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In this paper the authors seek to argue that doctoral supervision is one type of human resource development relationship in higher education (HE), and that this relationship may be close or distanced, and involve technical and social support. The paper aims to highlight the seldom‐discussed aspects of power and emotion within doctoral supervision, with specific focus on the feedback process, suggesting that students and supervisors may not be adequately developed for their roles.

The authors conducted two small cumulative studies in the UK, involving a small focus group and a national survey of students and supervisors. The focus of the first study is to elucidate potentially influential variables in the supervisory relationship. The second study builds on emergent themes relating to forms of supervision (dimensions, structure and support) with specific focus on manifestations of power and emotion.

The focus group findings exemplify the power and emotion that pervades doctoral research. Key survey findings relating to power within the doctoral relationship suggest that students perceived their supervisors as having less power than themselves. With respect to emotion, the findings suggest a low level of emotion management on the part of students, who are unaware of displaying or even experiencing their emotions. As the most frequent reason for meeting, students and supervisors need to see feedback as being positive for self‐development, but also need to be aware of the power and emotion dimensions of this sensitive aspect of doctoral supervision.

Although both studies were small, the authors' findings do contribute to developing a more sophisticated understanding of the forms, power and emotion of doctoral supervision. However, further research is required to identify whether these issues are pertinent to UK students and supervisors alone, or whether they transcend national cultures and higher education systems.

The research finds that supervisors appear to learn about supervision through reflecting upon how they were supervised as students. This raises important issues for HRD in higher education for staff development. It also brings into focus how both students and supervisors are developed in recognising and dealing with their emotions, identifying and controlling shifting power dynamics, giving and receiving feedback and managing their evolving relationship.

Few studies have explored the power and emotion of doctoral supervision, yet dealing with these requires academic staff and student development.

This study aims to focus on the regulation of emotions in critical literacy, its resulting racial oppression and students’ response to emotional control. The authors examine a student discussion of a poem, looking specifically at the affective responses of students’ interactions as these open possibilities for identifying ways that students confront, resist and subvert emotional control. This research question asks how students resisted limited forms of emotion and enabled opportunities for varied affective forms of engagement.

In this analysis, the authors explored both emotions and discourse (broadly defined as languages, actions, embodied acts, etc.) as they construct the flow of activity in this discussion. The authors also looked at past familiar practices that make the present one recognizable and meaningful.

The findings indicate black students resisted emotion rules by discussing racism, a highly taboo subject in schools. Students also rallied against an interpretation that felt as a distraction, an attempt to negate or shut down the naming and sensing of racism in the poem and in the classroom. Despite the constant regulation of emotions before, during and after the discussion, black youth firmly indicated their right to judge the interpretation that the poem had nothing to do with racism as inadequate and steeped in whiteness.

In schools, critical literacy often fails to attend to how emotions are managed and reflect racial control and dominance. For critical literacy as an anti-oppressive pedagogy to confront the oppressive status quo of schools, it must no longer remain silent or leave unquestioned rules of emotional dispositions that target marginalized students.

Using sentiment analysis (SA), this study aims to examine the impact of COVID-19 on mental health and virtual learning experiences among 1,125 students at a public Argentinean faculty.

A study was conducted during the COVID-19 pandemic, surveying 1,125 students to gather their opinions. The survey data was analysed using text mining tools and SA. SA was used to extract the students’ emotions, views and feelings computationally and identify co-occurrences and patterns in related words. The study also examines educational policies implemented after the pandemic.

The prevalent emotions expressed in the comments were trust, sadness, anticipation and fear. A combination of trust and fear resulted in submission. Negative comments often included the words “virtual”, “virtual classroom”, “virtual classes” and “professor”. Two significant issues were identified: teachers’ inexperience with virtual classes and inadequate server infrastructure, leading to frequent crashes. The most effective educational policies addressed vital issues related to the “virtual classroom”.

Text mining and SA are valuable tools for decision-making during uncertain times, such as the COVID-19 pandemic. They can also provide insights to recover quality assurance processes at universities impacted by health concerns or external shocks.

The paper makes two main contributions: it conducts a SA to gain insights from comments and analyses the relationship between emotions and sentiments to identify optimal educational policies. The study pioneers exploring the link between emotions, policies and the pandemic at a public university in Argentina. This area of research still needs to be explored.

In this section, we will highlight three overlapping concepts that are currently used in both the motivation and emotion literatures: goals, agency and expectancy. We recognize that there are other potential overlapping constructs (e.g. interest); however, we focus on these three.

This study scrutinised Shanghai junior high school teachers’ emotions and emotion management strategies in relation to teachers’ work settings and content. A mixed-methods approach was applied to collect data via field observations, interviews, and a quantitative survey. The aim of this study was two-fold. Firstly, it aimed to identify the typical work settings in which teachers experienced work-related emotions. Secondly, it aimed to reveal teachers’ priority work in school and how it affected teachers’ choices of emotion management strategies.

The data were analysed through the lens of emotional labour theories and professional agency theories. Findings showed that classroom teaching and the professional learning community activities were two typical settings in which the teachers experienced the most intensive emotions. Most Shanghai teachers managed their momentary emotions by either genuinely expressing their emotions that matched their roles and the scenario, or by purposely suppressing emotions to meet social and organisational expectations. Furthermore, most teachers adopted the long-term mood regulation strategy by aligning their emotions with long-term goal achievement in the future. As professional agents, the Shanghai teachers did not only manage their own emotions at work using these two strategies, but also managed students’ emotions as part of the moral education.

Higher Education (HE) teaching, learning and research require not only cognitive but also emotional commitment from all who are involved in those dialogic processes: the academic and the student. The focus of this chapter is on unexplored territory: emotions at play within undergraduate research (UR) outside the classroom, specifically experienced by students who are engaged in these opportunities for the first time. After reflecting on the problem and bringing together theoretical approaches related to this theme, the authors present a case study, drawing on qualitative data collected in two institutional contexts – one in the UK and other in Portugal. The data analysis leads us to create a framework that addresses the authors’ two research questions, concerning: the emotions that students experience when they are involved in an UR project, and the aspects of that experience the reported emotions relate to. This leads the authors to suggest some recommendations at the end, so they can move toward a more humanized HE experience. This chapter gives an original contribution to discussions on emotions in HE teaching, learning and research in general, and UR in particular.

This paper aims to investigate the relationship between student emotions, professors' performance and course ratings and difficulty.

Natural language processing models are used to extract six basic emotions and several categories of professors' harmful performance from nearly one million student reviews randomly selected from the website ratemyprofessors.com. These features are used in regression analysis to analyse their relationship with numerical ratings of course quality and course difficulty.

Negative emotions and bad performance by professors are detected more often for low-rated courses and courses perceived as more difficult by students. Positive emotions are seen for highly rated and less challenging courses.

This paper shows that natural language processing tools can be used to enhance and strengthen the quality assurance processes at universities. The proposed methods can improve the often-contested student evaluation of teaching practices, help students make better and more informed choices about their courses and assist instructors to better tailor their teaching approaches and create a more positive learning environment for their students.

This paper presents a novel analysis of how student emotions and poor performance by professors, derived automatically from teacher evaluations by students, affect course ratings. Results also lead to a novel hypothesis that the student–course emotional match or student tolerance of bad behaviour by professors can affect the performance of students and their chances of completing their degree.

The purpose of this paper is to focus on approaches that acknowledge and make explicit the role of emotion in the entrepreneurship education classroom. As entrepreneurship educators, the authors are aware of the affective impacts that entrepreneurship education has on the students and the authors continuously reflect on and support the students through, what is acknowledged in practice, an emotionally charged experience. With this in mind, the authors outline how a variety of disciplines engage with the role of emotions and how an interdisciplinary approach to the topic can support pedagogy.

The authors synthesise relevant arguments from four discrete disciplines: neuroscience; psychology, education and entrepreneurship, which have not previously been combined. The authors argue that the role of emotion in learning generally, has been investigated across these disparate disciplines, but has not been brought together in a way that provides practical implications for the development of pedagogy.

By synthesising the findings from four bodies of knowledge that engage with emotion, entrepreneurship and education, the authors start to develop a theoretical model based around the concept of the emotional ecology of the classroom.

The role of emotion in entrepreneurship education is an emerging topic and the authors’ synthesis of research supports further investigation. The authors’ insights will support educators to develop classroom environments that acknowledge relationships between students and between students and educators. Such engagement could help educators and students to appreciate, acknowledge and address the emotional aspects of entrepreneurship education.

The paper starts to develop new theory around emotions in entrepreneurship education, developing the idea of the emotional “ecology” of teaching environments and highlighting how this might support future research agendas.

The aim of the study was to research higher education students' meaningful emotions when studying and develop a model for understanding and verbalising the role of emotions. The model will facilitate the awareness of the role of emotions when learning.

The qualitative data consist of 45 narratives, gathered within three Finnish Universities of Applied Sciences in the Finnish metropolitan area. Emotions and their role in different encounters within a learning setting were analysed. The approach was narrative, and content analysis was used to analyse the data. The survey was shared through a link that was visible in the intranet of the students. The questionnaire was open for three weeks in spring 2018. It consisted of five open-ended questions that aimed at helping students in sharing their story which included different emotional experiences in the learning context. The questions were partly inspired by the Critical Incident Technique (CIT).

The results of the research show that most of the stories related to negative emotions. Most of the stories also described how the situation was resolved because our questions prompted respondents to write about that. The stories also described how students progressed with their studies. Some students considered the emotional experience to be “a lesson learned” for the future. Students also described how they had learned something about themselves and their reactions.

We collected the qualitative data within different fields and levels of study (Master and Bachelor). The statistical population consisted of approximately 35,000 enrolled students in the three Universities of Applied Sciences (hereafter UAS). The survey generated 45 answers. As the data were qualitative, we consider the richness of the accounts to be sufficient to answer our research questions.

We have concentrated mainly on students' verbalized emotions, but we are aware of the fact that emotions are born in interaction with other students, systems, contexts, with teachers and with the organizational culture in our universities. No man is an island; so, in other words emotions cannot be taken out of the context. Connecting all the verbalized emotions and the interpretations and combination of them (seven ways of talking about emotions) we created an educational practice “chart” called “Emotional Footprint”, using the concept as introduced by Levine (2015). This practice chart aims at visualizing that emotions should be understood in all possible learning contexts. It is about individuals understanding themselves, understanding others and using emotions as energizers.

It is important to support emotional expression and improve emotional competence during life-long learning. An uncertain future, described as volatile, uncertain, complex and ambiguity need more people, who have a strong understanding of emotions and how these enhance and prohibit. With this model for expressing, verbalizing emotions that is easy to transfer to other contexts in the future professional life of students, we also want to emphasize how our universities can learn to turn negative emotions into constructive energy as well as boost authentic, positive emotions. We have to be aware of the emotional spectrum in order to create a learning experience of high quality. Our emotional footprint as professionals of learning is central. It is part of our societal responsibility.

The overall aim of this study is to explore factors associated with academic performance among university students. Specifically, it explores whether a supportive study climate is directly related to academic performance and whether students’ psychological capital (PsyCap), positive emotions and study engagement play a role in the relationship between supportive study climate and academic performance.

A total of 588 bachelor students from a range of academic programs participated in a survey. The partial least squares (PLS)-based structural equation modeling (SEM) was used to test the conceptual models and the hypothesized relationships, using the software SmartPLS.

No support was found for a direct relationship between supportive study climate and academic performance. However, the results show that PsyCap, positive emotions and study engagement have a mediating role between supportive study climate and academic performance. In addition, the findings reveal a multifaceted pattern among PsyCap, positive emotions and study engagement that promotes academic performance.

This is the first study that simultaneously explores the role of PsyCap, emotions and study engagement between supportive study climate and academic performance among university students. Consequently, it broadens and deepens previous research and offers both theoretical and practical implications.