UU-EDUD-801 Assessment 2: Emotional Intelligence in Higher Education

This essay examines the role of emotional intelligence (EI) within higher education, specifically its relationship with administrative departments. The introduction highlights the importance of EI in fostering better interpersonal relationships and leadership qualities within educational institutions. The essay presents research questions focusing on EI's influence on administrative departments, its use in resolving issues, and its overall benefits within a higher education structure. The methodology section details a mixed-methods approach, utilizing both qualitative and quantitative research designs. A cross-sectional questionnaire is used for quantitative data, while semi-structured interviews are employed for qualitative data collection, involving managers and employees from higher education administration. The data collected will be analyzed to improve the overall understanding of the situation and initiate a formal discussion that is based on data and information. The conclusion emphasizes the value of the research methods in creating a detailed assessment of the research subject, summarizing the key aspects of the research process. The essay is written to fulfill the requirements of a summative assessment in the course UU-EDUD-801, Quantitative and Qualitative Research Methods.

Running head: ASSESSMENT 2: Summative Essay
ASSESSMENT 2: Summative Essay

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ASSESSMENT 2: Summative Essay
Introduction
Emotional intelligence is an important constituent in higher education programs across the
world. Emotional intelligence helps in development of a connectivity between the different
aspects and thus initiate a better condition for collaborative development. The provided
assessment defines this particular relativeness and defines a better result with supportive
research. The role of emotional intelligence in building better interpersonal relationships and
improved leadership qualities are some of the most immediate aspects linked to this particular
entity. The variations across educational institutions are liable to be overcome by applying
emotional intelligence factor. The research carried out signifies the increased importance of
emotional intelligence all across the process of learning and teaching.
Research questions
In order to provide a more extensive approach, different possibilities need to be identified and
assessed. Thus a set of highly relatable research questions are provided in the below mentioned
sections. Each of these questions are significant to improve the overall understanding of this
topic and its relevance with the selected scenario.
 What is the influence of emotional intelligence on Higher Education based
Administrative Department?
 How can we use emotional intelligence as an important tool for resolving issues across
higher education?
 What are the additional benefits associated with inclusion of emotional intelligence in a
higher education structure?
 How can be the use of emotional intelligence improved across higher educational
services?
Data collection tools and methods for analysis
Data collection is a key entity for any research process as each and every information in
relevance to a research are developed through proper data collection methods. This research is
based on both qualitative and quantitative research designs in order to improve the end results
and enhance the overall usability of the collected data across this research process (Smith &
Firth, 2011). A cross sectional design based questionnaire is developed in order to assess the

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ASSESSMENT 2: Summative Essay
quantitative form of data collection. This questionnaire is entitled to extract different formats of
information that is available on the concerned subject. The fact that questionnaires are an
important form of data collection and are relatable to encourage variation based data collection
possibilities. Thus increasing the operational significance attached to the process (Jacob &
Furgerson, 2012). The obligations attached to a questionnaire is based on encouraging different
formats of data and illustrate a number of positive approaches for building a more
comprehensive study design. Since, the subject linked to this research is much wider in nature,
the data segment collected will be based on increased reach and varied interest (Doody &
Noonan, 2013). Thus the questionnaire will be improving the overall information availability that
exists across the process itself.
In addition to this, the research will be also using qualitative formats of data collection that are
related to semi-structured interviews. These interviews will act as a major source of detailed
information across the provided segment (Creswell & Creswell, 2017). Each of these attributes
are associated with huge increment in the proposed obligations for data collection and thus are
justified in terms of usage. The semi structured interviews are also helpful in promoting a
narrative format of data collection throughout the entire process (Elo et al. 2014). This obligation
to assess genuine information from the impacted groups are helpful in building an orientation for
result based data collection process. Focus groups such as managers and employees from the
administration department of higher education are involved across the questionnaires and
interviews to promote the first hand data collection process.
The data collected is analyzed effectively for increasing the overall understanding of the
situation and initiate a formal discussion that is based on data and information. The assessment
process for this collected data is put in to acceptance in accordance with the type and nature of
data that is to be analyzed (Palinkas et al. 2015). Thus the end results are always improved and a
consistency based on better obligation are defined throughout the entire process of research
management.
Conclusion
In order to conclude, it can be assessed that the various methods involved across the selected
research are helpful in creating a more informative and detailed assessment of the research
subject. The obligations for both qualitative and quantitative approaches are discussed

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ASSESSMENT 2: Summative Essay
throughout the entire process itself. This reflection sums up the whole research process by
defining key aspects and building a process map through the research process.

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ASSESSMENT 2: Summative Essay
References:
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed
methods approaches. Sage publications.
Doody, O., & Noonan, M. (2013). Preparing and conducting interviews to collect data. Nurse
researcher, 20(5).
Elo, S., Kääriäinen, M., Kanste, O., Pölkki, T., Utriainen, K., & Kyngäs, H. (2014). Qualitative
content analysis: A focus on trustworthiness. SAGE open, 4(1), 2158244014522633.
Jacob, S. A., & Furgerson, S. P. (2012). Writing interview protocols and conducting interviews:
Tips for students new to the field of qualitative research. Qualitative Report, 17, 6.
Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015).
Purposeful sampling for qualitative data collection and analysis in mixed method
implementation research. Administration and policy in mental health and mental health
services research, 42(5), 533-544.
Smith, J., & Firth, J. (2011). Qualitative data analysis: the framework approach. Nurse
researcher, 18(2), 52-62.