1. 1
By
Jocelyn Lu UE4B
Student No.1101200062
Department of English
Wenzao Ursuline University of Languages
Academic Research Writing
Professor Yi-Hung Liao
May 31, 2016

2. 2
Table of Contents
Page
Abstract………………………………………………………………………………………….3
Chapter 1 Introduction
1.1 Background of the Study…………………………………………………………………..4
1.2 Motivation of the Study…………………………………………………………………….4
Chapter 2 Literature Review
2.1 Definition of Leadership…………………………………………………………………...6
2.1.1 Leadership for Adults ………………………………………………………….……...6
2.1.2 Leadership for Youths…………………………………………………………..…….6
2.2 Types of leadership: Transactional & Transformational………………………………….8
2.3 Leadership in Emotional Intelligence…………………………………………...…………9
2.4 What makes a leader: Goleman’s 5 leaders’ components …………………………………9
2.4.1 Self-Awareness………………………………………………………………………...…9
2.4.2 Self-Regulation…………………………………………………………………..………10
2.4.3 Motivation……………………………………………………………………………10
2.4.4 Empathy………………………………………………………………………...……10
2.4.5 Social
Skill……………………………………………………………………………..……10
2.5 What makes a leader: Delaying Gratification……………………………………………..10
Chapter 3 Research Methodology
3.1 Introduction………………………………………………………………………………11
3.2 Research approach and design…………………………………………………………...11
3.3 Participants ………………………………………………………………………………12
Chapter 4 Result and Discussion
4.1 Results…………………………………………………………………………………..…12
4.1.1 Leaders need to be trained…………………………………………………………..13
4.1.2 Effective communication is required ….……………………………………………..14
4.1.3 Motivation plays a key role for leaders ……………………………………………...16
Chapter 5 Conclusion………………………………………………….………………………17
References……………………………………………………………………………………...18
Appendix I………………………………………………………………………………………20

3. 3
Abstract
The study aims to understand the reason why leaders in Association Internationale des
Étudiants en Sciences Économiques et Commerciales, Wenzao Ursuline University of Languages
(AIESEC WZU) fails to execute their promises. According to five leaders components that
Goleman (2015) has suggested, an interview was conduced containing questions based on
Goleman’s five components: Self-awareness, Self-regulation, Empathy, Motivation, Empathy,
and Social Skills. Three participants who used to be the executive leaders of AIESEC WZU
were invited to the interview individually. And the result indicated that leaders in the
organization were lack of efficient and effective communication as well as proper training that
they needed for not only educating their members but also for further professional training. Last
but not least, having a certain extent of motivation played a key role for them as well.
Key Words: Leaders, Leadership, Emotional Intelligence, Motivation, Education.

4. 4
1. Introduction
1.1 Background of the Study
Having been working in an international youth-driven organization, Association internationale
des étudiants en sciences économiques et commerciales (AIESEC) for three years with diverse
backgrounds of talents, I have realized that the power of youth leadership is unlimited and leadership
styles can be varied. Leaders are the key drivers and energizers in an organization. There are some
great inspirational leaders who can easily trigger peoples’ emotions by giving impactful speeches
and they can even drive their performances drastically, yet there are also some leaders who exactly
know how to deliver promises to their members but never really execute. What’s worse, it might
ultimately “lead” an organization collapse from various aspects such as financial stability and
fragmental organisational management.
Leaders in all time take the responsibilities and the burdens of making this society or this
world a better place. A good leader for the 21st century, Day, Davis & Fitchett (2007) stated
“must understand the dynamics of their organization in order to be successful” (p. 1). Also, they
claimed that leaders ought to realise the needs of the members or the followers in their
organisations to serve stewardship.
In the recent years, education systems as well as our social media have been drawing
“youth leadership” to attention that youths nowadays ought to equip themselves with
leadership skill. With the world trend (Canwell A., Geller J., & Stockton H.), having leadership
potential or practical leadership skills is an plus outstanding to assure ticket to dream jobs.
According to the review of the survey of “2009 Best Companies for Leadership” reporting Hay
Group, a worldwide management consulting company, Jaspal (2011) indicated that
inspirational leadership is included in the top 4 values that companies see in leaders. Hence I
can acknowledge that the importance of leadership is beyond neglect. And people with
leadership using it correctly and wisely is no winking in the matter.
1.2 Motivation of the study
Since AIESEC’s purpose is leadership development (Wiki, 2015), we have offered and
created various kinds of leadership models to define what kind of leadership do we want to
cultivate and what kind of leaders we expect to see in the new generation. Courses have been
offered as well as our education and system has been revised so as to let AIESEC members
learn as much as they can, and hopefully achieve our goal of developing every youth in the

5. 5
world. Ideally, we are supposed to cultivate the leaders who clearly understand what does an
organization need and honestly deliver their promises to their members and make an
organization grow. Yet, as a matter of fact, some leaders in AIESEC fail at this part to a certain
extent.
It is undeniable that we always need to do several adjustments as the reality is
unpredictable and it is changing all the time. However, on the other hand, sometimes we could
have done some preventions for fear that the worse situations might happen. Hence in my
working experience in AIESEC, I have come up with following three questions:
1. Why can’t leaders meet up to their expectations while operating in an organization?
2. What the common leadership and educational models in AIESEC and Taiwanese society?
What are their advantages and disadvantages?
3. How can we improve and execute our leadership and educational programs?
I wonder why there are still some cases that the leaders cannot fully execute of what
they want to bring to an organization, or at least completed perhaps half of their promises or
manifestos. And thereby this has become one of the things that I would like to discuss in my
following thesis. Therefore I am conducting this research to find out the answer.

6. 6
2. Literature Review
2.1 Definition of Leadership
2.1.1 Leadership for adults.
Leadership is a comprehensive spectrum and it has numerous ways or styles to
illustrating it. According to Trevisani (2015), leadership can arise from six aspects
(see table 1.1):
However, Summerfield (2014) summarises leadership concept in a more
understandable way that leadership is not only “a democratic component” (p.252) which
the leader carries the works to achieve shared goals, but “a collegial component”(p.252)
that not only influences others. In addition, leadership contains “an enhancement
component”(p.252) that represents the results in an improved state. In his article of
Reflection, he states that leadership “is to make things better” (p.252) by “forming a
vision” (p.252) that you want to achieve or see and therefore execute it.
2.1.2 Leadership for youths.
Nevertheless, how youths perceive leadership concept is rather different and diverse.
Jennifer et al. (2014) specifically talks about youths in the leadership context since youths
“represent an under-utilized resource in community change efforts” (p.447). Also, from
Stoneman (2010), London, Zimmerman and Erbstein (2003) they echo back suggesting that
usually youths are more acknowledged of the issues in their communities earlier than the adults
for 3 years, and they usually understand or have more ideas about how can the society be
different. Writing in the journal Leadership Through a Youth Lens: Understanding Youth
Conceptualisations of Leadership, Jennifer et al. launch an experiment of gathering 130 youths
Table 1.1: 6 Aspects of Leadership Spectrum
1 Higher levels of physical power
2
Superior mental energies, superior motivational forces, perceivable in communication
and behaviors, lack of fear, courage, determination.
3 Higher abilities in managing the overall picture
4 Higher ability in managing the execution of a task
5 Higher level of values, wisdom, and spirituality
6 Higher abilities in specialized tasks

7. 7
who have participated in a yearlong leadership development program (the National Youth
Leadership Initiative [NYLI]), they have drawn conclusions (see table 1.2) that “leadership is
available to anyone in any context” (p.447) as we might not even notice when we gradually
become someone’s leader or has more or less influence on one another. In addition, to youths
leadership is “the result of making a difference, or addressing problems in the community”
(p.455). According to one youth from the experiment, how someone becomes a leader is “by
helping those who need it”(p.455). Hence, we can see that the concept of “helping others” so as
to create the change is important and it is involved in youths’ concept toward leadership.
Last but not least, leadership can be considered as a “collective action, modelling and
mentoring, a strong character” (p.447) as well. To young people, leadership is a group effort to
cooperate with one another so as to create the change and thus achieve collective goals. It is not
a power to control everything but utilize it to fight for what you want to see the most in the
organization. What’s more, as a leader, you are supposed to know how to give guidance to
members and lead by example as well.
Note. Retrieved from Leadership Through a Youth Lens: Understanding Youth Conceptualization of
Leadership, p. 454, by J. Mortensen, L. Lichty, P. Foster-Fishman, S. Harfst, S. Hockin, K. Warsinke, 2014.
Table 1.2 Emerging Youth Leadership Themes With Supporting Quotes
Youth Leadership
Theme
Definition
Anyone can be
a leader at any time
Youth believe that anyone has the potential to be a leader.
Leaders can show leadership in a variety of situation.
Creating change
The ultimate goal of leadership is to create change. Youth
emphasized creating positive change within their communities.
Collective action
The idea that leadership is not an individual effort but rather
leadership is represented by a collective effort.
Modeling and
Monitoring
Youth focused on how leaders lead. They should guide others to
do what is right, acting as a mentor rather than completely
directing them.
Strong character
Youth emphasize positive qualities like virtue and compassion.
Leaders need to have a good character, not necessarily specific
traits or abilities.

8. 8
2.2 Types of leadership: Transactional & Transformational
Despite the fact that leadership can be arose from six perspectives (see table 1.1),
according to Bass (1985), leaders can be divided to transactional leadership and
transformational leadership. Additionally, Bryman (2007) summarized Bass’s concept
and further illustrates what transformational leadership and transactional leadership are
about (see Table 2.1). Similarly, Kimberly et al.(2014) states that for transactional
leadership is to “ensure that expectations are met” (p.138).
Table 2.1 Transformational Leadership and Transactional Leadership From The
Work of Bernard Bass
Transformational
Leadership
Transactional Leadership
Idealised influence Contingent reward
Inspirational
motivation
Management-by-exception (active or passive)
Intellectual
stimulation
Ensure the expectations are met
Individualised
consideration
N/A
Explain unique
variance
N/A
Note. Adapted from Effective Leadership in Higher Education Summary of Findings,
Research Development Series, p. 8, by Alan Bryman, 2007.
It is the foundation of how transformational leaders encouraging their
members to achieve beyond the expectations. Also, Kimberly et el mention that
transformational leadership “explains unique variance in outcome variables after
controlling for the influence of transactional leadership” (p.138).
Having contingent reward along with transformational leadership are
positively aligned with members working engagement as well. Although both leader
types have different ways of practicing their leadership, Bass (1985, 1999) claims
that every leader practice both transactional and transformational leadership when
they lead their followers. Yet leaders who use transformational leadership would be
much more effective and it is more frequently used than transactional leadership.
Same statement arises in Lopez-Zafra et al. (2012) that “the most effective

9. 9
leadership style in contemporary organisations is transformational leadership” (p.99)
as it involves gaining mutual trusts between the leader and the followers.
2.3. Leadership in Emotional Intelligence
Salovey and Mayer (1990) first introduce the concept of emotional intelligence
(E.I) and it can also refer to as Emotional Quotient (E.Q). Emotional intelligence
has a great impact on our behaviours while practicing leadership (Ingram &
Cangemi, 2012) as we are the ones who can decide what to do and what not to,
hence it would influence on our decisions and future outcomes. In 1995, Goleman
popularizes the concept of EQ and defines emotional intelligence as a way to
understand a person’s own feelings and to be empathetic for others’ feelings as well
as to regulate and control a person’s own emotions. In his work Emotional
Intelligence: Why it can Matter More than IQ, he again further explains that
emotional intelligence might matters more and it can be changed through personal
improvement.
Similarly, Greaves (2009) mentions, emotional intelligence is “the single most
significant predictor of performance in the workplace,” which takes 58% of performance
in the workforce.
2.4 What makes a leader: Goleman’s 5 leaders’ components
Based on Goleman’s previous theory of emotional intelligence (1995), he brings five
essential components of leader competencies to evaluate a leader: Self-Awareness, Self-
Regulation, Motivation, Empathy, and Social Skill (2004).
2.4.1 Self-Awareness
According to an article that Gloeman published on Harvard Business Review in
1998, he mentioned that self-awareness is the first factor of emotional intelligence. It
means to have “a deep understanding of one’s emotions, strengths, weaknesses, needs,
and drives” (p.84). Goleman (2004) claims that people who have more self-awareness
are more likely to be honest with themselves and with others as well as be able to
stand in others’ shoes in terms of their feelings and performance. Self-awareness
measures a leader’s values and goals as well; on the contrary, the ones who are lack of
self-awareness is “apt to make decisions that bring on inner turmoil by treading on
buried values” (Goleman, 1998, p.85).

10. 10
2.4.2 Self-Regulation
Self-regulation is the capability to control or “redirect disruptive impulses and
moods” (Goleman, 1998, p.88) as well as “the propensity to suspend judgment to
think before acting” (Goleman, 1998, p.88). In the workforce, we often have bad
moods and thus how to manage emotions in useful ways matter as they might affect
others’ feelings and hence direct or indirect effect on ultimate working performance.
2.4.3 Motivation
According to Goleman, It is “a passion to work for reasons that go beyond
money or status” (Goleman, 1998, p.88) and “a propensity to pursue goals with
energy and persistence.” (Goleman, 1998, p.88)Even if the leader faces
obstacles or failures, he or she would still have a strong drive to manage to
achieve the ultimate commitment or even beyond expectation. Also, as
Goleman mentions in the article, leaders with high achievement motivation
would “keep score by tracking such hard measures as profitability or market
share”(p.88).
2.4.4 Empathy.
Goleman emphasises that empathy is especially crucial as it is “the
increasing use of teams; the rapid pace of globalization; and the growing need to
retain talent” (Goleman, 1998, p.88). It is the ability to “understand the
emotional makeup of other people” (p.88) and the “skill in treating people
according to their emotional reactions” (p.88). As the world we live in today,
having empathy can soothe what globalization brings: misunderstanding. Hence
with empathy, leaders can understand the messages beyond the words being
spoken.
2.4.5 Social Skill.
What Goleman talks about social skill is not just about managing
relationships and build up networks with others but a “friendliness with a
purpose: moving people in the direction you desire, whether that’s agreement
on a new marketing strategy or enthusiasm about a new product.” (Goleman,
1998, p.88) It is also and an important ability to “find common ground and
build rapport” (p.88).

11. 11
2.5 What makes a leader: Delaying Gratification
Jensen (2005) emphasizes on the importance of “delaying gratification.” By delaying
gratification we create investment, we gain patience, we become enabling to those around
us. Delaying gratification also means that we incur pain earlier, whether it is from stopping
the procrastination that is a part of almost all our lives (to use a simple example), or by
facing up to difficult personal, family, or business issues earlier rather than later (p.3).
Similarly, Villeval and Arbak (2010) further explain Jensen’s concept illustrating
that “being a leader requires energy, patience and calls for potential self-sacrifices”
(p.636). As a leader, he or she usually puts organization’s ultimate needs as well as
what the members want in front of the leader’s self-interests and potential risks in
order to achieve shared goals. And to echo the question of what makes a leader to
be committed and decide to put others at the first priority, who is also willing to
pay the price have drawn a question.
3. Methodology
3.1 Introduction
The study aims to understand the possible reasons of leaders failing to execute
their commitments. It will focus on one of AIESEC branches, AIESEC WZU. Also,
it is hoped that with the study, the final result will generate useful information and
come up with possible solutions to help leaders improve themselves in order to lead
the organization to a better place. As the previous chapter of literature review
described, there are five leadership components conducted by Goleman (2004) to
evaluate a leader. Hence the method would be conducted based upon Goleman’s
theory and will be further illustrated; data collection and research design will be
explained as well.
3.2 Research approach and design
Due to the fact that this study is about understanding leaders in AIESEC WZU in
order to help them improve themselves and the organization, it is important to listen to
their voice and let them evaluate themselves so as to seek for improvement. Moreover, it is
necessary to know “why” to each question addressed in the whole evaluation process.
According to Dudovskiy (n.d.), in Research Methodology, in qualitative approach, the
connection of humans is “aimed to be explored” (p.1) it is also flexible to adjust changes

12. 12
during the research. Therefore, a qualitative research method is the best to adopt in the
study and interview is the approach to the applicants.
The interview is divided into five parts which are based on Golemen’s theory: Self-
awareness, self-regulation, motivation, empathy, and social skill. Based on these dimensions,
online questionnaire such as Self Awareness Questionnaires (Notre Dame University), and
article A Leadership Checklist- 7 Self-Awareness Questions (Evancarmichael) are taken as
references for the detailed questions such as the participants’ leadership style, motivation
and education.
3.3 Participants
Since the research focuses on leaders in the organization, local committee of WZU,
the leaders’ profile such as years of working; and the department where leaders are from
are taken into account. Therefore, among seven leaders, three talents of executive board
from different departments are invited to participate in the interview. Two leaders are
currently working at the front office as Global Internship Program Vice-president and
Global Community Development Program Vice-president, and one of whom is elected as
the next president of WZU; and another participant is working at the back office as
Marketing and Communication Vice-president. The interview is held physically and
individually and it will take 20 to 30 minutes to complete the process. To ensure the
quality of the interview and participants can be fully devoted as well as concentrated on
the interview, a quite space will be provided for the participants to complete the
assessment. They are encouraged to freely express themselves and the interview will
remain anonymous.
4. Result and discussion
The results and the research method along with original research questions (see table1)
are presented in this chapter. As previous chpater mentions, this research methodology was
conducted by interviewing three executive leaders from AIESEC WZU. Questions were
divided into five segments based on Goleman’s theory (2004). However, several follow-up
questions were added during the interviews. All the interviews were held in the library and

13. 13
the participants were encourged to freely express themselves. Interviews were conducted
approximately 25-30 minutes.
4.1 Results
This section provides us with an overview of the results after the interview and it is
presented with a diagram (see table 2.) in order to see the relation between each factor
that influences on leaders' performance.
Table 2. Research results in diagram
Education execution
functional professional communication team
knowledge knowledge recognition
motivation sympathy
4.1.1 Result 1 Leaders need to be trained
Everyone can be a leader but whether the leader can execute his or her goals
or perform well is another matter. According to the article In Search of Great
Leaders, Rich Horwath, CEO of the Strategic Thinking Institute mentions that
as leaders “accuse greater responsibilities” in an organization, they get less
support, “especially when it comes to their strategic thinking capabilities.” He
also points out the fact that the majority of the leaders have difficulties with
strategic thinking as they are used to “putting out fires all day” due to the fact
that the organizations do not provide employees, who are also their potential
leaders in the future adequate and relevant skills much; thus their employees
“lack the skills to take the wheel.”
Youths in AIESEC are not made to become a leader overnight and thus
they are supposed to be educated so as to deal with various difficulties when
Team performance

14. 14
they lead a team. According to the interview, all of the participants have
mentioned that their leader, who is the president of AIESEC WZU, did not
give them relevant education which they would need when they led the teams,
such as team management skill or crisis management. Under this kind of
circumstance, in the beginning of their term, they spent most of their time
seeking for help such as asking their teammates who shared the same position
with them about the knowledge or the skills they needed for operation.
Consequently, when they were on board doing operational works such as
creating marketing campaigns, selling and having consultation with customers,
or developing relationships with externals, they did not have enough time to
accomplish everything in their checklist; not to mention when it came to
emergencies. Therefore, it is crucial that AIESEC WZU or the president of
AIESEC WZU are supposed to provide their potential leaders relevant, better,
and solid training in order to let them be able to take the wheel in the future.
Apart from passively being trained from the organization or the president,
whether leaders themselves absorb or learn professional knowledge that they can
enrich the team and overall experience is another issue I have found among the
interviews. The interviews have not shown whether participants spend time reading
or looking for information to help them lead the team or improve their performance.
Herewath mentions that great leaders are supposed to “understand that there’s
always room to get better,” no matter it is “discovering new trends in the market,
generating insights that lead to innovation, or improving the way they manage their
time.”
4.1.2 Result 2 Effective communication is required
Olteanu and Olteanu (2014) state that communication can be defined as “the
process of meaningful interaction among the intended, enacted”(p.385) and “lived
objects of learning”(p.386). It is a channel which enables people to convey or share
messages in order to create mutual understanding. In the journal “To Change
Teaching Practice and Students’ Learning of Mathematics”(2014), to have an
effective communication, not only the receiver is capable of absorbing and

15. 15
understanding the “exact information”(p.385) or “idea the sender intends to transmit”
but other “messages that are sent and received”(p.385).
In Forbes (2012), Myatt has mentioned:
The best communicators are great listeners and astute in their observations.
Great communicators are skilled at reading a person/group by sensing the
moods, dynamics, attitudes, values and concerns of those being communicated
with. Not only do they read their environment well, but they possess the
uncanny ability to adapt their messaging to said environment without missing a
beat (p.1).
Although great communicators have to be sensitive enough to observe
listeners’ reactions, Goleman (1998) has brought up the importance of message
receivers that they have to be emotionally engaged and take into the account of
“emotional temperature” of the listeners. From the interviews, I have discovered
that the participants did spend time a lot of time communicating with their
members in order to know their concerns, problems so as to provide them with
relevant solutions to complete the given tasks. Also it is a means to ensure
everyone shares the same page toward the mutual and ultimate goal. However the
result did not turn out positively. For instance, according to Liu, the vice-president
of Global Community Development Program (GCDP,) has spent a lot of time
communicating with her member who does not do his work about his behavior as
well as using guiding questions so as to tell him the importance of doing a good
teamwork.
Liu mentions:
At first I would talk about it for multiple times and emphasize on it as well. I
would also look for some things for him. For example he might participate
in some events which he is inspired by; then I would remind him of it.
Afterwards I would talk about the attitude and the responsibilities that a
leader should have. However he might change his behavior and start to work
on his projects in the beginning, yet in the end he does not change at all.

16. 16
Hence after knowing the fact that communicating with him does not work
well, I would ask other members to share his workloads. He knows it, too.
To explain the situation, writing in the book Working With Emotional
Intelligence, Goleman ( p.205, 1998) has stated 5 signs of failure in the ability of
persuasion (a) failure to build a coalition or get “buy-in” ; (b) overreliance on a
familiar strategy instead of choosing the best one for the moment; (c) bullheaded
promotion of a point of view, no matter the feedback; (d) being ignored of failing to
inspire interest; (e) having a negative impact. Hence, in my opinion, despite the fact
that Liu indeed has made effort on trying to change the member’s attitude and his
actions, she failed in looking for the best solution or the strategy that was the most
suitable one for the member’s situation. Not only that, the fact that she did not
inspire his interest could be another reason why she failed in changing this member
as well. Last but not least, from Liu’s response to the interview question, instead of
explaining the reason why member would have such an irresponsible attitude first,
she focused on “I;” that is, the things she has done, most of the time. From my point
of view, Liu might not either have sought for feedback from the member nor
communicated well with the member about the reasons that he or she behaved in an
irresponsible way.
4.1.3 Result 3 Motivation plays a key role for leaders
Motivation is an important but unnecessary factor to drive the participants
toward their ultimate goals. Chang, the current president of AIESEC WZU and the
previous vice-president of Global Internship Program says:
“Motivation is what drives you to achieve a certain thing, but ultimately
what makes you achieve the goal is not all because of motivation but
persistence. Motivation can be an important factor that can encourage you
when you are overwhelmed, but it is not everything.”
In addition, motivation can also be the element for the participants to try various
tasks that they have never thought of before and lead them to a different path. For
instance, the initial reason why Liu applied for a higher position was simply because

17. 17
she wanted to keep the department as there was no one who was willing to take the
responsibilities. However, as time went by during her term she gradually found more
things that she had not expected in the beginning such as friendships and the intimacy
with her members. Also because of the initial motivation, she could not only boarded
her horizon by interacting with various stakeholders but also seeing the growth of her
members and the volunteers she had recruited.
5. Conclusion
In conclusion, this study provides us with a deeper and boarder understanding of why
leaders in an organization fail to achieve their goals as well as the potential leadership issues
that the leaders have faced during their terms. Although leaders might want to keep their
promises, there are a lot of factors that can change any situation. The result confirms that
education training for leaders is a must. Without it, it is likely that the leaders would not be
able to perform well or lead their followers effectively. Also, having an effective
communication is essential as it is a way for both parties reach to consensus. And last but
not least, motivation matters whenever a leader attempts to take actions on doing certain
things.

18. 18
References
Augustine-Shaw D. (Winter, 2015). Leadership and learning: Identifying an effective
design for mentoring new building leaders. The Delta Kappa Gamma Bulletin:
International Journal for Professional Educators.
Arbak E., Villeval C.M. (2011). Voluntary leadership: motivation and influence. doi:
10.1007/s00355-011-0626-2
Beggetta M., Han H., and Andrews K.T. (2013) Leading associations: How
individual characteristics and team dynamics generate committed leaders.
American Sociological Review XX(X).doi: 10.1177/0003122413489877.
Bryman A. (2007). Research and Development Series: Effective leadership in higher
education summary of findings. Leadership Foundation for Higher Education.
Chesnut R. and Tran-Johnson J. (2013). Student leadership impact of a student
leadership development program. American Journal of Pharmaceutical
Education 77(10).
Cohen J., Cook-Sather A., Lesnick A., Alter Z., Awkward R., Decius F., Hummer L.,
Guerrier S., Larson M., and Mengesha L. (2013) Students as leaders and
learners: towards self-authorship and social change on a college campus.
Innovations in Education and Teaching International. 50(1), 3-13. doi:
10.1080/14703297.2012.746511
Defining leading language and guiding models. (2013). ASHE Higher Education
Report. 39(4), 11-27. doi: 10.1002/aehe.20010
Design for mentoring new building leaders. Delta Kappa Gamma Bulletin.
Winter2015, 81(2), 21-30.
Goleman D. (1995). Emotional intelligence.
Goleman D. (1998). What makes a leader? Harvard business review.
Ingram J., Cangemi J., Scholar-In-Residence. (2012). Emotions, emotional intelligence
and leadership: A brief, pragmatic perspective. Education 132(4), 771-778.
Mortensen J., Lichty L., Foster-Fishman P., Harfst S., Hockin S., WarsinskeK. (2014).
Leadership through a youth lens: understanding youth conceptualization leadership.
Journal of Community Psychology. 42(4) 447-462. doi: 10.1002/jcop.21620
Lopez-Zafra E., Garcia-Retamero R., Martos M. P. B., (2012), The relationship between

19. 19
transformational leadership and emotional intelligence from a gendered approach.
The Psychological Record, 62, 97-114.
Olteanu C., Olteanu L.,(2010), To change teaching practice and students’ learning of
mathematics. Education Inquiry. 1(4), 381-397.
Parrish D. R. (2015) The relevance of emotional intelligence for leadership in a higher
education context. Faculty of Science, Medicine and Health - Papers,40(5), 821-837
Summerfield M.R.(2014). Leadership: A simple definition. Am J Health-Syst
Pharm.47(3), 251-253. doi: 10.2146/ajhp130435.
Team FME (2014) Understanding emotional intelligence. Retrieved from http://
www.free-management-ebooks.com/dldebk-pdf/fme-understanding-emotional-
intelligence.pdf

20. 20
Appendix I
Self-awareness
1 How do you think about yourself as a leader?
2 What do you think about your performance at the moment?
3 Do you think personalities matter in your performance?
Self-regulation
1 How do you prioritise your schedule?
2 How many working hours do you have per day?
3 Does the amount of working hours you have help you finish your work? Why or
why not?
4 Do you fully concentrate on your work during working hours?
5 When it comes to argument or misunderstanding, what do you usually do?
Motivation
1 Do you think motivation is relevant to performance? Why or why not?
2 Do you think your motivation helps you achieve your commitments
(goal)? Why or why not?
Empathy
1 Do you think being empathic helps you achieve the goals?
2 Does the way you deliver strategies help you achieve goals? Why or why
not?
3 Do you have well-defined learning expectations for all members? Why
or why not?
Social skill
1 How do you deliver your strategies to members?
2 Does the way you deliver strategies help you achieve goals? Why or why
not?
3 Do you think your members fully absorb and execute your strategies? How
do you know whether they absorb what you say?