Abstract
This paper explores emotion work taking place in the private and personalized space of supportive encounters between individual students and tutors. An emotional labour framework is used to consider the effects on tutors of work intensification and performance requirements in learning relationships with students. The paper goes on to consider professional role boundaries and staff development, training and support. The paper concludes that institutions need to recognize the existence of emotion work as a pedagogy in the context of student support or learning development. Failure to do so will have detrimental effects on tutors and the service they provide to students.
| Original language | English |
|---|---|
| Journal | Journal of Learning Development in Higher Education |
| Volume | 1 |
| Publication status | Published - 2 Dec 2009 |