BERA

Acknowledging the Affective in Higher Education

Author(s): Colin Beard, Sue Clegg and Karen Smith
Source: British Educational Research Journal, Vol. 33, No. 2 (Apr., 2007), pp. 235-252
Published by: Wiley on behalf of BERA
Stable URL: http://www.jstor.org/stable/30032743
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 Educational
British ResearchJournal
Routledge
Vol.33, No. 2, April
2007, pp. 235-252 Taylor & Francis Group

Acknowledging the affectivein higher

education
Colin Beard, Sue Clegg and Karen Smith*
Sheffield
Hallam University,
UK

(Submitted 2005; conditionally

14 February 21 July2005; accepted
accepted 4 November
2005)

This articlearguesthatwe need richerconceptionsof studentsas affective and embodied selves

and a clearer theorisationof the role of emotion in educational encounters.These areas are
currently under-researched and under-theorised in highereducation.The firstpart of the article
explores the literatureon emotion. The second reportson a case studywhich aimed to map
students'emotionaljourneysovertheirfirst yearat university.
These data highlight
theimportance
of relationships,students'changingemotionsover the year,theirperceptionsof theiracademic
studies and understandingsof life at university.The articleconcludes that it is importantto
understandthe affective dimensionin pedagogicencountersand thelifeworld ofstudents,and that
it is possible to do so withouta collapse into therapeuticdiscourses.

Introduction

In thisarticlewe makethecase forworking witha richerconceptionofstudentsas

affective,embodiedselvesbased on an understanding of agencywhichavoidsthe
twinperilsof the logocentrism of 'modernity's man', a metaphysics of modernity
whichreduceseverything to rationality,or theflattened,de-centredlinguistic
selfof
postmodernism (Archer,2000). Archeroffersan accountof beinghumanwhich
accordstheperson,as analytically distinctfromboththesocial and biological,with
the 'fullrangeofpersonalpowers(PEPs)-those ofself,agent,actor,andparticular
person'(Archer,2000, p. 295). The significance of the break withrationalistor
linguisticaccountsof the selfis thatit opens up the theoreticalspace to properly
explore the ways in which students engage as fully functioningselves in their
learning.We are, therefore,able to consider the affectivedimensions of learningin
ways which do not reduce to individualpsychology,but instead preservethe idea of

*Corresponding
author:Learningand TeachingInstitute,City Campus, Sheffield
Hallam
Howard Street,Sheffield,S1 1WB, UK. Email: k.smith@shu.ac.uk
University,
ISSN 0141-1926 (print)/ISSN1469-3518 (online)/07/020235-18
O 2007 BritishEducational ResearchAssociation
DOI: 10.2307/30000008

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236 C. Beardet al.

humanbeingswiththeirfullrangeofemergent powers.Our argument is, therefore,

boththeoretical and sociological:theoretical
in thataccountsofthe university as a
place of learning on
whichdwellsolely the rationalare analytically impoverished,
and sociologicalin thataccountsin the literature pointto the factthatstudent
success is heavilydependenton aspects of social integration whichinvolvethe
affectivedimensionsof theirengagementwith highereducation (Tinto, 1994;
Moore, 1995; Johnston,1997; Parmar,2004). Both argumentsare based on a
rejectionof highereducation'stendencyto workwitha model of the studentand
theorisations ofpedagogythatdowngradetheaffective dimensionsoflearning.
The articleis presentedin twoparts.The firstpartreviewssome oftheliterature
whichtakestheaffective seriously.Our aim is notto offera therapeutic viewofthe
pedagogicencounterthatsome recentcriticshave suggestedis prevalentin work
criticalof the logocentricism of enlightenment thought(Furedi,2004; Ecclestone,
2004a, b), but ratherto offera morefullyarticulated modelofstudentsas persons
which'transcendsthe cognitivefocusof mostdiscussionsof learning'(Ashworth,
2004, p. 150). The questionis not whetheremotionshouldbe introducedintothe
curriculum; our argument is thattheaffectiveand embodiedare alreadyaspectsof
all pedagogicalencounters thatin highereducation,in particular,emotionis
but
rarelyacknowledgedand is under-or mis-theorised. The secondpartofthearticle
offersan analysisof studentdata froma projectwhichattemptedto consciously
engagestudentsat theaffective as wellas discursivelevelsin theirlearning(Beard,
2005). This projectcreatedopportunities forthecollectionofdatafroma numberof
sources,and the analysesofthesedata in theformof a case studyis presented.

Acknowledgingthe affective
One of the purposesin rethinking studentshipfromthe perspectiveof a fully
embodied,affective, humanselfis to attemptto understandthe processeswhich
fosteror inhibitlearning.In Theemotionally lecturer,
intelligent Mortiboys(2002), in
examiningthe case fordevelopingemotionally intelligent acknowledges
lecturers,
the core attitudesthat Rogers (1969) believed necessaryfor learningand
development to takeplace: realnessand genuineness,prizing,acceptanceand trust,
and empatheticunderstanding, althougharguablymany of these featuresof
authenticityare underattackin increasingly performative and managerialcultures.
In his mostrecentworkMortiboys(2005) has extendedhis ideas to offerpractical
guidance.Mortiboysarguesthatitwouldbe disturbing ifuniversities
wereemotion-
freezones, but 'curiously,so muchof the culturein highereducationimpliesthat
theyare' (2002, p. 7). Mortiboysrefersto commentators who regardemotionsas
'inappropriateterritory',
and McWilliam (1996) has pointedout thisemphasison
the embodied and pedagogical pleasure as 'merelymalevolent' distractsfromproper
analysis. It also involves a denial of the pleasures affordedby intellectualactivity.
The literatureon emotions indicates that thinkingabout emotions has involved a
protractedand contentioushistory,with episodic shifts,differing juxtapositionsand
recurrently embracing the notion the 'whole person' learning(Crosby, 1995).
of in

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 theaffective
Acknowledging in higher
education237

The rational-emotional dilemmacontinuesto attractintensedebate,withdefenders

of
ofthecogito theEnlightenment denigrating attempts to thinkaboutlearningfrom
the perspectiveof the whole self as a collapse into relativismand an improper
concernforthe therapeutic ratherthan the pedagogic(Furedi,2004). However,
withindifferent criticaltraditions therehas been renewedinterest in social control,
powerand genderrelationsinvolvedin the splitting and privileging of the rational
overtheaffective (Boler,1999). Bolerarguesthat'women'sexclusionfromtheideal
of reason has rested on their associationwith emotion,nature,and passive
subordination'(Boler, 1999, p. 10). WhileBoler is also criticalof the idea of the
therapeuticrelationship, she developsa feminist critiqueofthepoliticsofemotions
in education,and suggeststhatemotionis a notoriously subjectto define
difficult
and that studentsfindfew spaces to express,resist,or challengethe dominant
emotionalpolitics.Buildingon debatesaboutpublicand privatespaces,sheexplores
thetaboos of emotionsin education,considerstheirrootsin social controlthrough
the'mentalhygienemovement'centredon emotionalengineering (girlsweretaught
patience,self-denial,silence,love) and considershowemotionsarelargely ignoredin
pedagogythroughthedominanceof a male-paternal hegemony(1999).
The oppositionalrelationship, located withinthe westernlegacyof Cartesian
dualism(Damasio, 1996), liesat thecoreofmuchoftheliterature. Dualism 'can be
tracedfromPlatoto Descartes,and fromKant to theLogical Positivists' (Barbalet,
1998,p. 30). Such dualisticthinking has been challengedbythesociologistBarbalet
(1998, p. 30), who,whileregarding the 'conventional'view as havingthe 'widest
currency',offerstwo otherpositionsthathe considersto be 'much morecredible
thantheone usuallyclaimed'(p. 30): thecritical and theradical.In thecriticalview,
emotionsupportsreason;in theradicalview,emotionsand reason'are continuous
witheach other,thattheyare different waysof regarding the same thing'(p. 30).
There continueto be difficulties, in
however, the way emotionis conceptualised.
One recentlypopular approachhas involveda redescription of intelligence,the
traditionalcognitivebenchmarkof learning,by Gardner(1983), who suggesteda
movementawayfromthemonolithic 'intelligencequotient'(IQ) byhighlighting the
complexmultiplenatureof intelligence, includingthe notionof inter-and intra-
personalintelligence (i.e. socialintelligence).His thinking underpinscurrent notions
of'emotionalintelligence' (EQ). Saloveyand Mayer,drawingon psychological and
culturalliterature,proposedthe 'firstformaldefinition of emotionalintelligence'
(Barrett& Salovey,2002, p. xiii),and thetermEmotionalIntelligence, or EQ as it
thenbecame known,was popularisedby Golemanin 1996. This term,however,is
not entirelyhelpfulfor,whileit drawsattention to theimportance oftheemotional
by conceptually linkingit to the discredited idea of a 'quotient',it compoundsthe
errorof thinking of 'intelligence' as something thatindividuals'possess'.
In highereducationemotionhas had a similarly chequeredhistory.Despite the
centralunderpinningsof emotionsin the 'characterbuilding' movementsof outdoor
education in the early 1900s, and the broader influenceon emotionalityin learning
and teachingby educational thinkerssuch as Bloom etal. (1964), Habermas (1988),
Dewey (1899), Knowles (1980) and others(see Palmer, 2001), the role of emotions

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238 C. Beardet al.

in termsofthepracticalities oflearningand teachingreceiveslittleor no attentionin

the contemporary populartextsofhighereducation,suchas theworkofLightand
Cox (2001), Ramsden(2003) and Biggs(2003). Thereexistsan implicitrecognition
of theroleof emotionsin thesuggestedshiftto engagement ratherthantransmission
approachesto learning(e.g. Light& Cox, 2001), or reproducing versustransforming
learning(Martonetal., 1993), or thelearneras a 'wholeperson'(Heron,1999), orin
concernsaboutthe 'learning climate'oftheclassroom(Mortiboys, 2002). However,
none of theseapproacheshas attemptedto analysesystematically whattheoriesof
emotionare entailedby thesepedagogies.
In orderto understand fullytheroleofemotionin learning, in itsbroadestsense,
we need to move beyond the educational literatureand beyond traditional
disciplinaryboundariesin orderto createa more interdisciplinary interpretation
that can offermore sustained attemptsto theoriseemotion.While the fieldis volatile
and difficultto summarise, whatfollowsis a glimpseat thoseterritories in orderto
demonstrate the complexity and diversityof literature
on emotionsand learning.
havebeen activein thinking
Biologistsas wellas socialscientists abouttheemotions.
Darwin produced The expressionof emotionin man and animals (1872, in Gross,
2001), in whichhe identifieda comprehensive rangeof 30 emotions,whichhe
classifiedintoseveralcategories,arguingthattheywereessentially adaptationand
survivalmechanisms. The notionofadaptive-oppositional statesremainsembedded
in variousguises.EarlyworkbyWundt(1897, in Gross,2001), one ofthefounders
of scientific
psychology, arguedthatemotionsare experiencedas combinations of
threestatedimensions:pleasantness/unpleasantness, calm/excitement, and relaxa-
tion/tension.Nearlya hundredyearslater,Thayer(1989) arguedthattheinteraction
ofoppositesofenergy-tension and calm-tired lie at theheartofourmood statesthat
affectlearningand memory retrieval. Other proposed oppositionaldimensions
includethesocial: acceptance/rejection (Schlosberg,1941, in Gross2001), and the
psychological:sadness/depression versuselation/ebullience (Watson & Tellegan,
1985,in Russell& Barchard,2002). Damasio (2004), as a neurologist, suggeststhat
such oppositionalstatesrepresent the struggle forhumanbalance of flourishing or
distress.
Numerousattemptshave been made to categorisecomplexemotions,including
proposalsfor'master','basic', 'primary'(sadness,happiness,fear,anger,joy) or
'secondaryemotions' (subtle variationsof primaryemotionssuch as euphoria,
ecstasy,melancholyand wistfulness): see, forexample,Darwin (1872, in Gross,
2001); Damasio (1996); Plutchik(1980); Ekman,1994, in Gross,2001). 'Master
emotions'such as shamefrequently appearin the literature, as in recentworkby
Frijda and Mesquita (1994), as does the shame-pridedichotomyof Kitayama
(Kitayama& Markus,1994). Significantly, theemotionsofprideand shamearealso
relatedto success and failurein education, and these in turnall play a keyrole in the
establishmentand maintenance of identity,with the associated sense of belonging,
differentiationand self-esteem(Scheff, 1997). The notion of 'master emotions' is
problematic, however, because all emotions are so intertwined.Plutchik (1980)
concluded that there are endless possibilitiesof 'emotional classes', which can be

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 Acknowledging
theaffective education239
in higher

determined to some extentby the socioculturalcontextor situation.Much of the

difficulty, as Archer(2000) notes,is thatemotionsare not a naturalkind,'whichis
themainreasonwhygeneraltheoriesof emotionality have provedso unsuccessful'
(p. 209).
Archer(2000), in contrast, offersa unifiedviewoftheemergenceoftheemotions
based on a recognition of the separationof the natural,practicaland discursive
orders,each withtheirown emergent powers(see Table 1).
The greatadvantageofherdiscussionis thatit allowsfora consideration ofthe
differing orderswhilerecognising the analyticaldistinction,thusavoidingupward
conflationtowardsdiscourse(society'sbeing), while at the same time guarding
againsta downwardconflation to theindividualor formsofbiologicalreductionism.
able
She is, therefore, to sustain and accountforemotionalelaborationovertimein
the discursiveorder.In advocatinganalyticaldualism,Archertakes a different
theoreticalapproach fromthat entailedby Barbalet's (1998) depictionof the
'radical' position,the mergingof reason and emotion,withits attendantriskof
analyticalconflation.
Archer'sviewsmightbe takento be consistentwithsome of the workthatis
developingin highereducation.Ashworth(2004), for example,has argued for
viewinglearningas a participatory hermeneutic whereunderstanding is seen as a
strugglethatpersonally transforms the student,entailing'sharingemotionally and
motivationally in the concernsof the learner' (p. 154). Ingleton(1999), with
reference to theworkofsociologistBarbalet(1998), has arguedthatthedisposition
to learnin theclassroomis groundedin social relationships, in theconstruction of
identity and self-esteem, withinthecontextofsuccess/pride and failure/shame. Her
researchillustrates thisthroughcriticaldiscourseanalysisappliedto narrative data
fromAmericanhighereducationstudentsteachingmathematics in primary school.
Ingletonconcludesthat:
by theorisingemotionas beingformedin socialrelationship and significant
in the
development andmaintenance ofidentity,
itsrolein learningis constructed
at a much
deeperlevel.As such,emotionis seento be constitutiveoftheactivityoflearning.
Emotionsshapelearning andteaching experiencesforbothteachers andstudents, and
therecognitionoftheirsignificance
merits
furtherconsideration inbothlearning theory
and pedagogicalpractice.(Ingleton,
1999,p. 9)
A furthermodel of how we mightthinkabout the specific relationshipof notions
such as self-esteemto pedagogy is offeredby Cigman (2004) in her discussion of the

of(first
Table 1. The emergence order)emotions.
Source:Archer(2000,p. 199)

ObjectofemotionsConcerns Imports from

Emergence

Naturalorder physical
well-being visceral Body/environmentrelations
Practicalorder performative
achievementcompetence subject/object
relations
Discursiveorder self-worth normative subject/subject
relations

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240 C. Beardet al.

importanceof self-esteem forlearning.She arguesthatwe shouldrejectnotionsof

self-esteemas enunciatedin theself-help
industry In these'homes',
and in therapy.
theidea ofself-esteem
is at oddswiththeordinarylanguageidea ofself-esteembeing
associatedwith:
a reasonably
truthful in theworld.A personwhoseeshimself
ofoneself
representation
[sic]unreasonably, ormoreaccomplished
heis morerespected
thinking thanis thecase,
saidto havegoodself-esteem.
is notnormally (Cigman,2004,p. 93)

Cigmanarguesthatself-esteem shouldbe situated,thatis, capableofjudgement, in

waysthatresponsesto a self-evaluation questionnaireforexampleare not, since
responsesmightmerelyreston self-deluding conceit.However,situatedself-esteem
is importantforeducationalists, so thatin answerto thequestion,'shouldteachers
tryto boost children'sself esteem?' she answers,'Not unless theypreferthe
stimulationofpositivefeelingto thecreationofinsightand understanding' (Cigman,
2004, p.100). Situatedself-esteem, she suggests,comes about throughencounters
withreality,whetheror not theseencountersare pleasurableor painful.Although
Cigman's(2004) specificconcernis withtheeducationofchildren, theargument for
situatedself-esteemappliesequallyin thehighereducationcontextsinceit involves
thecapacityof studentsto makegood judgements abouttheirown capabilitiesand
progress.The notionofsituatedself-esteem, moreover, pointsto thecollective,not
individual, nature of such judgments and addresses Eccelstone's (2004a, b)
concernsthatattention to the emotionalinvolvesan individualism whichcontrasts
withthetraditions ofcriticalpedagogy.The sortoftheorisation we are suggesting is
not located in deficitmodels of the therapeutic,but ratheron the positive
possibilities
fortheexerciseof agencyand socialpowers.
As should be clear fromthe above, thereis no simplethemein the existing
literatureand Boler (1999) suggeststhat we cast our gaze slightlyaway from
concentrating on emotionsas such.Focussingon theoriesoftheselfand theexercise
of the powers involvedin being human, derivedparticularly fromthe workof
Archer,givesus a model whichallowsforproperanalyticalattentionto all three
domainsof natural,practicaland discursiveorders,each withtheirown emergent
powers,and moves away fromthe idea that emotionis a separatething.This
involvesexploringhighereducation pedagogyin a broader context.We are
proposinga way of thinking about pedagogicalspaces in highereducationwhere
thephysical,psycho-social space and climateallowthedevelopment oflanguageand
activities,
and theexploration, expression and acceptanceofemotionsand feelings of
selfand othersin waysthatcontribute to learning.The discursivedomainofrational
argumentation and commitment to intellectualvalues,thatareproperly at theheart
ofacademia,are notin counter-distinction to thefullytheorisedproperties ofbeing
human,but are ratherbuttressedby them.They are our mediumthroughwhich
learningcan be realised. Our focus is, therefore,not away fromlearningbut firmly
on it. In what follows we report on an interventionin the classroom which was
designed to surfacesome of these issues, and on the empiricalwork undertakento
investigatethe role of such a complex mix of affectivestates in learningin higher
education.

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 theaffective
Acknowledging education241
in higher

The case study

Thisresearchsetoutto explorepracticalwaysinwhichlecturers
mighthelpstudents
to gain greaterbenefitfromthe learningexperience.The fourproposedresearch
outcomeswereto:
* examinetheroleofsocio-emotional climateand itsrolein enhancingthequality
of studentlearning;
* identifyand map the emotionalagendaof a broad studentpopulation;
* offer guidance,advice and practicaltechniquesfor lecturersto supportthe
studentlearningexperience;
* enhancestudentpreparedness forlifelonglearningand employability.
In seekingto capturethecomplexityofthestudents'experiences we haveadoptedan
inductiveapproachand,in keepingwithqualitativeresearch,thefindings presented
here are detailed,thickdescriptionswhichuse directquotationsto capturethe
students'personalperspectives and experiences(Patton,1990, p. 40). Consistent
witha broadlyphenomenological approach,we began with'thickdescriptions' of
studentexperiences beforeundertaking a morerigorousexploration ofmeaning.Our
use of multipledata collectionmethodswas designedto givea holistic
viewof the
learningexperience,and acted as both pedagogicinterventions and a research
methodology. The techniqueswe developedrecognised thesensitivityrequiredwhen
workingat what mightbe perceivedto be the boundaryof the academic and
personal,and so ethicalissueswereconsideredearlyin theresearchdiscussions.In
gatheringdata on theseaffective
states,we havebeen carefulto seekpermission,and
allowa highdegreeoffreedomofexpression, and so haveoftenused blanksheetsof
paperand askeda relatively simple,open question.The originalfiveproposeddata
collectionmethodsare set out below.
* Positiveand negativeemotionsat specificintervalsin the two semestersin the
formof 'blanksheets'.
* Emotionalmappingwherebystudentscreatea line of the 'ups and downs'over
two semesters. These werefirstlyseparatedintosemesterone and semestertwo,
thenseparatedintopositiveand negativecommentsand thenseparatedintofirst
halfand secondhalfof each.
* Lecturerbehaviourdata. Studentswereaskedwhatlecturers mightdo moreofor
less of in lecturesand seminars.
* Focus groupworkcreating'space' to expressand shareemotionsin moredepth.
* Briefanalysisof assignmentson self-assessment and reflectivewriting.This
analysiswas carriedout, but it was decided thatthis methodfocusedon an
assignment thedata was prescriptive
thathad been set and therefore aroundthe
assessmentcriteria.
Some of our methods offered potential activities or techniques for Personal
Development files,and some of the techniques used in the focus group foraccessing
emotional issues are describedin ThePowerofExperientialLearning(Beard & Wilson,
2006). We conducted focus groups, partly as a triangulationprocess and, in an

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242 C. Beardet al.

iterativeway,as a validationinstrument.
The researchwas conductedwithfirst-year
undergraduates. We originally soughtfiveviewsof the affectiveexperiencein the
pedagogicalcontext,butthesewereeventually reducedto fouras itwas thoughtthat
prescriptiveassignmentworkcould not, in this case, be used as data, as it was
alreadypre-framed and so consideredunsuitable(Clegg,2000).
A fullcohortof 431 undergraduate studentsfromLeisureManagementstudies
was involvedin thefourmainresearchmethods.We haveanalysedthefulldata set
(Beard, 2005). Howeverin thisarticlewe are reporting the data derivedfromthe
firstinstrument.

Positive and negative feelingsdata: the blank sheets

Instrument
The data comprisesome 598 'blanksheets'fromthreetimeperiodswhereLeisure
Managementstudentswereinvitedto writedown on one side of the papertheir
positivefeelingsregardingtheiruniversityexperiencesand negativefeelingson the
other. The sheets were distributedduring the IndustryContexts lecture,a
compulsorymodule for all first-year studentswherethe full cohortof Leisure
Managementstudents(a totalof431 students)was expectedto attend.The students
weregivena shortamountoftimewithinthelectureto do theexercise,and all sheets
werecompletedanonymously. The exercisewas repeatedthreetimes.The firstwas
duringtheinductionweek(23 September2003), beforethestudentshad begunany
formalstudyin theUniversity; thisresultedin 278 sheets.The secondcameinweek
seven of the firstsemester(10 November2003), shortlybeforethe Christmas
vacation;here230 sheetswerecollected.The finalcollectionwas in weeksevenof
the secondsemester(2 March2004), priorto theEastervacationand theonsetof
the examination periodand resultedin 90 responses.
Since thedata setwas largeand complex,thedata wereanalysedin a numberof
stages.The firststageinvolveda quickreadthroughofall thesheets,withkeywords
highlighted.These keywordswere thenorganisedand represented graphicallyby
way of spider diagrams.From these diagrams,it was possible to discernthe
emergenceof broad themes.The choice of headingsforthe themeswas, in part,
informed byphenomenological researchintothelifeworld 1999, 2003).
(Ashworth,
The resultantanalysisdescribesthe students'emotionalexperiencesof university
and shows definitepatternsthroughthe data sets. The analysispresentedbelow
beginswitha generaloverviewofthemainthemes,beforelookingin moredetailat
theemergingcategorieswithinthosethemes.

Findings
Phase One
In the inductionweek, the positiveexperienceswere dominated by issues relatingto
theirrelationshipswith others,especially making new friendsand meeting people,
for example, with issues of sociality:'feel like I have a great chance to meet people

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 Acknowledging education243
in higher
theaffective

and makenewfriends. I am goingto takeeveryopportunity to do so'. Manystudents

reportedhavingalreadymade friends,whichwas givingthem the securitythey
neededand emphasising thatit had been a concernbeforetheyarrived:'pleasedto
have met new mates'. There were a lot of referencesto the social aspects of
university,such as goingout and joiningsocieties.The importance ofsexualitywas
evidentin some responses:'possiblymeetingmy futurepartner','so farin three
days,I've pulledthreetimes',theseformsofexpressionsuggesting botha gendered
discourseand heterosexist assumptions.
There were,however,studentsin the inductionweekwho wereworriedabout
makingfriends:'worriedI won'tmakeas good friends hereas I haveathome'. Some
studentswere concernedabout how theyappearedto othersand how thiswould
impacton theirabilityto make friends,and an awarenessof the significance of
embodiment.Some studentswerefindingit difficult to mix;forsome it was to do
with age: 'findingit hard to mix-mature student';and for others,language:
'because my Englishverypoor, so there are some studentsspeakingso fast,
sometimesI cannotunderstand';whileothersdid not feeltheyconformedto the
traditional viewof students:'I feelunderpressureto do as moststudentsare well
knownfordoing'.Manystudentsreportedmissingpeoplefromhome.These could
be partners:'miss my boyfriend-tears, brokenheart'.Othersworriedabout the
impact university would have on theirrelationship:'worriedabout thingsnot
workingout withboyfriend'. Othersmissedtheirold friends:'missmyfriendsand
theirabilityto knowwhat I'm thinking withoutme sayinganything',and their
families:'livingawayfrommyparentsis extremely If I have a bad day I
difficult.
have no one to pickme up. No one thatreallyknowsme'.
University was also leadingto an enormouschangein theirpersonallivesand this
was seen both positively and negatively.The studentswerereallyenjoyinghaving
morefreedom,andbeingindependent had a numberofbenefits:'likedoingthingsI
want to do', 'get to eat whateverdinners I want'. But most importantly,
independencegave the studentsthe opportunity to take controlof theirlives: 'I
feellikeI'm suddenlyresponsiblefortherestofmylife-GREAT'. The toneofthe
responseswas excitement at thebeginningofa new lifeand enjoyingthefunofthe
start term:'havingthe best time of my life'.The studentswere also looking
of
forward to beginning theircourseand gettingdownto work.Theirexcitement was
palpable: 'excited about the outlook of the whole course', 'excited about the
prospectof learningnew things','excitedabout learningand experiencing new
things'.
The negativemeaningsattachedto university lifewere dominatedby worries
aboutmoney.Although thestudentshad notbeen at university longenoughto be in
real financialdifficulties,themedia coverageof studentdebt meantthattheywere
aware that this was oftenthe realityof studentlife.The studentswere also worried
about the increased responsibilitythat came with independence: 'unsure about
making adult decisions', 'scared when problems arise'. Some of the concerns were
practical: 'can't cook', 'how do I use a washing machine'. The tone was one of
uncertainty.The students did not know what to expect and were scared of the

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244 C. Beardet al.

changesthatwerein frontof them.They wereoverwhelmed and dauntedby the

whole experience.There was a lot of information to digestduringthe firstweek:
'hardto takeit all in', 'brainoverload'.Theywantedto knowwhenitwouldall start
to settledown: 'how longwillit be untilI feelrelaxed?','how longwillit takefor
everythingto settledown?'Academically, thenewnessofthecoursemeantthatmost
thingstroubledthem:lectures,presentations, essaywriting,examinations,course-
work,workload,placements,failure.There was a real fearof failureand a lack of
self-esteem:'don't thinkI'm cleverenoughto makeit', 'am I in above myhead?'
Linkedto thefearoffailurewas thatitwouldbe a letdownto others:'worriedthatI
won'tdo wellenoughand willalso letmymumdown'.Therewerealso theconcerns
thattheyhad not chosenthe correctcourse,and the correctuniversity, and here
weretheimplications ofdoingsucha course:'worriedthatafter4 yearsofmylifeI'll
come out and won'twantto do tourismand hospitality and thenwhat?'
This uncertainty stemmedfromthefactthattheydid not knowwhatto expect,
and theonlywayto knowwas to gettheexperiencestarted, one studentvoicingthis
anticipation:'I wantto be on thecoursenowand alreadyknowpeople and nothave
to go throughthe startoffreshers' week'.

Phase Two
In week seven of the firstsemestertherewas stilltalkof makingnew friends.It
seemedthatthestudentswerecontinuing to meetdifferent people,and lotsofthem.
These friends couldbe on theircourses,sharingtheiraccommodation orpeoplethey
(for
had metin socialsettings example,on nights out or at clubsand societies).The
studentswereenjoyingthesocial side ofuniversity: 'greatsocial aspect','nightlife',
to takepartin,in and outoftheuniversity'.
'lotsofactivities Therewas evidencethat
theirfriendships were developingand growingstronger:'gettingto knowpeople
better'.This was partlydue to the fact that the studentswere feelingmore
themselves: 'everyonehas calmeddown-easier to geton with','feelat homenow
and able to chatwithfriends withoutputtingon a show'. However,otherstudents
relishedthefactthattheycould act differently: 'beingable to formnewfriendsand
act differentlyto how youwould at home'. The studentswerelearningto livewith
otherpeople and many mentionedthe good relationships theyhad with their
flatmates.Some maturestudentsreportedhaving settledin with the younger
students,despitetheage difference: beingacceptedand makingfriends-
'gradually
hard when you are a verymaturestudentand everyoneelse seems about 13'.
Academicrelationships werealso forming, withtutors:'lecturersalwayshelp you
whenyou need help', 'lecturersstillapproachable-wasnot a show'; and also with
people on the course:'gettinginvolvedwithgroupsofpeople to do presentations',
'girlsin my group-we were able to work on assignmentsand also socialise',
'developed into amiable work-directedatmosphere among colleagues'. Others,
however,were missinghome: 'stilldon't likebeing away fromhome'. Boyfriendsand
girlfriendswho were not in Sheffield were also being missed: 'not seeing my
boyfriendfor long periods of time (months)'. Some students reported difficulties

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 Acknowledging
theaffective education245
in higher

forming friendships. This seemedto be due to a lackof self-esteem: 'findit hardto

finda groupoffriends-can'tjustpresumepeoplewantto be friends withme'; or
due to differences in age: 'beingolderI don'tgetas involvedin thesocialside-tend
to stickto myold friends'; whilesomefeltpressureto conform:'feelpressureto be a
"typicalstudent",i.e. drinklotsand go out etc'. Therewerestudentswhowerenot
happyin theirstudenthouses: 'people I livewith-don't feellikeI had anything in
commonwith','livingwithweirdoes';whileotherswerealreadyconcernedaboutthe
comingyear:'notsurewho to livewithnextyear','worriedaboutwhoto sharewith
nextyear'.It was clearthatlivingarrangements wereveryimportant forstudents'
well-being.For some students,relationships withlecturers werefrustrating. These
couldbe due to personality clashes:'bitchylecturersand courseleadershavea go for
no reasonwhentheyknownothingaboutme'. Some oftheproblems, however,were
theresultof different approachesto university teaching:'I'm used to havingstrong
relationshipswithtutorsespeciallywhen I was at school and NVQ [National
VocationalQualifications]. Not used to nothavinglotsofinteraction withtutorand
plentyoftimeto ask questions'.
The studentsseemedlessuncertain abouttheirnewlivesand theyweresettling in.
They had moreunderstanding of whatuniversity lifewould entail,and theywere
gettingused to it: 'settledintolife','feelslikehome'. Theywerestarting to see the
benefits thata degreecouldbring:'I can see a futurein theleisureeventsindustry a
lot clearernow', 'can see thebenefits ofgaininga degree/working hard'.The future
was a motivating factor,withthe prospectof an interesting and fulfillingcareer:
'knowingI willhave a good job comingout ofhere','feelthiswilllead to a better
future'.Moneyworries,however,werebecomingmorereal. Studentsreportedthat
theywere'running outofmoney','spenta lotofmoney','wastingtoo muchmoney'.
In orderto counteractthis,some studentshad been lookingforpaid employment,
but had been unable to findit. Others,who were working,foundit difficult to
managetheirtimebetweenwork,studyand play:'finding it difficult
to jugglework,
uni and socialising-don'tthinkI have the rightbalance'. This balance was also
difficultforstudentswithfamilies:'trying to runhouse,cope withchildrenand all
the outsideproblemson myown'.
Some oftheelementsof an independent lifethathad excitedthestudentsin the
introduction weekhad now becomemundane:'hate doingown washing,cooking,
cleaningand wakingmyselfout ofbed', 'havingto do thingsforyourself: washing,
ironing, etc'.Whatwas novelhad become common place.Life was also moreboring:
'getbored easilyin evenings/free time','gettingbored'.
As the studentssettledinto theirnew lives, academic issues were becoming
increasingly important. The studentsseemed to be enjoyingmost aspectsof the
courseand manynotedhowtheylikedlearningnewthingsand,forsome,returning
to learning.Having spent seven weeks at university,the course was startingto make
sense: 'can understandwhat I am doing', 'betterunderstandingof the uni teaching
system'. The experience was becoming more familiar,and the terminologyand
approach used less alien; as one studentsaid: 'gettinginto the routineof the course'.
Some studentshad less workto do than theywere expecting:'a manageable rate of

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246 C. Beardet al.

intake'. There was evidence that the studentswere beginningto feel more
comfortable withwhattheywerestudying and thewayin whichtheywerestudying
it: 'I feelmoreconfident to workon myown'. The studentsseemedmoreconfident
in theirabilityto completethe course:'feelI am able to pass as it is goingnow'.
Manyweremotivated bythedesireto geta degree:'wantto geta degree,thatis what
keepsme here','saw all thenewgraduatestoday-thoughttheregoes me in 3 years,
hopefully'.
Therewere,however,a lotofnegativeemotionsrelating to theiracademicstudies
in this seventhweek. University, withits emphasison independentstudy,was
difficult: 'a big transitionfromA-Level workto uni standard','not being told
everything like at college', 'more expected than at school, teachersnot keep
reminding you of assignment deadlines'.Theyfoundthelack ofguidancedifficult:
'don't liketheindependenceofworkwhereyou'rejustgivena questionand leftto
it'. Therewas a lack ofappreciation ofthenatureofindependent studythatmeant
manyofthestudentsreporteddoinglittleoutsideoflectures:'I also don'tthinkthat
I am doingenoughworkoutsidelectures,as in readingor preparation'.Students
foundthemselvesfallingbehind,withthe workloadbuildingup. Otherstudents
seemedto be findingit difficult to attendlectures:'have missedlectures/seminars
(due to feelingdirtyaftera boozynight)','can'tbe botheredgoingto lectures'.They
could not getdownto theassignments or workin theirfreetime.The noveltyhad
begunto wear offand therealityof university lifehad hithome. This made them
questionwhattheyweredoing:'have I pickedtherightcourse?','don't knowifI'm
in the rightstage of lifeto be doingthis','thinkingof leaving'.Otherswerestill
concernedwithwhether theywouldbe able to cope withthework:'bad dayswhereI
justwantto giveup-everythingseemstoo muchand too overwhelming'.
This apathywas also reflectedin the students'commentsrelatingto certain
moduleswithinthe course: 'can't stop fallingasleep in [subjectname] lectures',
'some lecturesaren'tsectorrelevant'.Studentswere also complainingabout the
ways of working,withgroupworkingnot seen particularly favourably:'learning
modedifficult byworking ingroupsall thetime'.Otheraspectsofthecourseworried
students:presentations, loomingexaminations, assignments.

Phase Three
In theseventhweekofthesecondsemester, itwas apparentthatsomestudentsfelta
lot more in
confident their abilityto do university-standardwork.This increased
confidencewas directlylinked to their successes in the assignmentsand
examinationsin thefirstsemester:'feelingbetternow I've gotmysemester1 results
and I knowI'm writingthemokay'.The studentsreportedhavingdone well and
some also seemed more comfortablewith the universitystyle. Others mentioned
specificachievements:gettingbetterat presentations,time-management,and doing
background reading. The fact that the new semester also brought new choices of
modules was also positive fora number of studentsas it meant that theywere kept
interested.The studentswere also looking forwardto the next year and what that

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 Acknowledging in higher
theaffective education247

wouldbring.Theyfeltthattheyweredrawingto the end of theyearand thatthe

secondyearwouldbringnewand interesting challenges:'chosennextyear'soptions,
quite exciting,makes the year pass quicker'. The studentsappreciatedthe
developingrelationships withtheirtutors:'lecturersare great','buildinga relation-
ship with my lecturers','very positive feedbackfrom lecturerstoday about
presentation'.They were also learninghow to workwithotherpeople: 'founda
groupthatI workreallywell in', 'abilityto knowwho and whatkindsofpeople I
workbestwith'.
Justas therewerestudentswho werepleasedwiththeirachievements in thefirst
semesterassessments, inevitably, therewerestudentswho,in the seventhweekof
semestertwo,werenothappywiththeirresults.Therewas also disquietrelatingto
the feedbackand the way in whichmarkswere returned:'no feedback,or not
enough','theydon't offerguidanceon whatyou shoulddo or explainwhatyour
resultsmean'. The studentswerefindingthattheyhad a lot of workto do, there
appeared to be more work. Some were stillcomingto termswiththe need to
concentrate on independent work:'need to workmoreoutsidelecturesto getbetter
understanding ofcertainmodules'.The studentswerestarting to worryabouttheir
examinationsand whattheyweregoingto do in the comingyear.The end of the
semesteralso broughtwithit its own stresses:'gettingcloserto nextyearwhereit
reallycounts','don'tthinkI willdo thatwellnextyear-foundfirstsemesterhard'.
Some werestillquestioning whethertheyhad made therightdecision.
The theme of deepening friendshipswas continued:'have friends,who I've
become close to'. Studentswho had, it seemed,foundit difficult to makefriends
were also more settled:'feelingmore involvedin studentlifethan before,more
accepted:people have begun to ask me and value whatI say'. The social aspects
werestillimportant: 'nightlife','enjoygoingout'. Some studentshad eitherfound
partners,or gotridofthem,whichhad had a positiveemotionaleffect.
The studentsstillseemed to be enjoyingbeingindependentand theyreported
enjoyinguniversity life: 'enjoyingall aspectsof university life,includingcourse'.
Theywereincreasingly moresettledand awareofwhatuniversity involved:'settled
'understand
intouni lifestyle', howuniversity works'.Beingmoresettledmeantthat
some were startingto enjoythe experiencemore: 'gettingmore into it as time
progresses','increasedknowledgeof variousaspects of life-both personaland
academic'. But independencealso had itsdownside:'own washing','it's veryhard
livingon yourown', 'doing my own washingup/cooking/washing/cleaning'. The
studentsspokeofit notbeingexcitinganymoreand thattheywerefeelingbored.
Some studentsspokeofhavingno money:'mountingcreditcardbills'.Again,the
poorfinancialsituationmeantthatstudentswerehavingto work:'havingto workso
manyhoursto coverbillsand justsurvive-2 jobs'. This had a negativeimpacton
both health and studies: 'workingtoo hard-but can't affordto work less-always
knackered at uni'.
Fatigue featuredhighlyat this point in the academic year: 'feelingtired at the
moment, makes it hard to keep going'. The lack of sleep impacted on the students'
health: 'feeling run down and tired'. Others were aware that their lifestyleis not

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248 C. Beardet al.

on theirhealth:'puttingon weightdue to booze', 'noteating

havinga positiveeffect
as healthily',
'drinking'.
Some studentsreportedloneliness:'quite lonelyat times,can feel isolatedas
friendnot herefora day or two', 'feela littlemorelonelysince a long Christmas
break'-here the studentseemed to have settledduringthe firstsemesterand
had gone back to the beginningwhen returning afterthe holiday-whileothers
noted depressivefeelings:'depressed-lack of motivationto get up and see
people'.

Discussion
The data analysedherehaveshownthatstudents, year,experiencea real
in theirfirst
emotionaljourneywhichtheydescribeas affecting
everyaspectoftheirbeing;all the
categoriesofthelifeworld
werepresent,notablyin relationto:
* personalproject:thewaystheirsituationrelatesto theirabilityto carryout the
whichare centralto theirpersonallives;
activities
* academicproject:thewaysinwhichacademicaspirations relateto therestoftheir
lives;
* temporality:how theirsenseoftimeis affected by thesituation;
* spatiality:
how the geography and the environment in whichtheyliveaffectthe
situation;
* sociality:their relationshipwith others and its impact on the university
experience;
* embodiment:thewaysin whichexperiencesare livedthroughthebodyand the
concernswiththe care ofthebody;
* discourse:framedthe whole,and studentsdrewon the differing discoursesof
beinga studentto makesenseoftheirexperiences.
Althoughthe studentsall completedthe exerciseindependently and wereinitially
analysedindependently, thesimilaritybetweentheirresponseswas striking, making
it possibleto map some ofthechangingemotionsovertheyear,and indicating the
strongly temporaldimensionassociatedwithlearning,and emotionaland bodily
adjustments. We would suggestthatthe journeystheydescribewillbe familiarto
manyhighereducationlecturers.They involvea cohortof studentscomingto
succeedin theirlearning,by drawingon theirown individualand social resources.
To acknowledgetheirstruggles theexperience,
is notto infantilise but to recognise
it.We shouldnotrejecttheevidence,notonlyfromthiscase,butalso fromthewider
retentionand first-year transitionliterature(Tinto, 1994; Yorke, 1997, 1999;
Barefoot,2000; Moxleyetal., 2001; Pitkethly& Prosser,2001), on thegroundsthat
(Eccelestone,2004a, b; Furedi,
to acceptitinvolvesa concessionto the'therapeutic'
2004). We are, of course, aware that broader discursiveframeworksimpact on the
culturallyavailable language fordescribingthe self;however,in this and otherwork
(Clegg et al., 2006) we have found scant evidence that students see themselvesas
being withoutindividual and collectiveresources.

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 theaffective
Acknowledging in higher
education249

Our analysisconfirms a numberofthemeswe haveidentified fromtheliterature

concerninghow to theoriseemotion.The locationof the case study,in Leisure
Studies,means thatthe formin whichstudentsarticulatedtheirconcernswas
constituted in partby theparticulardiscursivedomain,and thatotherdisciplinary
discourses might tend towards different framings.However, we believe the
experiences theyarticulated areimportant and realforan understanding oflearning.
The data fromall oursourcesshowedtheimportance oftheaffective,thebodilyand
socialityin relationshipto their engagementwith learning.The very simple
instrument used generatedcommentsabout all aspectsof theirlivesincludingthe
academic: it is not thatconcernwithacademic aspectsof theirexperienceswas
absentwhentheywereasked to describetheirfeelings,rathertheywereincluded
alongsideotheraspectsof adjustmentto theirexperiencesat university. Of course
thisshouldbe obviousfromanyperspective thatdoes not reducehumanlearners
simplyto minds.Ratherthantheoppositeofengagement withideas,emotionaland
bodilystatesare engagedwithinthelearningexperience, so positiveemotionswere
describedin relationship to thefeelingsthattheywerebeginningto cope with,the
learningitselfand, conversely, thelack of abilityto cope was describedin termsof
negativeaffect.
The data we havepresentedheredo not allowus to providea fullanalysisofthe
relationshipsbetweenthevariousorders.Archer(2000) suggests,however,thatthe
strongly temporalshiftin emotionsthroughout the yearis in itselfindicativethat
modellingemotionalstatesmightbe possiblein relationship to the learningthat
takesplace. The insecurities and ruptureto social livesin theearlypartoftheterm
are important to understand, as theyappearso common.Moreover,thestruggleto
cometo termswithacademicworkis partofboththepleasuresand pain described.
The data we have presentedremainlargelydescriptiveand we do not have any
evidentialwarrantfromthe analysisofthesingledata set to claimthatbeinggiven
theopportunity to thinkaboutthefullrangeoftheirresponseto thenewacademic
environment contributed to the learning.However,the evidencefromthe focus
groupssuggeststhatthismightbe thecase: havingtheopportunity to considertheir
feelingswas reportedas a positiveexperiencewhichmanystudentsfelthelpedthem
considerhow theywereengagingwiththe challengesof the course.In manyways
thisis what the initiatives aroundpersonaldevelopmentplanning(PDP) (Clegg,
2004; Clegg & Bradley,2006a, b) are seekingto endorse.However,the qualityof
thedatawe derivedfromtheopen-endedinstruments describedherewas at variance
withdata fromtheassignments whichwe choseto excludefromthestudyas being
prescribedand, therefore, judged of limitedvalue forour purposesbased on our
initialreading.Our analysisconfirms (Beard,2005) theviewthatwe haveexpressed
elsewhere(Clegg,2004), thatthe formsof writing beingproducedby studentsis
heavilyformulaic.In this studythe PDP data were verydifferent fromthe data from
the otherinstruments.We do not need to operate on a simple reductionto accounts
of 'authentic' and 'inauthentic' selves to suggest that the discursive framingof
assignmentsmeans that the expression of emotion in these contextsis likelyto be
severelycurtailed.

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250 C. Beardet al.

Many theoristswe discussedabove cautionedagainstcategorising emotionsas

separateand potentially hierarchical.
This insightcertainlyfittedwithour analysis,
the descriptionsthe studentsemployedresisting simpleclassification.
In thissense
emotionsare notfinitethingswithsomebeinggood forlearning, forexample,'self-
esteem',and othersbeingbad; rather, highlysituatedaffectivestatesas validatedby
peers appeared to be powerful.Feelingsof alienationor belongingare socially
inducedbut have bodilyeffects, whileit is clearthatthebodily,eitherin termsof
excessive indulgence or neglect,impactedback on the social and on the learning
environment. The realchallengesforpracticalpedagogyarethatmanyofthesestates
are quite properlyoutsidethe termsof the pedagogicengagement.However,if
studentscan recognisethewaysin whichtheseaspectsoftheirlivesimpacton their
engagementin pedagogicalspaces, and if theyhave a languageto thinkthrough
them and describe them, it seems likelythat studentscan develop a better
understanding of the energiesand challengesinvolvedin comingto termswith
studying. We, likemanyothertheorists, areproperly cautiousofthetherapeutic and
engineereddisplaysof sociallysanctionedformsof emotionaldisplay,but thisis
quite differentfromour project,whichis to tryand puzzlethroughhow we might
properly theorisetheseeffectsand howto ensurethatourunderstanding oflearning
is enhanced,not diminished, by thisrecognition.

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