Taking our practices into these new contexts revealed a number of critical lessons for EI and leadership development in a global setting:

  1. Faculty practitioners must demonstrate and maintain emotional intelligence individually and as a group;

  2. Global work requires culturally-specific understandings of the I-We continuum;

  3. The facilitator group must find practices for developing and sustaining emotional intelligence in themselves;

  4. Faculty practitioners are responsible for using language that is accessible: no jargon allowed. And conducting complex emotional and theoretical programs through simultaneous translation is possible, but it demands careful consideration as an important aspect of design and program delivery.

3.4.1. Lesson ...

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