Review of Economics and Development Studies Vol. 5, No 4, 2019

623

Volume and Issues Obtainable at Center for Sustainability Research and Consultancy

Review of Economics and Development Studies
ISSN:2519-9692 ISSN (E): 2519-9706

Volume 5: No. 4, 2019

Journal homepage: www.publishing.globalcsrc.org/reads

Mediating Impact of Emotional Intelligence Competencies on the Relationship of

Conflict Management Styles and Service Quality of Higher Education: A Pakistan

Based Study

1
Umair Asghar,

2
Khalid Pervaiz

1
Ph.D. Scholar (Management Sciences) at Hajvery University Lahore. umairscholar@gmail.com

2
Dean, Faculty of Management Sciences, Hajvery University Lahore. khalidpervaiz@hu.edu.com

ARTICLE DETAILS ABSTRACT

History

Revised format: 30 Nov 2019

Available Online: 31 Dec 2019

This quantitative, investigation was to explore mediating impact of

emotional intelligence competencies on the relationship between conflict

management styles and service quality of higher education. In this study,

multi-stage cluster sampling technique was applied for the selection of

sample whereas SPSS was used for testing the hypothesis which measures

the direct and indirect effect. Structured questionnaires were used for data

collection which comprised of 5 points Likert scale. The findings proved

partial mediation to emotional intelligence competencies between the

relationship of conflict management styles and service quality of higher

education which indicates higher the emotional intelligence competency

the staff has, would have the higher the ability to resolve day to day

conflicts. The research suggests that faculty and staff training programs,

workshops to improve service quality would help to narrow the gap

between customer’s perceptions and expectations.

Commercial 4.0

Keywords

Conflict Management Styles;

Emotional Intelligence

Competencies; Service Quality of

Higher Education

JEL Classification:

D74, D79, L15, L19

Corresponding author’s email address: umairscholar@gmail.com

Recommended citation: Asghar, U. and Pervaiz, K., (2019). Fragility Mediating Impact of Emotional Intelligence

Competencies on the Relationship of Conflict Management Styles and Service Quality of Higher Education: A

Pakistan Based Study. Review of Economics and Development Studies, 5 (4), 623-636

DOI: 10.26710/reads.v5i4.879

1. Introduction

The educational system in Pakistan is not very encouraging (Rasool, 2007). We cannot change the

education system to change the quality of educational services. This persistent low quality problem has

made the institutional environment more hostile and violent. The causes of poor quality differ greatly in

services and products. The main causes of service failure are lack of leadership, care or kindness, lack of

training or anxiety (Sallis, 2014). Higher education institutions (HEIs) are therefore crucial to meeting the

challenges of a rapidly changing world (Haider, 2008). According to Luan (2011), the higher education

sector has not responded to the needs of society and the economy for two decades because it is growing

rapidly, neglecting and neglecting the quality assurance mechanisms cited (Hilman et al., 2017). Another

group of scholars argue that educational services are generally intangible and measurable because

outcomes translate into student transformation, characteristics, knowledge and behavior (Tsinidou et al.,

2010). Due to the consistency of the product, the quality of services is a major concern for education.

Education has been shown to play a key role in the creation of human capital. This will increase people's

http://www.publishing.globalcsrc.org/reads

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productivity and strength by creating talented employees who can steer the economy toward sustainable

economic development. A team of social scientists supports the idea of "client", ie. They clearly agree

with the ambiguous idea of "customers" in education, but that does not diminish the power to provide the

simplest services offered to buyers. In this way, there is a change in the paradigm from 'student' to 'client'

in universities and public services to corporate or managerial approaches (Wong, 2008). To understand

the concept of quality of service in educational institutions, it is divided into two parts; 1) academic

quality and 2) non-academic quality. This study deals only with the non-academic quality of university

services. The process of improving the quality (quality of service) of the higher education subsector can

provide us with a rational strategy for what affects the quality of service in higher education. The main

objective of the study is to identify the mediating effect of emotional intelligence on the relationship

between conflict management styles and the quality of higher education services, in order to understand

the importance of emotional intelligence in higher education.

This study bridges the customer perception gap of service quality in education which distinctively sought

to improve the service quality of higher education in the light of emotional intelligence competencies to

handle day to day conflicts among faculty to improve service quality. This study is a unique pursuit to

find a mediating impact of emotional intelligence competencies evaluated by faculty as internal

customers.

This investigation answers the following research question:

 Whether conflict management styles have a significant positive impact on the service quality of
higher education institutions of Pakistan?

 Whether emotional intelligence competencies mediate between the relationship of conflict
management styles and service quality of higher education institutions of Pakistan?

2. Literature Review

2.1 Conflict Management Styles (Cm)

Conflict is inevitable in individuals, it is the natural result of human interaction, relationships between

individuals or organizations become incompatible or inconsistent when two or many of them crave a

similar resource, which is rare when they do not share behavioral preferences about their joint actions or

with completely different attitudes, values, beliefs and skills (Rahim, 2017). Some scholars believe that

conflict management is better than avoiding it (Algert & Watson, 2002), as reported in (Din et al., 2011).

Conflict, if managed well, will cause growth and development. People have one dominant style when

dealing with conflict, although different conflicts require different methods (Din et al., 2011). Academic

administrators must address all structural issues, increase employee frustration, which would have

negative consequences (Galtung, 1964), as outlined in (Kriesberg, 2007). Universities have unclear lines

of authority, role, and communication. Structural problems and limited resources are key sources of

conflict in the identified university context (Holton, 1998). Rahim and Bonoma (1979) and Rahim (2002)

categorize conflict management into two main dimensions; i.e. concerns for oneself and concerns for

others. These five completely different types of conflict management avoid, threaten, dominate, integrate,

and engage. It is a proven fact that conflict can have positive or negative consequences. If the impact of a

conflict is positive, then it is known as a deliberate conflict, and if the impact is negative, then it is known

as a negative conflict. Similarly, methods of conflict management have negative or positive consequences.

Many of these methods are also non-functional, while some are also effective (Afzalur Rahim, 2002).

2.2 Conflict Management and Service Quality of Higher Education

The academic institution is ripe for conflict (Hartman & Crume, 2014; Kantek & Gezer, 2009). Because

these institutions value free thinking, they are academic autonomy, conflict is inevitable and therefore can

arise in any combination of students, teachers, and administrators (Bess & Dee, 2014). In particular, if

educational institutions do not give their leaders sufficient time to resolve conflicts, this will take up to

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25% of the time of the manager suffering from a significant human resources outflow. Conflict must vary

depending on the environment. Factors such as location, campus, authority, student population, and

unions will all influence the conflict. Conflict resolution methods are as complex as the conflict itself

(Garcia, 2015). Social conflicts increase diversity, friendliness and complexity. The current context of the

university is much more difficult than before and so many conflict and governance forums are longer than

before (Fatile & Adejuwon, 2011). Another researcher also added, as others, Conflict is inevitable and

considered a standard phenomenon. There are total human relationships in all styles of organizations

(Ahamefula, 2014). Educational institutions are experiencing quite different styles of conflict, despite the

recent advances in conflict management theory, if the conflict is managed properly, it will become a

positive experience (Khamkhong & Tayco, 2018). The researcher thus uses a tool previously developed

by Rahim (1995) ROCI-II in the following areas. These are:

 Integration (High concern for self and high concern for others);

 Domination (High concern for self and low concern for others);

 Obligation (Low concern for self and high concern for others);

 Avoidance (Low concern for self and low concern for others), and

 Compromise (Intermediate levels of concern for both self and others)

2.3 Emotional Intelligence Competencies (EI)

According to Gardner's Theory of Intelligence (1983), the emotional person is an important measure of

organizational behavior. There are seven different forms of intelligence. Five of them consist of cognitive

knowledge that can be functional for scientists. The practice of two of them - interpersonal and intra-

personal - confirms the high chance of success. The first type of intelligence describes the ability of

someone to define their criteria and use them throughout their lives. Gardner's theory plays an important

role in psychology and health care. In addition to Gardner, there are three key theories in the field of

emotional intelligence: Bar-On, Salovey, Mayer, and Goleman. However, with the decline in emotional

intelligence, academic success and stimulating communication seem to be diminishing. People with

greater emotional intelligence are more interested in their own and other emotions. Coates and Anderson's

(2007) study concludes that self-confidence, commitment, sensitivity, tenacity and inspiration are the

most important indicators of emotional intelligence among successful higher education leaders. After an

in-depth review of the literature, it was concluded that a range developed (Sala, 2002a) could be used that

could address the need to assess the emotional intelligence competencies of four clusters;

 Self-awareness

 Self-management

 Social awareness

 Relationship management

2.4 Relationship of Conflict Management Styles and Emotional Intelligence
Confidence, creative ideas and behavior and adaptability are the emotional skills needed to effectively

manage conflicts. According to Barry (1999), efficiency, creativity, and productivity are, in themselves -

and not supported by emotional control - detrimental to conflict management. This is because negotiation

and conflict resolution require emotional interactions (Barry, 1999). Successful conflict managers must

therefore be able to evaluate the emotions of all stakeholders in order to achieve maximum success. The

different dimensions of emotional intelligence are critical aspects of successful decision making,

leadership, transparent communication, teamwork, relationships, loyalty and innovation within jobs and

companies (Cooper & Sawaf, 1997). By adding intent and emotion to rational assumptions, Thomas

(1992) builds on his model of conflict. He explained this: "I tried to integrate emotions into the conflict

process and to show how emotions respond to both types of thinking and how they add more force to

conflict episodes" (Thomas, 1992). As emotional expression is the key to individual and organizational

growth, conflict management procedures need to recognize the impact of emotional conflict outcomes

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(Bar-On, 1997). The link between emotions and emotional intelligence and conflict resolution is a popular

course.

2.5 The Concept of Service Quality of Higher Education Institutions (SQHE)
"Quality is difficult to outline and is an elusive concept" (Sallis, 2014). Another group of scholars even

describe quality as a "slippery concept" (Pfeffer & Coote, 1991). According to Crosby (1994), “Quality

meets the requirements; poor quality is a disagreement". According to Juran (1988) quality is suitable for

use. Deming (1982) argues that higher quality leads to higher productivity, which in turn leads to long-

term competitiveness. The purpose of the organization is to optimize the whole system, not to optimize

the individual subsystems. In the context of higher education, the exact concept of quality is not an easy

job. The term quality education is considered infamous (Pounder, 1999, 2001) and is a very vague and

tainted term (Cheong Cheng and Ming Tam, 1997). The definition of quality, adopted by most analysts

and policy makers in the classroom, is a definition of proportionality for the goals of pro-rectors and

more. (1989) further cited (Sahney et al., 2006). Exhibitors of this approach claim that quality is

intelligent because it looks at the purpose of the product or service. Quality is judged by the extent to

which the product or service meets its goals (Green, 1994; Tight, 2012a). According to Deming (1982),

deviations or discrepancies in customer service are disappointing and affect the reputation of companies.

This is one of the main causes of poor quality. According to Aldridge and Rowley ( 2001), interest in the

organization becomes clear when students recognize the quality of the institution's services and the

standardized learning environment provided by intellectual educators, appropriate training and

infrastructure services, their interest will be reserved explicitly. Students are motivated by both the

academic ability and the administrative effectiveness of the institution (Aldridge & Rowley, 2001).

Maintaining other important quality services in education, such as well-maintained libraries, security

systems, medical equipment, multimedia classes and equipment, conference arrangements and

collaboration among administrative staff, assumes a significant job in of help for training and

development (Dick & Basu, 1994; Oliver, 2014). Service organizations have achieved the need to treat

their employees as internal customers and deliver them with high quality services to each external

customer. As per Juran (1988), internal customers are directly involved in the production of a product or

service. The task of management is therefore to systematically improve the system with the input of

employees and management. According to the literature, education mainly affects the services sector.

After reviewing the literature researcher hypothesizes;

H1: There is a significant positive relationship between conflict management styles and service quality of

higher education.

H2: There is a significant positive relationship between conflict management styles and emotional

intelligence competencies.

H3: There is a significant positive relationship between emotional intelligence competencies and service

quality of higher education.

H4: Emotional intelligence competencies mediate between the relationship of conflict management styles

and service quality of higher education.

3. Conceptual Framework of the Research

In the light of the above discussions, the researcher infers the accompanying conceptual framework for

the investigation.

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Figure: 1 Conceptual Framework of the Research

4. Methodology
Quantitative method was used for this investigation; only 18 universities gave positive response from 62

universities / institutes of Punjab province. The analytical unit in this study was all faculty members either

full-time or visiting were considered of the Punjab province of Pakistan. The instruments were composed

of a 5-point Likert scale. For this empirical study, "SPSS" was used for the analysis and it was found the

best to know the direct and indirect effects to achieve the objectives of the study. In addition, the Taro

Yamani (1967) formula was used to calculate the sample size as shown in (Singh and Masuku, 2014).

Formula to calculate sample size, n=N/1+N (e) ²

n= Sample size,

N=Population size, 5876 faculty members of 18 universities

e = Sampling error 5% or Margin of error

Sample Size = 375 by keeping 20% (expected non- response rate) suggested by expert we added 20% of

375, so it became 450 faculty members.

5. Results and Discussion

5.1 Demographic Statistics

The descriptive statistics data part of the questionnaire comprises five questionnaires. In this study 460

questionnaires were sent to the faculty members of randomly selected universities in Punjab, Pakistan,

only 12 questionnaires were misplaced and could not be delivered to the faculty members. Finally, 448

questionnaires were returned after continues and massive follow-ups due to doubt of frivolous responses

and missing information, 29 responses were discarded. A total of 419 useful questionnaires were utilized

for data analysis with a response rate of 91%. The table of demographic information received regarding

the Gender, Age, Education, Experience and Marital Status from the respondents is as under.

Table 1: Gender Wise Response Rate

Frequency Percent Valid Percent Cumulative Percent

Male 313 74.7 74.7 74.7

Female 106 25.3 25.3 100.0

Total 419 100.0 100.0

20-25 Years 10 2.4 2.4 2.4

26-31 Years 36 8.6 8.6 11.0

32-37 Years 133 31.7 31.7 42.7

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38-43 Years 105 25.1 25.1 67.8

44-49 Years 82 19.6 19.6 87.4

50 & Above 53 12.6 12.6 100.0

Total 419 100.0 100.0

Graduation 81 19.3 19.3 19.3

Masters 150 35.8 35.8 55.1

MS/M.Phil. 172 41.1 41.1 96.2

Ph. D 16 3.8 3.8 100.0

Total 419 100.0 100.0

1-5 Years 270 64.4 64.4 64.4

6-10 Years 140 33.4 33.4 97.9

11-15 Years 8 1.9 1.9 99.8

16 & Above 1 .2 .2 100.0

Total 419 100.0 100.0

Married 382 91.2 91.2 91.2

Un-married 37 8.8 8.8 100.0

Total 419 100.0 100.0

5.2 Mean, Min, Max, and Standard Deviation of CM Styles, EI Competencies and SQHE

Table: 2 shows highe rscore, means greater usage of CM styles. The Avoiding style is the largest (M =

3.25), followed by the compromising and dominating style (M = 3.24). As per the analysis Relationship

Mgt. (M= 3.94) is the frequently used emotional intelligence competency among all followed by Social

Awareness (M =3.88), and, lastly Tangibility remained highest (M = 3.36) followed by Responsiveness

and Assurance (M =3.28) as the most responded items among all.

Table: 2 Descriptive Statistics

Constructs N Item Min Max Mean SD

Integrating 419 7 1 5 3.18 1.119

Obliging 419 6 1 5 3.17 1.133

Dominating 419 5 1 5 3.24 1.134

Avoiding 419 6 1 5 3.25 1.076

Compromising 419 4 1 5 3.24 1.099

Self Awareness 419 17 1 5 3.84 1.052

Self Mgt 419 22 1 5 3.78 1.042

Social Awareness 419 8 1 5 3.88 1.055

Relationship Mgt 419 4 1 5 3.94 1.037

Tangibility 419 4 1 5 3.36 1.141

Reliability 419 5 1 5 3.22 1.163

Responsiveness 419 4 1 5 3.28 1.170

Assurance 419 4 1 5 3.28 1.225

Empathy 419 5 1 5 3.22 1.175

Valid N (Listwise) 419

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5.3 Composite Reliability and Cronbach’s Alpha

The value of Composite Reliability and Cronbach’s Alpha should be greater than 0.7(Hair et al., 2014).

Table: 3 Reliability Analysis

Cronbach's Alpha Composite Reliability

Conflict Management 0.937 0.952

Emotional Intelligence

0.927 0.948

Service quality of Higher Education 0.946 0.958

In our research value of all variables are meeting the threshold value except and Composite reliability also

showing reliable results for all the variables as shown in Table: 3.

5.4 Collinearity Statistics/ Variation Inflation Factor (VIF)
There is criterion value for the values of VIF according to which if the value is less than 5 i.e. (VIF <5),

and a value if close to 1 indicates that there is no collinearity (Joseph, 2014).

Table: 4 Multicollinearity Test

Variables Collinearity Statistics

Tolerance VIF

Conflict mgt. styles

Emotional intelligence

competencies

.952

1.050

Dependent Variable: Service quality of higher education

Table: 4 shows the inner VIF values of all the variables except the dependent variable because it doesn’t

show the value of the dependent variable. The values of CM, EI are less than 5 and near to 1 which shows

that these values lie within the threshold value thus showing that there is no multicollinearity and showing

the goodness to fit.

5.5 Test of the Hypotheses

In order to test the hypotheses, multiple regressions and the correlation method were utilized. Multiple

regressions were used in order to identify the relationship between two or more independent variables

whereas the Pearson correlation was used to test the relationship between one dependent and one

independent variable.

5.6 Pearson Correlation Test

The results of the relationship between the independent variables and the dependent variable are shown in

Table:5 below. The result indicates that there is a significant relationship between is a significant

positive relationship between conflict management styles and service quality of higher education, the

result is r = .559** while p < .01. There is significant relationship between conflict management styles

and emotional intelligence competencies, the result is r = .219** while p < .01 and, lastly significant

positive relationship found between emotional intelligence competencies and service quality of higher

education, r = .309** while p < .01.

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Table : 5 Correlations

CM EI SQHE

CM Pearson Correlation 1 .219** .559**

Sig. (2-tailed) .000 .000

N 419 419 419

EI Pearson Correlation .219** 1 .309**

Sig. (2-tailed) .000 .000

N 419 419 419

SQHE Pearson Correlation .559** .309** 1

Sig. (2-tailed) .000 .000

N 419 419 419

**. Correlation is significant at the 0.01 level (2-tailed).

5.7 Mediator Regression Analysis

Multiple regressions were performed to assess the direct and indirect relationships within the proposed

model and the stated hypotheses. Testing of the stated hypothesis was done so in accordance with Baron

and Kenny’s (1986) was given preference over (Preacher & Hayes, 2004) mediation technique because

Baron and Kenny’s approach fulfills the need of investigation and hypothesis testing. A variable functions

as a mediator when it meets the following conditions: (a) variations in levels of the independent variable

significantly account for variations in the presumed medication (i.e., Path a), (b) variations in the mediator

significantly account for variations in the dependent variable (i.e., Path b), and (c) when Paths a and b are

controlled, a previously significant relation between the independent and dependent variables is no longer

significant, with the strongest demonstration of mediation occurring when Path c is zero.

H1: There is a significant positive relationship between conflict management styles and service quality of

higher education.

In order to assess this relationship, a regression analysis was conducted and provided an r2 = .312, p <

.05. There is a significant positive relationship between conflict management styles and service quality of

higher education (β = .586*, t = 13.757, p < .05). As per the criteria t-statistics value must be above than

1.96, and p-value needs to be lesser than 0.05 (Hair, Hult, Ringle, & Sarstedt, 2014), therefore

Hypothesis: 1 was not rejected because it is meeting the threshold criteria.

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Figure: 3 Depicts the direct relationship (note: bold represents a significant finding).

H2: There is a significant positive relationship between conflict management styles and emotional

intelligence competencies.

In order to assess this relationship, a regression analysis was conducted and provided an r2 = .048, p <

.05. There is a significant positive relationship between conflict management styles and emotional

intelligence competencies (β = .204*, t = 4.581, p < .05). As per the criteria t-statistics value must be

above than 1.96, and p-value needs to be lesser than 0.05 (J. F. Hair et al., 2014), therefore Hypothesis: 2

was not rejected because it is meeting the threshold criteria. Figure:4 depicts the direct relationship (note:

bold represents a significant finding).

H3: There is a significant positive relationship between emotional intelligence competencies and service

quality of higher education.

In order to assess this relationship, a regression analysis was conducted and provided an r2 = .095, p <

.05. There is a significant positive relationship between emotional intelligence competencies and service

quality of higher education (β = .348*, t = 6.642, p < .05). As per the criteria t-statistics value must be

above than 1.96, and p-value needs to be lesser than 0.05 (J. F. Hair et al., 2014), therefore Hypothesis: 3

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was not rejected because it is meeting the threshold criteria. Figure: 5 depicts the direct relationship (note:

bold represents a significant finding).

H4: Emotional intelligence competencies mediate between the relationship of conflict management styles

and service quality of higher education.

In order to assess this hypothesis Baron and Kenny’s (1986) criteria for mediation was followed. Path a

(conflict management styles and emotional intelligence competencies) was assessed through a regression

analysis and revealed an r2 = .048, p < .01. The first requirement, a significant Path a was supported (β =

.204**, t = 4.581, p < .01). Next, the second requirement for mediation, Path b (emotional intelligence

competencies and service quality of higher education) was assessed through a regression analysis and

revealed a significant relationship (β = .348**, t = 6.642, p < .01). Finally, the third criterion for

mediation, Path c (when Paths a, and b are controlled for, a previously significant, Path c [as supported in

Hypothesis 1] will be non-significant) was assessed through a regression analysis and revealed significant

relationship Path c (β = .541, t = 12.72, p < .01). As per the criteria t-statistics value must be above than

1.96, and p-value needs to be lesser than 0.05 (J. F. Hair et al., 2014), therefore It was concluded that

Hypothesis 4 was not rejected as the data supported which means emotional intelligence competencies

partially mediates the relationship between conflict management styles and service quality of higher

education. Figure:6 depicts the significant indirect relationship (note: bold represents a significant

finding),

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Emotional intelligence competencies mediate between the relationship of conflict management styles and

service quality of higher education.

Table: 9 Coefficients

Model Unstandardized Coefficients Standardized

Coefficients

T Sig.

B Std. Error Beta

1 (Constant) .683 .202 3.378 .001

CM .541 .043 .516 12.720 .000

EI .221 .046 .196 4.845 .000

a. Dependent Variable: SQHE

6. Scope and Limitations

The survey instruments applied in the current research study contained multiple-choice items and did not

include open-ended questions. As a result, the argument of the study findings is limited to a reliable

source of the chosen research instruments. Consequently, in this research study, only student perception

was considered to gauge service quality of higher education when rating provided by faculty as internal

customer particularly to nonacademic departments and the demographics remain restricted to one

province (Punjab).

7. Recommendations

Researchers can replicate current research at other larger private and state universities, institutes in

different provinces of Pakistan. An additional consideration for future research would be to carry out a

qualitative approach, and future researchers could consider the extended role of environmental or cultural

factors on the relationship between faculty and students. And furthermore, there is a requisite to replicate

this research model to the faculty’s perception of academic and nonacademic quality of higher education

institutions of Pakistan.

8. Conclusion

The fallouts of this study seem most probable agreeing to the culture or norms of Pakistan as faculty, most

often chosen avoiding style, followed by dominating and compromising style for handling conflicts and

commonly used relationship management followed by social awareness among emotional intelligence

competencies, while repeatedly chosen tangibility followed by assurance among all dimensions of service

quality. It would be relatively practical for higher education institutions to offer policies, practices, and

procedures, clearly formulated, understood well, humane and fair to provide quality services and support

to all departments to improve the satisfaction of internal and external customers. The institutions would

respond to customers’ perceptions by narrowing the gap between expectations and perceptions through

training of faculty and staff. The research also suggests that higher the emotional intelligence competency

would increase the capability to resolve day to day conflicts to improve the service quality of higher

education in Pakistan.

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