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本文主要研究Essential Science Indicators，简称ESI，本研究的目的是提供和ESI的理论概述的认识，包括历史贡献和当前的概念化。本文论述了ESI对性能的影响，参考研究证据。随后论述了ESI的能力和发展模式是可取的，可持续的变革。最后，本论文提出了建议也就是对教育管理学科机构中推动ESI发展。

基本科学指标数据库（Essential Science Indicators，简称ESI）是由世界著名的学术信息出版机构美国科技信息所(ISI)于2001年推出的衡量科学研究绩效、跟踪科学发展趋势的基本分析评价工具，是基于汤森路透Web of Science? （SCIE/SSCI）所收录的全球11000多种学术期刊的1000多万条文献记录而建立的计量分析数据库，ESI目前已成为当今世界范围内普遍用以评价高校、学术机构、国家/地区国际学术水平及影响力的重要评价指标工具之一。

Summary of Article
The purpose of this paper is to provide the understanding and an overview of the theory of ESI, which includes the historical contributions and current conceptualizations. The paper discuses the impact of ESI on performance, with reference to research evidence. Later on the author discussed the developing ESI competencies and a model for desirable, sustainable change. Last but not the least, this papers require a call to action for education and management disciplines for fostering ESI in organizations.

Emotional and social intelligence (ESI) are relatively recent labels to a 35 year old research tradition. This tradition examined behavioral competencies and their impact on performance.

Overview of the Article
Historical Roots and Theoretical Development of ESI
Thorndike's (1920) conception of social intelligence
McClelland's (1973) and Boyatzis' (1982) competencies; The characteristics, called competencies, had both an unconscious intent and alternate behavior outcomes, depending on the situational demands
Gardner's (1983) personal intelligences
Sternberg's (1985) practical intelligence
Bar-On (1985) with establishing the link between social and emotional intelligence,
Salovey and Mayer (1990) with originating the term and general construct of emotional intelligence (EI)
Goleman (1995) with popularizing the ESI construct.
Goleman, Boyatzis, and McKee (2002) presented a model of ESI with 18 competencies arrayed in four clusters and two aspects

Goleman (2006) and Boyatzis and Goleman (2006) have reclassified their array of competencies.

Emotional Intelligence
Emotional intelligence involves abilities, competencies and skills related to understanding of oneself and others, relating to peers and family members, and adapting to changing environmental situations and demands

Studies relating personality variables and emotional intelligence (EI) with job effectiveness became manifold in the last two decades wherein emotional intelligence has emerged as an effective predictor of job performance in several work settings (Bar-On, 2004; Handley, 1997; Ruderman, & Bar-On, 2003). EI is defined as a general capacity for social and emotional adaptation. This research work is guided by the trait model.

The trait conceptualization of EI as a behavioral tendency has been however reported to overlap with personality traits (Ciarrochi, Chan, & Caputi, 2000; Dawda, & Hart, 2000; Bedwell, 2003) Newsome, Day and Catano (2000) reported significant positive relationships between major personality traits and factors of emotional intelligence. The role of emotional intelligence in managerial effectiveness has been investigated in several studies (Jae, 1997; Sipsma, 2000; Sitarenios, 2001) but studies about personality characteristics and emotional intel