emotional intelligence and it's role for a better inter-cultural

TIIKM Journal of Education, Vol. 1 No. 1, 2015, pp. 59-69 Copyright © TIIKM ISSN: 2448 – 9336 online DOI: 10.17501/je.2448-9336.1.1106

EMOTIONAL INTELLIGENCE AND IT’S ROLE FOR A BETTER INTER-CULTURAL COMMUNICATION IN UNIVERSITIES Gabriela Marinescu “Gr. T. Popa” University, Iasi, Romania Abstract This article is just an attempt to deeper penetrate the complex phenomenon of changes in the Romanian high educational system. This paper emphasizes the role of the emotional intelligence as a key element of changes in education. Emotional intelligence is one of the most important tools to realize a better intercultural communication in universities. Young people need motivation, confidence, trust and a better inter-cultural communication. Culture is a key point of international higher education and it plays a critical role for learners, teachers and students in the ongoing process of nowadays changes. Studies and researches about emotional intelligence and culture are important and current because they strongly influence organizational behavior. This study suggests reconsidering cultural elements and emotional intelligence as important behavioral factors in higher education. Culture influences educational practices, communication, relations between individuals and institutionalized groups. The objectives of the present study, respectively identifying the role of emotional intelligence in a better inter-cultural communication in Romanian universities have been achieved. The research covers the period October 2013 – October 2014 and the sample investigated is made up of 374 respondents, learners, teachers and students from 24 universities. The results, in conjunction with others, may be used in international comparisons and for better understanding of emotional intelligence and inter-cultural communication. Keywords: emotional intelligence, inter-cultural communication, higher education

Introduction Choosing to disseminate positive emotions makes you feel good. Culture is both here and now, phenomenon and structure" (Schein, 2010, p.3). Emotions and culture strongly influence communication in universities in different ways. In the face of great changes affecting societies around the world today, higher education systems are in adapting to the concept of lifelong learning and to a new quality in teaching. The universities must pay special attention to the new type of education, at the availability and incentivizing of talent and motilities across borders and between people. In this context we can easily observe a direct relationship between mobility, culture and emotional intelligence. Mobility Corresponding Author. Email: [email protected]

is one of the reasons that make emotional intelligence and cultures are two of the most debated issues of today. The importance attached to emotional intelligence and it’s role for a better inter-cultural communication in universities has grown exponentially in the last years. The emotional intelligence is based by human value system and this way may be a real instrument for changes, if the members of the group operate rationally and emotionally too and are motivated in spite of the cultural differences among them. Universities are able to generate a new quality of education, only if the the members of any organization possess the ability to lead and to communicate in a multicultural environment. Emotional intelligence makes that people to react well

G Marinescu / Emotional Intelligence and it’s Role for a Better Inter-Cultural Communication in Universities

in the multicultural environment they are confronting in universities. The ones using this intelligence get the feedback inside the university properly and infer the implicit messages. They react wisely and sensitively. In the vision of academic values, a different way to make education helps universities to build a strong identity and a famous name. It improves the managerial system that becomes more flexible, more performing, more stimulating, almost entrepreneurial. By another part, in any university, culture is the result of long-term interactions between members. Organizational cultures include visible and less visible sides, but provide meaning, direction and energy to grow up a group. In a multicultural learning environment, young people need an emotional and cultural integration, with special emphasis for their personal development. “High tech” are people with a high degree of intercultural intelligence, capable to understand the ones around them as well as the changes of educational environment. They are the promoters of a new way of learning intelligently: rational and emotional. Emotional vision destroys the limits of the old thought regarding intelligence, giving a veridical image on the individuals’ capacity to succeed in life. The modern university relies on people with different ideas, values, and cultures. The motivation of each individual for the work they do in the university is the result of a complex system of intrinsic and extrinsic factors. Each individual is a multiple and controversial personality who wants to be known and acknowledged, appreciated in their studies. Higher education needs emotional involvement in intercultural communication. The best results, the performance occur when the members of any university are involved emotionally and professionally. People need attention, appreciation and motivation. They don't need political recognition and orders. The study of emotional intelligence and its role for a better inter-cultural communication is a priority of Romanian high education. Nowadays, these problems are minimized, the management is inertial and the power maintains the autocratic style from the past. Decisions appear as rational and sufficient. The century has brought a major cultural challenge, reason 60

strong enough for research based on intercultural communication and emotional intelligence to be actual and extremely important worldwide. Managerial specialty literature through research and studies brings out unchallengeable arguments in favor of intercultural environmental studies, their importance being known in the international context. Education and training have become continuous; they don’t see resume to amphitheaters anymore. Technology also revolutionizes education. Students come from different countries with different cultures. The growth of interdependence at global level requires improvement of intercultural communication. Communication is about reason, but even more about emotions. Emotions have a general disposition (Goleman, “Destructive Emotions”, p. 208) while their exterior manner of expression is different depending on the cultural elements specific to each individual, as well as on the emotional intelligence level. Culture influences behavior and communication within universities, encompassing a sine qua non premise for projecting and applying intercultural managerial politics and strategies that are adequate for these times. Research about cultural dimensions from education may disclose if the perception of the organization’s members is compatible or not with the managerial vision, thus identifying major dysfunctions that may be reviewed in time. From this perspective, in the analyzed universities, politics and strategies are automatically imposed, without real consulting of students, teachers or other members of the academic community. Organizational culture is given by common cultural components of the academic community, such as: language, traditions, rituals, group guidelines, principles and values, official philosophy, game rules, environment – resonant or dissonant, thinking patterns, impregnated symbols in material elements of organizations etc. Beyond the outer layer, extremely important are the values of individuals and time (Schein, 2010, p.). Each individual is influenced by the environment in which he developed and his behavior within the organization is the result of education, beliefs, prejudices, and stereotypes that marked him. Organizational culture appears as a mix of rational and irrational behavior regarding what is good or bad, true or false, adequate or improper, allowed or unaccepted

TIIKM Journal of Education, Vol. 1 No. 1, 2015, pp. 59-69

etc. Behavior in organizations is influenced by national culture, by models transmitted as being acceptable in Romanian environments. A first remark takes into consideration cultural stereotypes inherited and retransmitted in the Romanian academic cultural environment, two of the most harmful being: obedience towards power and shyness in front of authority. The big distance from power confirms a strong social conformism, obedience in front of authorities being quasi-general. These cultural components disturb individual values, inducing dichotomy between formal behavior and proper values. Identifying, comprehending and recognizing cultural dimensions from universities become a support for emotional change without which educational credibility, image and performances are strongly deteriorated. Such an investigating intercession of the academic environment from our country is necessary and may have direct effects over ameliorating international visibility of the Romanian academic school. The study of emotional intelligence and culture is imposed in terms of European integration and globalization tendencies. The actuality of this study is especially highlighted by the generated negative effects and the crisis from superior education that present us the tendency of a society in which “greed triumphs before prudence” (Stiglitz, 2010, p.429). The study provided that emotional intelligence and culture affect our thought in organizations. The results of this research contribute to the understanding from a scientific point of view of the specificity of academic culture, as well as to the improvement of inter- and intra-organizational communication and to the elimination of conflicts arising from cultural differences. The research is representative for our country, since few similar studies of such importance exist. Literature review: Critically evaluate literature Studies about emotional intelligence in higher education have a special importance and beyond doubt it involves a better intercultural communication. The

academic environment should be free of cultural fallacies and political/ bureaucratic restrictions. In Romania, universities are still functioning in a dominating bureaucratic and political manner, partially anachronistically. The attempt to reform the managerial system at the level of the academic education must necessarily go through a descriptive, diagnostic stage to highlight and eliminate the most important existing deficiencies (Everad, K., Morris, G, Wilson, I., 2004, pp. 251-267). Even more, the perspectives regarding the modern educational organization converge to management open systems in terms of the change of paradigms and acceptance of culture and emotional intelligence are the catalyst elements of the modern systems. The evolution of high education relays on networks of competent individuals and not on physical persons or bureaucratic structures. Academic management too, relies on self-control and individual responsibility, though the accent shifts from person to the work group. The academic systems are open, appreciative, in a continuous adaptation and interconnection (Nordström, Ridderstråle, p.409). The social intelligence (Guilford, p.57) leads the students and teachers to outstanding performances as well as efficiency in the interpersonal relationships. Driven by information and technology the university’s climate is changing (Nordström, Ridderstråle, p.22 ). People of the new university can be creative if the institutions accept responsibility and liberty for its members. Teachers are both rationally and emotionally, because our time is more emotional than logical (Nordström, Ridderstråle, p. 22). The analysis of culture is particularly important when attempting to manage emotional change. Some important studies (Schein, 2010; Hofstede and Minkov, 2010) continue to be an important source of data for cross-cultural researchers. Thus, Hofstede and Schein remain two of the most influential researchers in the field of national and organizational cultures. Hofstede's work has been expanded by a very large empirical study conducted by the GLOBE group (House, Hanges, Javidan, Dorfman, & Gupta, 2004). In this paper we chose to use both Hofstede and GLOBE models, but 61


also others results (Brewer, P. & Venaik, S. 2011; Schwartz, S.H. 2011; Birkinshaw, J, Brannen, M.Y., & Tung, R.L. 2011; Hoyt, 2010; Schein, 2010; Taras, V., Steel, P., & Kirkman, B.L. 2010; Maseland & van Hoorn 2009; Gould, S.J., & Grein, A.F. 2009; Javidan et al. 2006; Chao, G.T. & Moon, H. 2005 etc). The studies of cultural dimensions are a phenomenon with many consequences on societies, including a better communication in universities. After Schein, the culture in the 21 century is “a pattern of shared basic assumptions learned by a group as it solved its problems of external adaptation and internal integration” (Schein, 2010). The environment is changing and people need to change too. The methodology and model

- Cultural dimensions and practices -54 items: Individualism- collectivism- 18 items Uncertainty avoidance -16 items Student-oriented vs. Results-oriented - 8 items Open system vs. Closed system - 6 items Nepotism- 6 items Sample: 374 persons, members of 24 state universities  Typology of questions: - Type of questions: close and open

 Goleman, Mayer-Salovey Models to characterize the Emotional Intelligence

- Logic:

 Hofstede, Waisfisz, Schein Models to analyze the national and organizational culture

- At first, questions to assess the current situation at the level of the organization, and then

 Selective observation by stratified sampling

- Questions to assess the desired situation

1. The questionnaire

- Abstractization degree:

The structure of the questionnaire

 Identifying the organization

- Concrete (factual) questions

 Identifying the type of respondent (his/her belonging to the structures of levels 6 ÷ 10)

-abstract questions regarding judgments values, opinions etc.

 Value judgments and/or opinions regarding: 112 Q regarding the Emotional Intelligence and culture in universities - Emotional Intelligence- 68 items: Self-confidence and managing personal emotions- 18 items Understanding and confidence other22 items Assertiveness- 8 items Motivation – 12 items Relationship Academic Management 8 items

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 Evaluation scale: The value judgments comprise the entire spectrum of opinions: -from highly positive to highly negative -from total consent to total dissent of something Qualitative features of the questionnaire:  it ensures the anonymity of the participants and the confidentiality of answers;  voluntary participation to the survey poll and to the answer to all questions;  it contains methodological information so as to guide respondents regarding the content


of the questionnaire, the way to fill it in and other orientation information;  Before its finalization, both its content and its graphic form were tested in the economic and academic environment from Constanţa, Tg. Mureş, Tg. Jiu, Craiova, Oradea, Galaţi. 2. Collecting data

 Position indicators: percentages;  Indicators of the central tendency: average, median, module, asymmetry. Factorial (qualitative) analysis, using:  Variation indicators: amplitude of variation, individual deviations, standard deviation, dispersal, variation coefficient;

 Survey operators:- master and bachelor degree candidates

 Correlation indicators: correlation tables, regression coefficient.

 Technique of collecting data: dissemination in focus groups in each university of level 5 of selection

 The calculation of each indicator required a process of converting value judgments into numerical expressions on a Likerttype scale with 5 levels.

 Filling in the questionnaire: - Extemporal method for older persons and persons with elementary and middle education; - Self-administration for managers and persons with higher education.  Answering time: - Extemporal method: 50 - 75 minutes - Self-administration: 2 - 3 days 3. Analyzing data Descriptive (quantitative) analysis of value judgments:

 The indicators were calculated for each of the two aspects provided to the respondents: the one reflecting current practices (those already existent in the university) and the one reflecting the desired projection (the one which the respondents consider should be normal in the organization). 4. Representation of observation units In our research the questionnaire was applied on a representative sample made up of 374 persons, members of 24 universities.

Table 1 Representation indicators of the 24 universities according to their field of license Field of license

Percentage (%)

1

Technical

50.75

2

Economic

46.25

3

Law

1.25

4

Medicine

0.75

5

Sports and tourism

0.50

6

Architecture

0.25

7

Agriculture

0.25

TOTAL

100

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Figure 1 The graphic representation of the observation units 6. Representation of survey units (respondents) Table 2 Representation indicators of respondents according to gender and age Grouping variables

Male

Female

Total

1. Age group

56.02

43.98

100

under 20

29.85

24.03

49.88

20 – 25

20.75

11.62

32.37

25 – 60

4.18

8.33

16.51

above 60

1.24

0.00

1.24

. Figure 2 The graphic representation of the survey units (respondents) The Findings/ Discussions At the beginning of this study back in 2009, there were 184 public and private universities functioning in

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Romania, country from south-eastern Europe, member of the EU since 2007. At the end of this study (Jan. 2015), the number of accredited universities dropped to 87, out of which 55 were public and 32 private


(www.edu.ro ). The study has not been affected by the decrease of the number of organizations, because the universities that were taken into account for this study are public universities, with a long tradition in Romania, which continued to function without any interruption. Thus the 24 analyzed universities, representing 43.64% of the total, are from renowned academic centers such as: Bucharest, Iași, Cluj, Brașov,

Timișoara, Târgu Mureș, Constanţa and Craiova. Geographically the sample covers all the historical regions of the country and representativeness is assured. In terms of trust, in Romania, public universities are more credible than private ones. In addition, public universities are partially subsidized by the state, so those lacking financial possibilities are headed for higher education in such organizations.

Table 3. Current and future situation of Synthetic Indicators of Emotional and Cultural components based on the average score x̅ Indicators

Current

Future

Self confidence

3.19

3.86

Confidence other

2.54

2.53

Assertiveness

2.20

3.25

Motivation

3.84

4.58

Relationship Academic Management

2.62

4.38

Individualism- collectivism

4.66

3.39

Uncertainty avoidance

4.65

2.86

Student-oriented vs. Results-oriented

2.41

4.46

Open system vs. Closed system

3.52

4.55

Nepotism

4.90

3.47

Total

34.53

37.33

Average

3.453

3.733

Self-confidence and Individualism versus Collectivism: respondents have a poor self-management; they agree that it is better for teamwork to exist, even though this isn’t practiced in university. People’s self-image is

defined in terms of “I” or “we”. They don’t do anything for “we”. Academic staff is interested to maintain this behavior: each individual is manipulated more easily than a team. In Romanian culture students and 65


employees teach conformity. This is a weakness for creativity and innovation. Confidence other (empathy): respondents do not trust others, except family. Students find it easier to empathize with people who are closer to them and have more shared values, experiences. Empathy can be learned: with curiosity, imagination, tolerance, understanding different cultures. Assertiveness: respondents are focused on stability and particular relationships. Students accept teacher’s judgments even if they disagree. There is a strong social conformism, with submission towards a superior status. They don't know to assume individual responsibility. They don't speak clear, honest and in an unambiguous way. Motivation: respondents are motivated to learn and to obtain a diploma. Few of them are involved in projects, innovation, and creativity. Lack of jobs Romanian economy decreases motivation. Often, young people going to college just to get a diploma. Relationship Academic Management: the score (2.62; 4.38) is significant to see that the respondents want influential teachers; teachers who inspire, make education exciting, they are models of integrity and cooperation. Uncertainty avoidance: respondents want stability, to avoid uncertainty, orderliness to cover situations in their daily lives. Academic Management maintains security and predictability. Organizations are hierarchical and bureaucratic; they have rules/ procedures to cover work situations Student-oriented vs. Results-oriented: the change of score from the present 2.41 to the future 4.46 is the result of different opinions regarding the academic system; people need a student oriented system Open /Closed University: an open university is able to manage students from different cultures; in order to overcome the challenges resulted from the globalization

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Nepotism: 90% of the questioned persons consider that nepotism is the most frequent unethical behaviors within the university Results and implications Romania is an East European country with a cultural model conservative one. Fear and stereotypes are commonly met in the Romanian society. High uncertainty avoidance has a big impact on the youth that becomes disoriented and less courageous. Nowadays people must learn to assume their responsibility for the future. The analyzed components of Emotional Intelligence place our universities between countries with a low score. The cultural Romanian educational environment is vitiated with perplexing prejudices and bureaucratic decisions that contravene the values of the educated individual. Management in Romanian universities mostly neglects the emotional side and organizational culture. Actual Romanian academic management is still an inertial one. Respondents desire another type of organizational culture, one that would take into consideration their abilities, aptitudes and talent, one that would appreciate their ideas and offer them more freedom of action. They need to count on teamwork, needing an emotional teacher that is capable of leading them towards performance in education. Emotional intelligence of the respondents with international courses was higher than that of the students with fewer international courses. The ability to use feelings constructively is the best way to improve the intercultural communication. Romanian academic system needs creative thought and touching education. Limitations of the study:  The size of the sample it’s not sufficient to generalize findings about emotional intelligence and it’s role on interculturalcommunication  Research could be expanded to other emotional and cultural characteristics: stress, practices; culture and learn motivation etc;


 The study’s sample distribution across fields is not uniform, therefore the results may differ according to university type;  Over 80% of the respondents were aged under 25 and only around 16% between 25-60, a discrepancy that should be taken into account and further analyzed for compared results Utility  The research could be a reference for academics and practitioners.  It provide a foundation upon which space planners can begin to structure their solutions and thus account for the important role that emotional intelligence and culture play.

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