Emotional intelligence as a foundation for organisational crisis management in higher education (UK practice)

Since the mid-1990s, the benefits of Emotional Intelligence (EI) in crisis management have been universally recognised and documented. Identified as a distinct form of Intelligence Quotient (IQ) and a crucial contributor to dealing with a crisis, individuals whose Emotional Intelligence (EI) is high appear better equipped to handle any size of crisis compared to those without EI competences. Outbreaks of the COVID-19 pandemic have severely tested the resilience of many economic sectors and especially higher education, with an urgent need to cushion financial consequences and set the stage for a lasting recovery. Combining literature from EI scholars as well as organisational crisis management specialists, this study addresses the resulting major changes in higher education and considers the challenges and unresolved issues caused by the COVID-19 pandemic, particularly regarding the strengths and weaknesses of the virtual classroom versus traditional face-to-face teaching. This study was conducted through semi-structured interviews with twenty representatives in higher education senior leadership and teaching positions. The sample size of twenty was sufficient to allow for a preliminary in-depth analysis of the research questions posed, the qualitative data analysed and a model generated from the findings. This model represents a learning skills pyramid comprised of the five essential linearly-related components of EI building upon each other, thus forming a skill-set hierarchy to help navigate a crisis. These components are Self-Awareness, Self-Regulation, Motivation, Empathy, and Social Skills, which supports Daniel Goleman's EI theory suggesting that each of these five essential components of EI builds on one another in a pyramid, progressing developmentally from more basic skills (self-awareness) through to more sophisticated skills (social skills). Even though they can work well separately, the best result is achieved when these elements work in synergy with each other, representing a unique cluster of EI skills necessary in times of a crisis. According to the research results, these five competences of EI outlined in Goleman's EI theory, are not only able to contribute to effective crisis management, but they also have a direct significant effect on how higher education organisation leaders react, respond and recover from a crisis. Findings revealed that although some higher education organisations had implemented backup and disaster recovery procedures long before the COVID-19 pandemic, only a few of those had the appropriate resources to deal with disruption on a large scale. The analysis also argues the need for strategic prevention and control of disaster risks by establishing advance arrangements and implementing protective approaches and schemes that embrace emotional intelligence and its socio-emotional components. In order to avoid mistakes of the past, by focusing on the traits and skills of each crisis stage, it was observed that some components of EI appeared to have more relevance to particular stages of crises than others as well as how those traits and skills relate to the domains of EI. The research contributes to a deeper understanding of the intricate interplay between emotional intelligence and crisis management within the specific context of higher education. By exploring the intersection of EI and crisis management within academic settings, this study provides valuable insights into how emotional competencies can be leveraged to effectively prevent, mitigate, and respond to crises such as COVID-19 pandemic. The research sheds light on the specific ways in which EI influences decision-making, leadership development, and crisis preparedness initiatives within higher education institutions. Furthermore, the study serves as a bridge between research and practice by translating theoretical insights into actionable strategies. By identifying best practices and strategies informed by emotional intelligence principles, this research offers practical recommendations for enhancing crisis preparedness and resilience in academic environments. Ultimately, the findings of this study contribute to the broader literature on both emotional intelligence and crisis management, offering actionable insights for practitioners in higher education seeking to foster safer, more resilient learning communities. The research will benefit various stakeholders involved in the academic sector. Firstly, university administrators and faculty members can gain valuable insights into the role of emotional intelligence in effectively navigating and mitigating crises within educational institutions, thereby enhancing their crisis management strategies and practices. Secondly, students stand to benefit from a safer and more supportive learning environment as a result of improved crisis preparedness and response mechanisms informed by emotional intelligence principles. Additionally, policymakers and regulatory bodies in higher education can utilize the research findings to inform the development of guidelines and policies aimed at fostering a culture of emotional intelligence and crisis resilience across academic institutions. Moreover, the broader academic community, including researchers and practitioners in the fields of psychology, education, and organisational management, can leverage the research outcomes to advance knowledge and practices related to emotional intelligence and crisis management in diverse organisational contexts.