The role of emotions in adult learning and achievement has received increasing attention in recent years. However, much of the emphasis has been on test anxiety, rather than the wider spectrum of negative emotions such as sadness, grief, boredom and anger. This paper reports findings of a qualitative study exploring the experience and functionality of negative emotions at university. Thirty-six academic staff and students from an Australian university were interviewed about emotional responses to a range of learning events. Data analysis was informed by a prototype approach to emotion research. Four categories of discrete negative emotions (anger, sadness, fear, boredom) were considered by teachers and students to be especially salient in learning, with self-conscious emotions (guilt, embarrassment, shame) mentioned by more students than staff. While negative emotions were frequently viewed as detrimental to motivation, performance and learning, they were also construed under some circumstances as beneficial. The findings are discussed in relation to the value of social functional approaches for a better understanding of the diverse roles of negative emotions in learning and achievement.

This paper presents results of an investigation exploring the experience and functionality of positive feelings and emotions in learning and teaching. The role of emotions in learning is receiving increasing attention; however, few studies have researched how university students and academics experience and perceive positive emotions. A prototype approach to emotion measurement is used to analyse interview data of students and lecturers at an Australian university. Themes associated with five positive emotions are explored and student and lecturer views compared.

Internationally, work-focused learning models continue to expand across the higher education curriculum in response to increasing pressure on higher education institutions to link curricula closely to employability outcomes. These work-focused learning models are diverse in nature, often due to contextual differences and institutional priorities relating to aspects of quality; however, they also share common defining elements of practice that allow these models to be clustered together under the umbrella term of ‘work-integrated learning’ (WIL). These defining elements of practice include external stakeholder involvement which is embedded in the curriculum, authentic and relevant work-focused tasks, and students actively engaging with tasks that have meaningful purpose for a workplace or community. This chapter will explore the defining elements of the practice of WIL, definitions of it developed for local and institutional purposes, and, after exploring the supporting literature, present a definition of the practice of WIL along with clarification of each of the defining elements.