Abstract
For at least a decade, the importance of including opportunities for students to develop their emotional intelligence (EI) as part of their university experience has been asserted (Dacre Pool & Sewell in Education + Training 49(4):277–289, 2007). More recently, the HE community and employers alike confirmed the necessity of helping students to develop the resilience required for the rapidly changing, and challenging futures they are likely to face when entering the world of work (e.g. Burns & Sinfield in Teaching and learning and study skills: A guide for tutors. Sage, London, 2004). Additionally, the influence of social media and the resultant change in relationships, networks and connectivity make both EI and resilience of even greater relevance. The concepts of EI and resilience are closely related. This chapter argues that developing EI also supports the development of resilience, resulting in students who are better equipped to deal with, and bounce back from, life’s unavoidable setbacks. The chapter defines EI and examines the research evidence that supports its inclusion as an essential aspect of graduate employability development. It also explores the concept of resilience and explains why it is of vital importance to our students and graduates, both for their success within HE and in the years that follow. The chapter also incorporates some practical ideas academic staff can utilise in order to support the development of these essential concepts in their students. This includes the use of interdisciplinary activities, which research has demonstrated can help students to develop their emotional competencies (Pertegal-Felices, Marcos-Jorquera, Gilar-Corbi, & Jimeno-Rorenilla in Education Research International, 2017). Finally, the chapter looks ahead and argues that, in a world that includes large-scale automation, artificial intelligence and other significant changes in the workplace and society in general, EI and resilience will be of even greater importance for the global graduate citizens of the future.
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Notes
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See further Maddi, S.R., The Hardiness Institute (available http://www.hardinessinstitute.com/ accessed 14.11.18).
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ibid
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Having tested out these resilience-building and EI development activities with students, the authors have found that students valued the opportunity to develop self-awareness and recognise that these practical strategies benefit them in the present and for the future.
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Dacre Pool, L., Gurbutt, D., Houston, K. (2019). Developing Employable, Emotionally Intelligent, and Resilient Graduate Citizens of the Future. In: Diver, A. (eds) Employability via Higher Education: Sustainability as Scholarship. Springer, Cham. https://doi.org/10.1007/978-3-030-26342-3_6
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