поведінки – студентами із середнім рівнем розвитку емоційного інтелекту; жорсткі конфліктні форми поведінки – студентами із низьким рівнем розвитку емоційного інтелекту.

While a substantial body of research demonstrated that talent management practices and organizational commitment are linked to turnover decisions, little is known about the mechanism unfolding this process. This research aims to unravel the relationship between various dimensions of talent management and organizational commitment and turnover intention. First, a moderated moderated‐mediation is conceptualized, and relationships are studied by collecting data from 435 faculty members from higher educational institutions (HEIs) in southern India. Then, after checking the psychometric properties of the survey instrument by structural equation modeling (SEM), the data were analyzed using Hayes's PROCESS macros. The findings indicate that (i) talent recruitment strategies positively predict organizational commitment and talent engagement, (ii) talent engagement is positively related to organizational commitment, and (iii) talent engagement mediates the relationship between talent recruitment strategies and organizational commitment. Further, the results documented that talent acquisition (first moderator) and talent development (second moderator) influence the relationship between talent recruitment strategies and talent engagement. Additionally, the results support talent retention in strengthening the relationship between talent engagement and organizational commitment. The previously established negative relationship between organizational commitment and turnover intention has been fortified in this study. To the best of our knowledge, the three‐way interaction between talent recruitment strategies, talent acquisition, and talent development is investigated for the first time, representing a pivotal contribution to the bourgeoning literature on talent management. The theoretical and practical implications are discussed.

PurposeThe present study examines the foremost determinants of teachers' perception, i.e. teachers' satisfaction, attitude and continuance intention towards adopting e-learning in Higher Educational Institutions (HEIs) in India during the COVID-19 pandemic.Design/methodology/approachData were collected through online Google forms from 1,111 (1,060 considered useable) teachers of different HEIs in India using the purposive sampling technique and was analyzed by PLS-SEM (performing partial least squares-structural equation modeling).FindingsResults of this study show that perceived usefulness (PU) followed by institutional support, perceived ease of use (PEOU), and teacher-student interaction positively and significantly impact teachers' satisfaction. Results also revealed that perceived usefulness (PU), institutional support, and satisfaction significantly affect teachers' attitude. Finally and most notably, teachers' continuance intention towards using online teaching in HEIs is most significantly influenced by teachers' satisfaction than perceived usefulness (PU), perceived ease of use (PEOU), and attitude.Originality/valueThe authors anticipate that this study brings a significant and valuable input to the existing literature by providing inclusive research in a more harmonizing understanding of the teachers' satisfaction, attitude, and continuance intention with online teaching-learning practices in diverse educational institutions.