| CODE | LLI5204 | ||||||
| TITLE | Multiculturalism and Emotional Intelligence | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Leadership for Learning and Innovation | ||||||
| DESCRIPTION | This programme looks at emotional intelligence from a leadership perspective and deals with the importance of leaders and managers being emotionally intelligent in order to succeed as truly effective leaders. It focuses on the concept of resonant leadership and has a strong emphasis on self-awareness and self-development. Both personal skills and social skills are addressed and the following competencies are facilitated: Self-Awareness: Leaders with emotional intelligence are self-aware and able to recognize emotions as they happen. This is a vital skill for leaders, as it helps them obtain a clear understanding of their strengths and weaknesses without any obstruction. In addition, great leaders are able to perceive emotions as they arise in response to an action or situation. As a result, they are better able to address problems and handle any future complications. Course participants will explore the possibilities and the limitations of emotional intelligence when confronted with multicultural settings. Emotional Management: The prior skill gives leaders the ability to stay aware of their feelings. The next step is learning how to manage those emotions. Leaders with high emotional intelligence are able to regulate themselves and stay in control. These individuals are unlikely to rush headlong into hasty decisions or let their anger take over their behavior. It is vital that individuals in managerial positions keep their emotions in check, as it will help them stay in a respected position. Effective Communication: What is the benefit of emotional awareness and management if you are unable to clearly express your thoughts? Luckily, individuals with emotional intelligence also have the skill of effective communication. They are able to clearly convey directions and know what to say in order to inspire and motivate others. An important skill for leaders, communication can be a deciding factor in whether the team listens or not. Social Awareness: Leaders with emotional intelligence are well tuned to the emotions of others and are able to pick up on what is going on around them. They are able to sympathize with others by putting themselves in the employee’s shoes and giving helpful feedback. This is a critical skill for leaders, who work closely to inspire and motivate a team. If the leader is unable to empathize with their employees, he or she will surely find it difficult to obtain respect or loyalty. Conflict Resolution: In the workplace, there’s always the risk that emerging conflicts can threaten or disrupt efficiency and productivity. However, leaders with emotional intelligence are equipped to handle conflicts and provide resolution. With this skill, leaders can quickly placate any disagreements that arise between employees, customers, and other parties. In conjunction with the above skills, leaders can use their emotional intelligence to develop a more effective workplace. Social relationship management and responsibilities: The pinnacle of Emotional Intelligence. The study-unit is intended to support schools and educators in transforming the current multicultural situation of schools into educational occasion. Furthermore the study-unit is being offered as an educational response to the emerging multicultural and diverse Maltese society. The study-unit supports the course participants in two ways (1) to assist students of other cultures in their process of integration within the Maltese educational system and society, (2) to assist students in learning to engage with diversity as an educational experience. Study-Unit Aims: The aim of this study-unit is to enable students to explore how leadership and emotional intelligence can enable educational leaders achieve personal and work effectiveness. The study-unit will also translate leadership and emotional intelligence theoretical concepts into practical processes which can be implemented within the educational context. The study-unit will therefore aim to: - Integrate EI and leadership competencies; - Enable the application of emotionally intelligent speaking and listening skills to leadership; - Identify the role of EI in 21st-century educational leaders; - Enable participants to achieve emotionally intelligent personal influence; - Enable participants to manage change and resistance with EI; - Lead with presence and impact; - Gain valuable emotional insights and awareness to inspire and maintain productive relationships; - Harness emotionally intelligent motivational skills to achieve team results; - Assist educational practitioners in transforming the encounter with diversity and multicultural situations into an educational occasion; - Identify educational praxes of inclusion towards learners of different cultural, religious and/or ethnic background; - Develop inclusive polices for educational institutions, organizations, operations and classrooms regarding learners of different cultural, religious and/or ethnic background; - Develop a critical approach towards inclusive praxes; - Develop a more ethical inclusive praxes that treats all learners as agents. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Recognize and appreciate the need to lead with emotional intelligence (EQ) at work; - Identify the nature of emotional intelligence and learn the four dimensions of EQ and the skills associated with them; - Recognize Self Awareness and identify its impact on attitude, fulfillment, and personality; - Recognize and Identify Self Management skills in ways that boost accomplishment; - Recognize and Identify Social Awareness; - Recognize and discuss about key concepts significant to Educational leadership and learning in the workplace; - Recognize and identify Relationship Management skills in ways that enhance the ability to communicate with EI, work collaboratively, resolve conflict and achieve results; - Deepen their historical, philosophical and pedagogical understanding of the relationship between diversity and multiculturalism, and education; - Adopt a more inclusive approach in their teaching settings and operations; - Develop an ethical and moral understanding of their own educational praxes regarding diversity and multiculturalism issues; - Express familiarity with multicultural and diversity literature and research in education, and which familiarity will give confidence to the participants to keep on engaging with the topic beyond the program. 2. Skills: By the end of the study-unit the student will be able to: - Evaluate emotions in the self as they occur and evolve; - Plan and organize self and manage emotions thus exercise more self-control, trustworthiness, conscientiousness, adaptability and innovation; - Operate emotions appropriately thus motivating self thus having the personal drive to improve and achieve, commitment to goals, initiative, or readiness to act on opportunities, and optimism and resilience; - Apply affective interpersonal skills which are the skills we use to interact and communicate appropriately with other people and be able to build stronger, more meaningful relationships; - Apply critical and creative skills to transform the encounter with diversity and multiculturalism into an educational experience; - Support the development of an entrepreneurial attitude; - Promote an open-minded attitude that can help participants to be more versatile in their engagement with people of diverse backgrounds and diverse settings. All these skills can contribute for the professional development and furthering of one's own carrier, and of bettering one's personal life through a more positive and inclusive attitude towards diversity. Main Text/s and any supplementary readings: - Elias, M. J. (2005). The Connection Between Academic and Social-Emotional Learning. In: M.J. Elias and H. Arnold, eds. The Educator’s Guide to Emotional Intelligence and Academic Achievement. Thousand Oaks, CA: Corwin Press Bar-On, R. (2000). Emotional and self-actualisation. New York: Psychology Press. - Cherniss, C. and Goleman, D. (2002). The Emotionally Intelligent Workplace. San Francisco: Jossey-Bass. - Conte, J.M. (2005). A review and critique of emotional intelligence measures. Journal of Organizational Behavior, 26: 411 – 421. - Daus, C.S. and Ashkanasy, N.M (2005). Will the Real Emotional Intelligence Please Stand UP? On Deconstructing the Emotional Intelligence ‘Debate’ [online]. Available at: - Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. - Hochschild, A.R. (1983).The Managed Heart: Commercialization of Human Feeling. California: University of California. - Persaud, R. (2004). Staying Sane: How to make your mind work for you. London: Metro Books. - Sunderland, M. and Engleheart, P. (2002). Draw On Your Emotions: Creative ways to explore, express and understand important feelings. Bicester: Speechmark Publishing Ltd. - Anderson, B. (2006). Imagined Communities, New York: Verso. - Arendt, H. The Origins of Totalitarianism, New York: Harcourt, Inc. 1994. - Bauman, Z. Modernity and the Holocaust, New York: Cornell University Press, 2000. - Levinas, E. Is It Righteous To Be? Interviews with Emmanuel Levinas, ed. Robbins, J. California: Stanford University Press, 2001. |
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| STUDY-UNIT TYPE | Lecture, Fieldwork, Independent Study & Seminar | ||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Colin Calleja Rita Micallef Francois Mifsud |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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