DOI
10.32674/jcihe.v14i4.3425
Keywords
auto-ethnography, emotional intelligence, internationalization of higher education, international students, institutional recommendations
Abstract
Emotional Intelligence (EQ) is a multifaceted ability that helps individuals to sense, understand, value, and effectively apply the power of emotions as a source of information, trust, creativity, and influence (Goleman, 2006; Mayer et al., 2011). The five components (self-awareness, self-regulation, empathy, motivation, and social skill) embedded within EQ may work solely or collectively to cope with everyday life events that international students may encounter. Such an emotional tool kit may help multicultural international students handle several adverse situations. This study focused on an auto-ethnographic account of the learning experience of one international graduate student's transition to becoming a scholar within a new cultural context. Self-reflection on the hurdles and socio-emotional challenges experienced during the transition to becoming a graduate student in Ontario informs the analysis. Findings suggest the need for Canadian universities to incorporate multiple components of EQ into their international university services, including mindfulness, self-regulation, and stress management.
Recommended Citation
Zabin, Rakha; Bosacki, Sandra; and Novak, John
(2022)
"The Role of Emotional Intelligence in Ontario International Graduate Students: An Auto-Ethnography,"
Journal of Comparative & International Higher Education: Vol. 14:
No.
4, Article 11.
DOI: 10.32674/jcihe.v14i4.3425
Available at:
https://digitalcommons.lib.uconn.edu/jcihe/vol14/iss4/11