The relationship between emotional intelligence and well-being among women academics of Royal University of Bhutan

Kesang Wangmo,Sonam Daker

doi:10.22161/jhed.3.4.4

Abstract

This qualitative study examined the Royal University of Bhutan (RUB) women academics’ understanding of relationship between emotional intelligence (EI) and well-being. The participants selected through a purposive sampling consisted of 14 women academics from RUB colleges spread across the country. The data were collected using a semi-structured interview, and analyzed with thematic analysis procedures. The findings revealed RUB women academics’ concept of relationship between EI and well-being in terms of intrapersonal and interpersonal relationship, and general mood. The findings also revealed the participants’ awareness of the impact of EI on their personal and professional well-being. Further, the findings highlighted the challenges the academics faced to be emotionally intelligent in all situations, and aspiration for enhancement of their EI through trainings. Therefore, one of the recommendations of the study is initiation of training in terms of workshops or professional development to enhance emotional intelligence

Highlights

The Royal University of Bhutan (RUB) was founded in June 2003, with the guidance of the Royal Charter in order to consolidate the provision of tertiary education in the country and to efficiently cater to the needs of the nation (RUB, Strategic Plan, 2018- 2030)
The findings showed women leaders mainly refer to intrapersonal emotional quotient (EQ), followed by interpersonal EQ, adaptability, stress management and, general mood
More than half of the participants have defined intelligence as being aware of one’s emotions. This is exemplified in the quote by L14 “Emotional is being aware of the things that’s happening around you.”. This definition is expanded by L3 who said that emotional intelligence is understanding as well as managing one’s emotions for better outcome when dealing with others

Summary

Introduction

The Royal University of Bhutan (RUB) was founded in June 2003, with the guidance of the Royal Charter in order to consolidate the provision of tertiary education in the country and to efficiently cater to the needs of the nation (RUB, Strategic Plan, 2018- 2030). The RUB caters to the needs of tertiary education in Bhutan and offers various higher education programmes such as education, business and management, engineering and physical sciences, computing and information science, biological sciences and agriculture, humanities and social sciences, Dzongkha language and literature. Two of the key aspirations of RUB are “RUB as a source of inspiration for lifelong learning and RUB as a role model in practicing GNH values with corruption free and transparent decision-making processes” (RUB, Strategic Plan, 2018-2030, pp.). Two of the key aspirations of RUB are “RUB as a source of inspiration for lifelong learning and RUB as a role model in practicing GNH values with corruption free and transparent decision-making processes” (RUB, Strategic Plan, 2018-2030, pp.8-9) These aspirations envision the well-being of its academics. As academics in the college, many times, we (researchers) experienced our emotions impact ours and other’s wellbeing. No research has been done to explore its relation and impacts

Methods

Results

Conclusion