The current issue and full text archive of this journal is available at
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JMP
24,1
66
Received June 2007
Revised November 2007
Accepted November 2007
Journal of Managerial Psychology
Vol. 24 No. 1, 2009
pp. 66-78
q Emerald Group Publishing Limited
0268-3946
DOI 10.1108/02683940910922546
The relationship between
emotional intelligence and
psychological wellbeing
Abraham Carmeli, Meyrav Yitzhak-Halevy and Jacob Weisberg
Graduate School of Business Administration, Bar-Ilan University,
Ramat-Gan, Israel
Abstract
Purpose – Theory suggests that highly emotionally intelligent individuals are likely to experience
psychological wellbeing at a higher level than individuals who are low in emotional intelligence. This
study aims to examine the relationship between emotional intelligence and four aspects of
psychological wellbeing (self-acceptance, life satisfaction, somatic complaints and self-esteem).
Design/methodology/approach – Data were collected from employees through two different
structured surveys administered at two points in time.
Findings – The results of four hierarchical regression models provide, in general, support for the
positive association between emotional intelligence and psychological wellbeing components –
self-esteem, life satisfaction, and self-acceptance. Only marginal significant support was found for the
negative relationship between emotional intelligence and somatic complaints.
Originality/value – The present study contributes to a growing body of literature seeking to
determine the role of emotional intelligence in explaining individuals’ wellbeing at work. In addition,
the study indicates that employees who experience a psychological state of wellbeing may function
better than employees who experience emotional deficit.
Keywords Emotional intelligence, Self esteem, Individual psychology
Paper type Research paper
Introduction
The 1990s were witness to a growing interest on the part of scholars and practitioners
alike in the construct of emotional intelligence. This interest reflects the theoretical
proposition that individuals who are high in emotional intelligence are likely to
experience more success in work-related and non-work aspects of life than
low-emotionally intelligent individuals. Considering that workplace can pose
considerable difficulties and distress on employees, as well as need to create a more
occupationally healthy work environment (Probst and Brubaker, 2001), it is important
to study the extent to which employees who scored higher in emotional intelligence
experience better psychological wellbeing.
Despite the surge of interest in emotional intelligence, researchers acknowledge that
this concept is still in its early stages (see Davies et al., 1998; Mayer et al., 2001; Zeidner
et al., 2004). As observed by Palmer et al. (2002), efforts thus far have mainly
concentrated on the development of the theoretical basis of the construct of emotional
The authors wish to thank the associate editor and three anonymous reviewers of this journal for
their helpful comments and suggestions.
intelligence (e.g. Mayer and Salovey, 1997; Salovey and Mayer, 1990), and valid Emotional
measures of emotional intelligence (e.g. Mayer et al., 2002; Schutte et al., 1998; Wong intelligence and
and Law, 2002).
Additionally, empirical evidence is still needed to determine the importance of wellbeing
emotional intelligence for explaining emotional reactions and behaviors (Jordan et al.,
2002) and achieving success in various aspects of work (Abraham, 1999) and life.
Despite the claims that emotional intelligence may contribute to explaining emotional 67
deficits, little research has been produced that demonstrates the value of emotional
intelligence in this respect (Mayer et al., 2002; Palmer et al., 2002).
The purpose of this study is to examine the relationship between emotional
intelligence and four dimensions of psychological wellbeing. By surveying individuals
employed in a variety of organizations in Israel at two points in time, we aimed to
overcome the limitations associated with the cross-sectional design that characterize
previous studies in our field. We also attempt to provide more comprehensive evidence
by investigating psychological wellbeing as a multidimensional construct
encompassing life satisfaction, self-acceptance, self-esteem, and somatic complaints.

Theory development and hypotheses

Emotional intelligence
Emotional intelligence is rooted in early works on emotions and social intelligence. The
foundation of emotional intelligence can be traced back to Thorndike (1920) (note that
others have raised doubts as to whether Thorndike could be said to propose or support
the concept of emotional intelligence (see Landy, 2005)), Moss and Hunt (1927), Guilford
(1956), Vernon (1933) and Gardner’s (1983) works on social intelligence. These scholars
suggested that social intelligence is another facet of intelligence. Thorndike (1920)
proposed a three-facet construct of intelligence: abstract intelligence – pertaining to
the ability to understand and manage ideas, mechanical intelligence – indicating the
ability to understand and manage concrete objects, and social intelligence – referring
to “the ability to understand and manage men and women, boys and girls – to act
wisely in human relations” (Thorndike, 1920, p. 228). Gardner (1983) proposed a
conceptualization of interpersonal intelligence – the competence to understand other
people, and intrapersonal intelligence – the competence to understand the self and
apply it effectively in life.
However, it was not until the early 1990s that the concept of emotional intelligence
was given particular attention. Over the years, several scholars have provided
definitions of emotional intelligence (e.g. Davies et al., 1998; Goleman, 1995). Salovey
and Mayer (1990) and Mayer and Salovey’s (1997) definitions of emotional intelligence
have been the most influential. In 1990, Salovey and Mayer (1990, p. 189) defined
emotional intelligence as “the subset of social intelligence that involves the ability to
monitor one’s own and others’ feelings and emotions, to discriminate among them and
to use this information to guide one’s thinking and actions”. Seven years later, they
refined their conceptualization of emotional intelligence to encompass four interrelated
dimensions: the appraisal and expression of self-emotions, the appraisal and
recognition of emotions in others, the regulation of self-emotions, and the use of
emotions to facilitate performance. According to this conceptualization, emotional
intelligence refers to “the ability to perceive emotions, to access and generate emotions
JMP so as to assist thoughts, to understand emotions and emotional knowledge, and to
24,1 reflectively regulate emotions so as to promote emotional and intellectual growth”
(Mayer and Salovey, 1997, p. 5).

Emotional intelligence and psychological wellbeing

The theoretical structure of the construct of psychological wellbeing (e.g. Bradburn,
68 1969; Diener, 1984; Ryff, 1989, 1995; Ryff and Keyes, 1995; Schmutte and Ryff, 1997)
and its operationalization have been subjected to extensive research (e.g. Ryff and
Keyes, 1995; Ryff and Singer, 1996). Psychological wellbeing is a complex and
multidimensional construct. In its simplest form, psychological wellbeing represents
“a generalized feeling of happiness” (Schmutte and Ryff, 1997, p. 551). It represents
wellness that is conceived as “progressions of continued growth across the life
course” (Ryff, 1995, p. 99). This view reflected an emphasis on life satisfaction and
happiness. A more accurate approach is to view wellbeing as a construct that
represents aspects of positive functioning (Ryff, 1995). In an attempt to capture
these aspects, Ryff (1989, 1995) structured a multi-dimensional model of
psychological wellbeing. This model encompasses dimensions such as breadth of
wellness that includes positive evaluation of oneself and one’s past life
(self-acceptance), a sense of sustained growth and development as a person
(personal growth), the belief that life is meaningful (purpose in life), the
establishment and the sustaining of quality relations with others (positive relations
with others), the capacity to effectively manage one’s life and the surrounding world
(environmental mastery), and a sense of self-determination (autonomy).
The present study attempts to capture all of the aspects of positive psychological or
mental functioning suggested by Ryff (1989, 1995). Following Ruderman et al. (2002),
we used life satisfaction, self-esteem, and self-acceptance to assess employees’
psychological wellbeing. In addition, we used somatic complaints to capture the more
specific psychological state of employees. Life satisfaction refers to a cognitive
evaluation or judgment of one’s overall life (Diener et al., 1985). Self-acceptance refers to
the degree to which one possesses positive attitudes toward her or his past life,
acknowledging both unsatisfactory and satisfactory achievements (Gough and
Bradley, 1996). As Ruderman and colleagues (2002) noted, self-acceptance taps into
other dimensions of wellbeing such as autonomy, positive relationships with others,
and initiatives and openness to new experiences, similar to those indicated in Ryff and
Keyes’s (1995) model of positive psychological wellbeing.
Self-esteem refers to an overall evaluation of one’s worth or value (Rosenberg, 1989;
Rosenberg et al., 1995). It is often used as an indicator of psychological wellbeing (see
Ruderman et al., 2002). Somatic complaints include physical and mental states such as
sweating, headaches, insomnia, chest pains, fatigue, dizziness, stomachaches, and
palpitations (Caplan et al., 1975; Karasek, 1979). In essence, somatic complaints reflect
unsuccessful coping with strain (Leary, 1999).
Theory suggests that emotionally intelligent individuals are likely to experience a
higher level of psychological wellbeing and a lower level of emotional deficit than
individuals who possess a low level of emotional intelligence (e.g. Salovey and Mayer,
1990). This is because emotionally intelligent individuals are able to maintain positive
mental states due to their ability to effectively manage (by recognizing, understanding,
generating, regulating and promoting) their emotions (Mayer and Salovey, 1997; Emotional
Salovey and Mayer, 1990). intelligence and
Research provides some evidence in support of this core proposition. Schutte and
colleagues (2002) found that higher emotional intelligence was characteristically wellbeing
related to positive moods and higher self-esteem. Furnham and Petrides (2003) showed
that the emotional intelligence trait contributed significantly to the explanation of the
variance in happiness after the personality traits (Big Five) had been accounted for. 69
Petrides and Furnham (2006) found that trait emotional intelligence had a positive
effect on perceived job control among both employed male and female adults; they also
noted that emotionally intelligent men felt a lower level of job stress. Palmer et al.
(2002) found a significant and positive relationship between overall emotional
intelligence and life satisfaction (r ¼ 0:26, p , 0:01), confirming findings of previous
studies (e.g. Ciarrochi et al., 2000). Research also provides evidence in support of the
relationship between emotional intelligence and self-esteem (Schutte et al., 2002).
On the basis of the above rationale and findings, the following hypotheses are
suggested:
H1. There is a positive relationship between emotional intelligence and life
satisfaction.
H2. There is a positive relationship between emotional intelligence and
self-acceptance.
H3. There is a negative relationship between emotional intelligence and somatic
complaints.
H4. There is a positive relationship between emotional intelligence and
self-esteem.

Method
Participants and data collection
A random sample of 300 employees working for five different organizations (a
financial institution, a court of justice, the defense industry, advertising firms, and a
software company), constituted the research population of this study. This diverse
sample was chosen because of our aim, as in research elsewhere (e.g. Martins et al.,
2002), was to increase the generalizability of the findings.
Prior to investigating the research sample, we first created and explored our
instruments via a focus group of eight randomly selected employees. Through this
focus group, we sought to observe motivation for participating in this study, length of
time required to fill in the questionnaire, and clarity of the survey items. The results of
the focus group responses resulted in a minor modification of our survey instruments,
but the initially designed questionnaires could be retained.
Next, two different structured questionnaires were distributed to the participants at
two points in time with a time lapse of about three weeks. This was aimed at reducing
common method errors associated with collecting data at one point in time. One survey
administered to the employees comprised a set of 33 questions to assess their emotional
intelligence and to collect demographic data (age, gender, family status, education, and
tenure in the organization). The same employees were given the second survey
JMP approximately three weeks later that collected data relating to employees’
24,1 psychological wellbeing (life satisfaction, somatic complaints, self-acceptance, and
organization-based self-esteem). Participants were aware that their confidentiality was
assured prior to their inclusion in the study.
In total, 149 employees returned both surveys, representing about a 50 percent
response rate. A total of 89 of the respondent employees were women; 95 were married.
70 Their average age and tenure in the organization were 33.21 years (SD 10.00) and 7.35
years (SD 7.50), respectively. A total of 39 employees had a high school degree, 23 held
a diploma degree, 52 held a bachelor’s degree, and 35 held an MA degree or above. The
average tenure of the respondents in their present organization was 11.47 years
(SD 9.13).

Measures
The research measures are all based on well-established literature as described below.
In accordance with the common wisdom of wording and translation (Brislin, 1986), the
measures were translated into Hebrew, and retranslated back into English by three
professional copy editors.

Dependent variables
Psychological wellbeing. Four aspects of employees’ psychological wellbeing were used –
self-acceptance, life satisfaction, somatic complaints and self-esteem. We adapted the
three items of the scale of self-acceptance developed by Gough and Bradley (1996). The
items reflect self-acceptance in terms of positive connections with new people and
openness to new experiences. The items were assessed on a four-point scale, ranging
from 1 ¼ strongly disagree, to 4 ¼ strongly agree. Sample items are “When I look at the
story of my life, I am pleased with how things have turned out” and “In many ways, I feel
disappointed about my achievements in life”. The Cronbach’s alpha for this scale was
0.78. Life satisfaction was measured by five items of the scale developed by Diener et al.
(1985). The participants were asked to indicate on a four-point scale (ranging from
1 ¼ strongly disagree, to 4 ¼ strongly agree) the extent to which they are satisfied with
their life. Sample items are “I am satisfied with my life” and “The conditions of my life
are excellent”. The Cronbach’s alpha for this scale was 0.82, similar to the 0.84 alpha
recently reported by Ruderman et al.’s (2002). Self-esteem was assessed by the five items
of the scale developed by Rosenberg (1989). The employees were asked to indicate on a
four-point scale (ranging from 1 ¼ strongly disagree, to 4 ¼ strongly agree) their
personal feelings about themselves. Sample items are “I feel that I’m a person of worth, at
least on an equal plane with others” and “All in all, I am inclined to feel that I am a
failure” (reverse-scored item). The Cronbach’s alpha for this scale was 0.77. We used
three items based on the works of Caplan et al. (1975) and Caplan and Jones (1975) to
assess somatic complaints. Employees were asked to report on a four-point scale
(1 ¼ never, 4 ¼ very often) the extent to which they experience stomach pain,
depression, and lack of appetite. The Cronbach’s alpha for this scale was 0.67. All items
were factor analyzed. The results of this factor analytic procedure yielded a four-factor
solution: self-esteem (eigenvalue ¼ 2.64, variance explained ¼ 17.60 percent); life
satisfaction (eigenvalue ¼ 2.62, variance explained ¼ 17.49 percent); self-acceptance
(eigenvalue ¼ 2.47, variance explained ¼ 16.46 percent), and somatic complaints
(eigenvalue ¼ 1.85, variance explained ¼ 12.32 percent). Thus, we used these
dimensions as distinct dependent variables in this study, all manifesting the larger Emotional
construct of psychological wellbeing. intelligence and
Independent variables
wellbeing
Emotional intelligence. The literature describes various instruments for measuring
emotional intelligence (for a review, see Dulewicz and Higgs, 2000; Van Rooy and
Viswesvaran, 2004; Wong and Law, 2002). In the present study, we used Mayer and 71
Salovey’s (1997) definition of emotional intelligence and the measure introduced by
Schutte and her colleagues (1998). The Schutte scale was employed for several reasons:
first, this measure is based on the conceptual framework of emotional intelligence as
developed by Salovey and Mayer (1990), which was later revised (Mayer and Salovey,
1997). Mayer et al. (2002) developed an emotional intelligence scale (MSCEIT) that best
reflects the Mayer and Salovey (1997) conceptualization of emotional intelligence.
However, this measure “requires responses to more than 400 items and takes one to
two hours to complete” (Wong and Law, 2002, p. 251). This renders it exceedingly
difficult to use as a measure for assessing employees’ emotional intelligence in the
workplace.
Second, there is evidence of limitations of early self-report measures of emotional
intelligence, such as insufficient reliability and linkages to personality factors (Davies
et al., 1998). Third, recent studies provide evidence for reliability and validity that
support the use of the Schutte (1998) measure (see Carmeli, 2003; Carmeli and Josman,
2006; Ciarrochi et al., 2000; Ciarrochi et al., 2001; Schutte et al., 2002).
The measure used in this study consists of 33 items. Sample items are “I know when
to speak about my personal problems to others,” and “I am aware of my emotions as I
experience them” (appraisal and expression of emotion); “I present myself in a way that
makes a good impression on others,” and “I have control over my emotions” (regulation
of emotion); “when I feel a change in emotions, I tend to come up with new ideas,” and
“I use good moods to help myself keep trying in the face of obstacles” (utilization). All
items ranged from 1 ¼ strongly disagree, to 5 ¼ strongly agree. The Cronbach’s alpha
for this scale was 0.84, identical to the reliability (alpha ¼ 0.84) reported by
Charbonneau and Nicol (2002).

Control variables
Following Gilbreath and Benson (2004), we controlled for:
.
gender (1 ¼ female, 0 ¼ male);
.
respondents’ age.

This is consistent with studies that indicate that with age people are more able to
adjust, thus are likely to score higher on psychological wellbeing, and gender may
account for variance in job-related strain, psychiatric disturbance and
psychological wellbeing (Gilbreath and Benson, 2004). We also controlled for
education (High School, Diploma, BA and MA or above) following work that
aimed to predict wellbeing (e.g. Pomaki et al., 2004), as well as for family status
(1 ¼ married, 0 ¼ not married) and tenure in the organization – measured by the
number of years the respondent was employed in the current organization
(Hellgren and Sverke, 2001).
JMP Data analysis
24,1 To assess the relationship between emotional intelligence and aspects of psychological
wellbeing, four separate hierarchical regression analyses were performed. Each model
had two steps. The first step incorporated the control variables, while in the second
step we entered the independent variable – emotional intelligence.

72 Results
Table I reports the means, standard deviations, and correlation coefficients of the
research variables. The results in Table I also provide preliminary support for the
significant correlations between emotional intelligence and life satisfaction (r ¼ 0:40,
p , 0:001), self-acceptance (r ¼ 0:25, p , 0:01), somatic complaints (r ¼ 0:17,
p , 0:05), and self-esteem (r ¼ 0:43, p , 0:001).
Table II presents the results of four hierarchical regression models. Model 1
provides support for H1, which posited a positive and significant relationship between
emotional intelligence and life satisfaction (b ¼ 0:46, p , 0:001). Emotional
intelligence contributed an additional 12 percent of variance after the control
variables had been accounted for. H2, which postulated a positive and significant
relationship between emotional intelligence and self-acceptance, was also supported
(b ¼ 0:23, p , 0:01) (see Model 2). The results of Model 3 indicated a positive
relationship between emotional intelligence and self-esteem (b ¼ 0:40, p , 0:01), and
contributed an additional 15 percent of the total variance after the control variables had
been accounted for. Model 4 provides only marginal support for H3, which posited a
negative and marginally significant association between emotional intelligence and
somatic complaints (b ¼ 20:16, p ¼ 0:07).
The data from this study also yielded additional interesting findings. The results in
Table II indicate that individuals with a higher level of education show a significantly
higher level of life satisfaction (b ¼ 0:20; p , 0:05) and self-acceptance (b ¼ 0:36,
p , 0:001). In addition, the findings indicate that individuals who have been with their
organization for a longer period of time report a higher level of life satisfaction
(b ¼ 0:27, p , 0:05), self-acceptance (b ¼ 0:28, p , 0:01), and self-esteem (b ¼ 0:25,
p , 0:05).

Discussion
The present study joins a growing body of literature seeking to determine the role of
emotional intelligence in explaining individuals’ success and wellness. More
specifically, the goal of the study was to examine the relationship between
emotional intelligence and various aspects of psychological wellbeing among
employees who work for diverse organizations in Israel.
The findings of this study support the core proposition of the theory; namely, the
significant role of emotional intelligence in experiencing a sense of wellbeing. We
found that individuals reporting higher EI reported higher levels of life satisfaction,
self-acceptance, and self-esteem than individuals who are relatively low in emotional
intelligence. A marginal significant relationship was found between emotional
intelligence and somatic complaints. Particularly notable are the findings that
emotional intelligence may be an important predictor of both life satisfaction and
self-esteem; these results were revealed through a careful empirical examination. Data
 Mean SD 1 2 3 4 5 6 7 8 9 10

Gender (1 ¼ female) – – –
Age 33.21 10.00 20.19 * –
Family status (1 ¼ married) – – 20.25 * * 0.32 * * * –
Education 3.54 1.12 20.15 0.08 0.12 –
Tenure in the organization 7.35 7.50 20.02 0.63 * * * 0.19 * 20.12 –
Emotional intelligence 4.1 0.70 0.02 20.01 0.19 * 20.04 0.13 –
Life satisfaction 4.3 0.52 20.17 * 0.09 0.20 * 0.16 * 0.17 * 0.40 * * * –
Self-acceptance 3.01 0.61 0.14 0.08 2 0.01 0.26 * * 0.17 * 0.25 * * * 0.19 * –
Somatic complaints 1.60 0.45 0.12 20.08 0.11 20.06 2 0.09 20.17 * 2 0.35 * * 20.13 –
Self-esteem 3.23 0.44 0.06 0.06 2 0.06 0.15 0.15 0.43 * 0.44 * * 0.37 * * *2 0.30 * * * –
a
Notes: Two-tailed tests; * p # 0:05, * * p # 0:01, * * * p # 0:001

Means, standard
Emotional

deviations, and
wellbeing

correlationsa
intelligence and

73

Table I.
 74
24,1
JMP

wellbeing
Table II.

and psychological
relationship between
emotional intelligence
Results of hierarchical
regression analysis: the
Model 1 Model 2 Model 3 Model 4
Somatic
Life satisfaction Self-acceptance Self-esteem complaints
b b b b b b b b

Step 1
Gender (1 ¼ female) 2 0.16 2 0.18 * 0.19 * 0.18 * 20.05 20.07 0.08 0.09
Age 2 0.19 2 0.12 20.08 2 0.03 20.13 -0.05 0.01 20.02
Family status (1 ¼ married) 2 0.13 2 0.05 0.04 0.09 20.01 0.07 0.06 0.03
Education 0.20 * 0.19 * 0.36 * * * 0.35 * * * 0.16 0.14 2 0.05 20.04
Tenure in the organization 0.27 * 0.19 * 0.28 * * 0.23 * 0.25 * 0.17 2 0.10 20.06

Step 2
Emotional intelligence 0.46 * * * 0.23 * * 0.40 * * * 20.16

DR 2 0.12 0.05 0.15 0.03

F for DR 2 21.84 * * * 8.40 * * 25.06 * * * 3.29
Overall R 2 0.13 0.25 0.18 0.23 0.06 0.21 0.03 0.06
Overall F 3.87 * 7.37 * * * 5.90 * * * 6.59 * * * 1.61 5.77 * * * 0.03 1.27
Notes: Entries represent standardized coefficient estimates; * p # 0:05, * * p # 0:01, * * * p # 0:001
on emotional intelligence were collected about three weeks prior to the data collection Emotional
on individual wellbeing, hence overcoming limitations associated with previous intelligence and
studies in which data were collected at only one point in time.
Although the literature puts forward examinations for the relationship between wellbeing
emotional intelligence and a sense of wellbeing, these studies have tended to focus on
specific dimensions of wellbeing (e.g. life satisfaction (Palmer et al., 2002); positive
relations with others, (Lopes et al., 2003)] rather than on exploring the construct in its 75
various dimensions. Following Ruderman and colleagues (2002), the current study
presents an examination of Ryff’s (1989, 1995) conceptualization of psychological
wellbeing. By extension, our study may facilitate research on the extent to which
emotional intelligence contributes, beyond personality traits, to explaining the
psychological wellbeing of employed individuals. This is very important issue
considering Brackett and Mayer’s (2003) report of an overlap between emotional
intelligence and psychological wellbeing.
This study may also capture important implications for the functioning of
employees at work. Employees experiencing wellbeing may function better than
employees who experience emotional deficit. Lopes et al. (2003) reported that college
students who are high in emotional intelligence exhibit a high level of quality social
relationships. The work structure in today’s knowledge-based economy is undergoing
radical transformations. Collaborative behaviors (Hoegl and Gemuenden, 2001) and the
establishment and maintenance of quality social relationships (Lopes et al., 2003),
which are affected by emotional intelligence, are essential.
Several limitations constrain the interpretation and application of the findings. One
should be cautious in generalizing the results of this study, as cultural differences have
not been considered. Future studies investigating emotional intelligence and
psychological wellbeing using a cross-cultural design should enable a major
contribution to making generalizations. In addition, although previous studies
provided relatively sound psychometrics for the Schutte et al. (1998) self-report scale of
emotional intelligence, it would be worthwhile to explore other alternative measures of
emotional intelligence to predict psychological wellbeing. In addition, we have not
examined possible moderators of the emotional intelligence-psychological wellbeing
relationship, nor have we explored other predictors of wellbeing (i.e. both work-related
aspects (e.g. organizational care and support) and non-work-related aspects (i.e. family
issues)) that may explain additional variance in psychological wellbeing.

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About the authors

Abraham Carmeli is an associate professor of management and strategy at the Graduate School
of Business Administration at Bar-Ilan University. He received his PhD from the University of
Haifa. His current research interests include strategic fit, strategic leadership and top
management teams, organizational images, organizational identification, relational dynamics,
crisis management and individual behaviors at work. Abraham Carmeli is the corresponding
author and can be contacted at: carmelia@mail.biu.ac.il
Meyrav Yitzhak-Halevy is a doctoral student at the Graduate School of Business
Administration at Bar-Ilan University. She earned her MBA degree with honors from Bar-Ilan
University’s Graduate School of Business Administration. Her research focuses on
organizational ambidexterity, top management teams, leadership and crisis management.
Jacob Weisberg is the head of management and OB and served as the Director of the
Graduate School of Business at Bar-Ilan University, Israel. He received his PhD degree from the
London School of Economics and Political Science. His current research interests include labour
turnover, knowledge sharing, compensation, wage determination, appointment of CEOs in the
US. Some of his research have been published in the Journal of Organizational Behavior, Human
Relations, Organization Studies, Journal of Vocational Behavior, Corporate Reputation Review,
Personnel Review, International Journal of Manpower, Scandinavian Journal of Management,
Economics of Education Review, and Industrial Relations – Relations Industrielles. Before
embarking on his academic career. Jacob Weisberg served in senior managerial positions
including Director of Wages and Human Resources for the Israeli Government Corporations
Authority, Ministry of Finance, Israel.

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