BY

The first goal of the present study was to examine the use of executive coaching as a method to enhance a student leader’s emotional intelligence competencies. The second goal of the present study was to investigate whether a student leader’s emotional intelligence competencies increased after the leader received coaching. The pragmatic case study approach (Fishman, 1999) and the multi-dimensional executive coaching process (Orenstein, 2007) were adapted for use with three participants at a large, east-coast university. There was mixed support for the first goal of the present study; the degree to which the executive coaching methodology could be adapted to potentially enhance a student leader’s emotional intelligence competencies varied among the three cases. There was also mixed support for the second goal of the present study. Although there was some evidence that the student leaders changed in positive ways as a result of the coaching, the evaluation design made it impossible to assess the extent to which emotional intelligence competencies changed. Based on experience with the three cases, certain factors were identified that appear necessary in order to create success for the typ