Abstract:

Stemming from the general agreement that emotional-social intelligence is required to effectively understand and express oneself, to understand and relate well with others, and to cope with daily challenges successfully; emotional intelligence (EQ) dimensions have been linked to entrepreneurial intention (EI) for the purpose of this study. One of the traits proposed as impacting entrepreneurial success is emotional intelligence; therefore the main research question is: To what extend does the development of EQ skills occur parallel to training in EI. The objectives are:
• Evaluate perceived effectiveness in the EQ elements of self-awareness, self-regulation, motivation, empathy and social skills through the use of a questionnaire that includes a self-report and at least one element of a 360° feedback system
• Measure EI through a validated scale assessing Ajzen’s Theory of Planned Behaviour, consisting of personal attitude, subjective norm and perceived behavioural control
• Conduct individual interviews involving respondent validation (member-checking), from the EQ & EI assessment feedback, and exploring their interpersonal awareness and social norm understanding of the impact of Generations X, Y & Z on entrepreneurial intent
• Identify curriculum shortfalls.
The methodology involves including a sample of graduates from a diploma in Entrepreneurial and Small Business Operations, offered at a private higher education institution, to provide insight into their experience of the dual transferring of EQ and EI skills. Considering the small number of enrolments necessitating a change in the offering, only a small convenience sample could be drawn. The limitation in the generalisability of findings is addressed through methodological triangulation, to validate findings in order to inform internal curriculum design. The mixed-method design used literature sources for a 50 item EQ questionnaire and a 20-item validated Likert scale on EI dimensions; with a cross tabulation statistical analysis of these two measurements; and qualitative semi-structured interviews focusing on the impact of various generational characteristics on entrepreneurial endeavours. The respondent validation questions that form part of the interviews, explore the extent to which the curriculum contributed to or detracted from the skills transfer, while the generational questions evaluate social norm insight. Thematic analysis is used for the transcribed data.
The results highlight the EQ elements and EI dimensions that have a higher transfer through the curriculum and identify those who need to be focused on more intentionally. Guidelines for raising intra- and interpersonal awareness to benefit entrepreneurial intent, as well as the influential differences of generations on the entrepreneurial intention of graduate students, form part of the discussion of the results. Recommendations focusing on addressing short falls in the curriculum are derived from various programmes designed over the past two decades, that focuses on the use of brain activity and thought patterns within social-learning activities and life skills training. To have parallel EQ development, as per the areas of need highlighted from the study, the curriculum will be informed to strengthen EI. Since the conceptualisations of EQ and EI were done so early in the previous century, generational influences may likely have shaped the understanding of these concepts, necessitating adjustments in the curriculum.

Keywords:

Entrepreneurship education, emotional intelligence and entrepreneurial intent, socio-emotional awareness, theory of planned behaviour.