Emotionally Intelligent Leadership: A Framework for Applied Learning in Campus Activities
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| Title: | Emotionally Intelligent Leadership: A Framework for Applied Learning in Campus Activities |
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| Language: | English |
| Authors: | Paige Haber-Curran |
| Source: | Journal of Campus Activities Practice and Scholarship. 2026 8(1):41-49. |
| Availability: | National Association of Campus Activities. 13 Harbison Way, Columbia, SC 29212. Tel: 803-732-6222; e-mail: education@naca.org; Web site: https://www.naca.org/JCAPS/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Leadership Styles, Emotional Intelligence, Student Development, Leadership Training, Self Concept, Social Development, Environment, Self Control, Teamwork, Conflict Resolution, Adjustment (to Environment), School Personnel, Coaching (Performance), Training, Student Organizations, Activities |
| Abstract: | Campus activities offer students valuable applied learning experiences that enhance their engagement and sense of belonging on campus and act as catalysts for leadership development. The Emotionally Intelligent Leadership (EIL) model offers a structured framework for fostering leadership development in campus activities by emphasizing self-awareness, social awareness, and environmental awareness. With three broad facets and 19 tangible capacities, EIL equips students with skills such as emotional self-control, teamwork, conflict management, and adaptability, which are essential for engaging in leadership in campus activities contexts. Campus activities professionals play an important role in shaping these experiences, providing intentional support, training, and reflection opportunities to maximize student learning. By embedding EIL principles into their work with students, campus activities professionals can cultivate leadership development, strengthen student organizations, and prepare students for future leadership experiences. The author provides strategies for leveraging EIL in campus activities to enhance student leadership growth and development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506502 |
| Database: | ERIC |
| Abstract: | Campus activities offer students valuable applied learning experiences that enhance their engagement and sense of belonging on campus and act as catalysts for leadership development. The Emotionally Intelligent Leadership (EIL) model offers a structured framework for fostering leadership development in campus activities by emphasizing self-awareness, social awareness, and environmental awareness. With three broad facets and 19 tangible capacities, EIL equips students with skills such as emotional self-control, teamwork, conflict management, and adaptability, which are essential for engaging in leadership in campus activities contexts. Campus activities professionals play an important role in shaping these experiences, providing intentional support, training, and reflection opportunities to maximize student learning. By embedding EIL principles into their work with students, campus activities professionals can cultivate leadership development, strengthen student organizations, and prepare students for future leadership experiences. The author provides strategies for leveraging EIL in campus activities to enhance student leadership growth and development. |
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