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The principal aim of this study was to obtain an understanding of the relative importance of emotion management for the Swiss private higher education sector, and for the lecturing profession in general. Extant literature has focused on the emotion management of teachers and lecturers working in the public sector but has somewhat overlooked the private higher education sector. A single case study design was selected for this research, which consisted of a well-established and highly regarded Swiss private higher education institute. Focus groups were conducted with three groups of faculty staff at the case institute. This was followed up by eleven individual interviews. Thematic analysis was then used to analyse the data, resulting in the identification of several core themes. The findings show that emotion management is an essential element of the lecturing profession within the Swiss private higher education sector. There was evidence of emotional labour in action, with participants enacting the various emotion regulation strategies as espoused throughout the literature. This study identified that ‘naturally felt emotions’ and ‘deep acting’ were the preferred emotion regulation strategies. The prescriptive and philanthropic categories of the typology of workplace emotion were found to be the primary motivators behind the faculty performance. This thesis has made strides in expanding the field by providing new insights into the relevance of emotion management for professional occupations, specifically those of faculty staff. Overall, participants reported more positive than negative outcomes associated with emotion management, suggesting less of a dichotomy of outcomes in comparison to previous studies. The findings show that a number of contextual factors also have an influence on the emotion management of individual lecturers. Backstage areas and humour were found to be the most common coping strategies which participants used to detach from the job. Unexpectedly, cultural diversity was considered as having implications for the emotion management of lecturers. The research findings represent a further step towards developing an understanding of emotions and their management in a private higher education setting.

Rethinking the Arts and Sciences recovers a crucial and yet neglected history of Romantic involvement with the urban institutional infrastructures of their time. The project draws on research in urban Romanticism and Romantic sociability to intervene in the entrenched view that British Romanticism was a largely rural, individual endeavor, opposed to scientific progress and its institutional projects. In fact, one of these projects, arts-and-sciences institutions such as the Surrey Institution and the Royal Institution of Great Britain, formed a crucial set of venues for Romantic lecturing and sociability. While such research has successfully refocused scholarly attention on the prominent place of Romantic-era writers and artists in the early-nineteenth-century urban imaginary, that recognition has not been adequately registered at the level of our current scholarly treatment of Romantic writing on poetics and critical theory. Through archival research at the Royal Institution, I have been able to show that these urban spaces were not simply passive settings for communicating Romantic thought, they were instead playing a fundamental role in structuring it. I claim that British Romantic thought is so tightly enmeshed in the network of arts-and-sciences institutions that sprang up in London from 1799 to 1808, that without understanding how these institutions functioned, we cannot adequately grasp how the Romantics imagined themselves as contributing to their own intellectual milieu. From its beginnings in the fine arts lectures of Samuel Taylor Coleridge and William Hazlitt, I track a Romantic institutional infrastructure as it adheres to the arts-and-sciences procedural demand that lecturers first elucidate the scientific “principles” of the subject in question, and then “apply” those principles on behalf of improving the arts. After delivering his courses at the Royal and Surrey Institutions, Coleridge would go on to adopt these arts-and-sciences lecturing procedures as the fundamental structuring feature in all of his major works on poetry, criticism, and the imagination, over the next ten years. In the Biographia Literaria, for instance, I show how Coleridge’s arts-and-sciences lecturing is largely responsible for the form of his definitions of poetry and the imagination, and even for the basic division between theoretical and practical criticism. This institutional discourse would also go on to structure key works of the second generation. Some would approvingly mimic arts-and-sciences lecturing procedures, as in Percy Shelley’s assertion toward the end of the unfinished Defence of Poetry that “the first part of these remarks has related to poetry in its elements and principles,” while “the second part,” alternatively, “will have for its object an application of these principles to the present state of the cultivation of Poetry.” Others, including Mary Shelley, appear to have seen a more ominous tendency in the institutional obsession with principles and application, and I conclude by showing how her portrayal of Victor Frankenstein’s search for what he calls the “principle of life,” along with his fateful application of it to that most profound of arts, the creation of a rational being, stands as perhaps the most severe Romantic critique of this broader institutional return to principle.

This study investigated the dimensions of effective lecturing by exploring students' evaluations of teaching effectiveness derived from lecture courses across 35 departments at an urban university. From exploratory and confirmatory factor analysis procedures, two underlying dimensions were revealed. The dimensions appeared analogous to Joseph Lowman's proposed two-dimensional model of mastery teaching and therefore the dimensions were labeled: Intellectual Excitement and Interpersonal Rapport. Afterwards, a path analysis was utilized in order to investigate the relationship of the dimensions with a global rating item of instructor effectiveness. The results indicated that the dimension of Interpersonal Rapport accounted for 81% of the variance for overall instructor (lecturer) effectiveness.

The problem of this study was to compare the effectiveness of the note-test method and the traditional lecture method of teaching general introductory microbiology. The study was prompted by the desire to improve teaching strategies in microbiology in order to improve the attitudes of students taking microbiology at the Indiana College of Mortuary Science. The conclusions are that the note-test method of teaching is at least as effective as the traditional lecture method but is not better than the traditional method in regard to student achievement or student attitudes about the microbiology course to which they were assigned. Since the method requires less lecturing than the traditional lecture method used in this study, it may be used effectively by some instructors in certain subject matter areas and may hold promise in maintaining achievement and acceptable attitude levels.