Research into learning and teaching in higher education over the last 25 years has provided a variety of concepts, methods, and findings that are of both theoretical interest and practical relevance. It has revealed the relationships between students' approaches to studying, their conceptions of learning, and their perceptions of their academic context. It has revealed the relationships between teachers' approaches to teaching, their conceptions of teaching, and their perceptions of the teaching environment. And it has provided a range of tools that can be exploited for developing our understanding of learning and teaching in particular contexts and for assessing and enhancing the student experience on specific courses and programs.