Emotional intelligence and learning & teaching in higher education : implications for bioscience education

Armour, William (2012) Emotional intelligence and learning & teaching in higher education : implications for bioscience education. Investigations in university teaching and learning, 8. pp. 4-10. ISSN 1740-5106

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Abstract

Emotional Intelligence (EI) was popularised in 1990s by Daniel Goleman’s bestselling book of the same name (Goleman 1996). EI has been criticised by scholars in the psychological community for lack of a clear definition or empirical evidence that it is anything more than a combination of already known cognitive and personality factors. Despite this controversy, there are many proponents of EI in higher education who highlight the folly of trying to separate the cognitive from the emotional. They suggest a number of practical applications for EI to improve the student experience, increase academic achievement and develop well-rounded graduates with the skills desired by employers. This paper explores the various debates surrounding EI & higher education, and the implications of EI for bioscience education.

Item Type: Article
Uncontrolled Keywords: Investigations in university teaching and learning; emotional intelligence; EI; student engagement; teaching practice; employability; ethics curriculum; bioscience education
Subjects: 100 Philosophy & psychology > 150 Psychology
300 Social sciences > 370 Education
500 Natural Sciences and Mathemetics > 570 Life sciences; biology
Department: Centre for Professional Education and Development (CPED)
School of Human Sciences
Depositing User: Mary Burslem
Date Deposited: 14 Apr 2015 13:12
Last Modified: 13 Oct 2016 11:43
URI: http://repository.londonmet.ac.uk/id/eprint/313

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