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Faculty of Graduate Studies

Andree-Anne Poirier-Leroy

  • BSc (Florida State University, 2004)
Notice of the Final Oral Examination for the Degree of Master of Arts

Topic

Examining the Effectiveness of a Training Program on Emotional Intelligence and Career Readiness of Post-Secondary Students

Department of Educational Psychology and Leadership Studies

Date & location

  • Tuesday, August 19, 2025
  • 1:00 P.M.
  • MacLaurin Building, Room A341

Examining Committee

Supervisory Committee

  • Dr. Lucinda Brown, Department of Educational Psychology and Leadership Studies, ßÉßɱ¬ÁÏ (Co-Supervisor)
  • Dr. Todd Milford, Department of Curriculum and Instruction, UVic

External Examiner

  • Dr. Barton Cunningham, School of Public Administration, UVic

Chair of Oral Examination

  • Dr. David Scott, Department of Philosophy, UVic

Abstract

In today’s rapidly evolving, technology-driven workforce, the influence of artificial intelligence (AI) has heightened the need for emotional intelligence (EI) and 21st century skills among university graduates. Research links EI to career-related outcomes such as job performance and leadership, while employers expect universities to develop career-ready graduates. Research indicates that EI training programs can effectively increase these essential skills through targeted interventions and experiential learning in post-secondary education.

This study evaluates a training program designed to increase EI and career readiness competencies for a sample of 121 undergraduate students at a Canadian university during the COVID-19 pandemic. Using secondary data from self-reported measures of EI and career readiness and a pre-post survey design, the quasi-experimental study examines the effects of the training for increasing total EI, its 10 sub-facets, and eight career readiness competencies. Findings supported the effectiveness of an EI training program in significantly improving total EI and select sub-facets of EI, and partial effectiveness in increasing career readiness competencies.

To strengthen arguments supporting causation, future research should employ an experimental research design as the absence of a formal control group in this study limited statistical analyses. Further exploration should identify training components most effective at enhancing EI and its sub-facets. Longitudinal studies with repeated measures could investigate predictive relationships and potential mediating factors between EI and career readiness. The findings also suggest a link between EI-focused training programs and career outcomes. Further investigation into this association could inform program design to better equip university students with essential 21st century skills for their future careers.

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