DOI: https://doie.org/10.10399/NER.2025592102
Ms. Nicole D'Silva , Dr. Anil Pande
Keywords:Multiple Intelligences, Academic Performance, Management Education, Factor Analysis, Path Analysis, Sustainable Leadership, Personalized Education
This study explores the role of Multiple Intelligences (MI) in management education, emphasizing their importance in shaping sustainable educational and professional outcomes. Employing a quantitative design, the Multiple Intelligence profiles of management students were analyzed in relation to their academic performance (CGPA). Factor Analysis was initially used for dimensionality reduction, identifying three key intelligence factors: Intrapersonal Skills, Logical Reasoning, and Spatial Coordination. Subsequently, Path Analysis—a streamlined variant of Structural Equation Modeling (SEM) appropriate for modest sample sizes—was utilized to examine direct and indirect relationships among these factors and academic performance, applying a 90% confidence interval to accommodate the exploratory nature of the study. Results revealed a significant predictive relationship between Logical Reasoning and Spatial Coordination; however, direct relationships between the intelligence factors and academic performance were positive but not statistically significant. These outcomes highlight the potential practical significance of MI in enhancing professional adaptability and leadership capabilities, suggesting that educational institutions could benefit from integrating personalized, intelligence-focused strategies into curricula. The findings provide educators and policymakers with evidence-based recommendations to cultivate human-centric skills, ensuring students' professional resilience and adaptability in increasingly AI-driven workplaces.