Abstract This article examines the theoretical frameworks of valuing practices and emotional labour in relation to a managerial position within a Higher Education setting. Positive aspects of these frameworks are explored along with challenges that can be faced by those striving to implement these management strategies in their practice. The methods used provided both qualitative and quantitative data via key vocabulary and phrases related to valuing practice and emotional labour as identified through observation and semi-structured interview, and the frequency of key vocabulary being used. The study takes the form of a case study. There is one participant who is a Higher Education employee working in a senior managerial position, line managing a small number of staff. This individual was chosen in order to explore their use of valuing practices and emotional labour within his management approaches. Analysis of the data identified a higher range of vocabulary relating to valuing practices than emotional labour. Overall conclusions are that valuing practices support the well-being of both leaders and staff through the motivation that is inspired by knowledgeable praise. Yet the possible risks of valuing practices should also be considered, such as non-engagement of staff. Emotional labour risks the well-being of leaders more so due to a difference in organisation and individual believes and ethos.