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The purpose of this paper is to demonstrate the relevance and use of the concept “reverse salient” in ambitious infrastructural change. Thomas Hughes, in his seminal study of socio-technical system building, observed that the elimination of “reverse salients”, i.e. subsystems that because of their limited performance hold back further development, was a central driver for creativity and innovation. It is argued that in sustainable infrastructural transformations, however, reverse salients that resist change are more often neglected than addressed.

Higher education institution campuses combine laboratory-like conditions and sufficient internal complexity to be used as test-beds for ambitious sustainable change in the built environment. In this article, a neglected barrier to the transformation of a small campus into a zero emission campus is revealed, described and addressed.

In terms of substantive findings, first, it is demonstrated how parts of infrastructures that – often for good reasons – have been neglected in efforts to reduce climate impacts can be identified with the help of a historical exploration of the site and through close collaboration with local facilities managers. Second, a temporary low-tech intervention is presented that addressed the critical problems related to these “reverse salients”.

The limitations of a case study approach apply to this study. Particular caution has to be exercised in terms of generalisation. Moreover, the intervention would benefit greatly from stricter control and additional iterations of the intervention which have not yet been performed.

In addition to technology-focussed, top-down initiatives, which often struggle with actually reaching their ambitious goals in routine operation, neglected parts of campuses can contribute greatly to energy and emissions reductions. Moreover, it is demonstrated that and how local technical personnel has an important part to play in infrastructural transformations.

Concepts developed in the study of socio-technical system building have not yet been applied in the study and practice of sustainable infrastructural transformation. Their contribution is demonstrated. Moreover, living labs are notoriously difficult to evaluate. In this case study, processes and effects of an innovative living lab intervention are described and analysed. This enables a better understanding of restrictions and possibilities of experimenting in real-life settings.

This study aims to convey lessons learned from two sustainability initiatives at Norway’s largest university. This contributes to knowledge-based discussions of how future, sustainable higher education institutions (HEIs) infrastructures should be envisioned and planned if the fundamental uncertainty of the future development of learning, researching and teaching is acknowledged.

This study was submitted on 24 January 2023 and revised on 14 September 2023. HEIs, particularly when they are engaged in research activities, have a considerable environmental footprint. At the same time, HEIs are the main producers and disseminators of knowledge about environmental challenges and their employees have a high awareness of the urgent need to mitigate climate change and biodiversity loss. In this study, the gap between knowledge and environmental performance is addressed as a question of infrastructural change, which is explored in two case studies.

The first case study presents limitations of ambitious, top-down sustainability planning for HEI infrastructures: support from employees and political support are central for this strategy to succeed, but both could not be secured in the case presented leading to an abandonment of all sustainability ambitions. The second case study exposes important limitations of a circular approach: regulatory and legal barriers were found against a rapid and radical circular transformation, but also more fundamental factors such as the rationality of an institutional response to uncertainty by rapid cycles of discarding the old and investing in new equipment and facilities.

Being based on qualitative methods, the case studies do not claim representativity for HEIs worldwide or even in Norway. Many of the factors described are contingent on their specific context. The goal, instead, is to contribute to learning by presenting an in-depth and context-sensitive report on obstacles encountered in two major sustainability initiatives.

Research reporting on sustainability initiatives too often focuses descriptively on the plans or reports the successes while downplaying problems and failures. This study deviates from this widespread practice by analysing reasons for failure informed by a theoretical frame (infrastructural change). Moreover, the juxtaposition of two cases within the same context shows the strengths and weaknesses of different approaches to infrastructural change particularly clearly.

It is now widely accepted, perhaps with some qualifications, that the dominant British school of industrial relations in recent years has been the liberal‐pluralist or volutaristic‐pluralist school. Its centre has been Oxford and its main members have included Hugh Clegg, the late Allan Flanders, W E J McCarthy, G S Bain and A Fox. The influence of this group has been exhibited in its impact not only on industrial relations teaching and research, but also on policy, especially through the Donovan Report. Indeed, several writers have chosen to characterize it as a problem‐solving rather than a theoretical approach. However, it is important to acknowledge that a practical orientation may not in itself constitute an a‐theoretical position. Hyman and Fryer thus, for example, use the label ‘pragmatism’ to describe a component of the theoretical orientation of the ‘Oxford school’, thus recognizing that while its ‘theory may be only semi‐articulated and ….. partially developed’, the work of the school is not a‐theoretical.

It is generally admitted that the professions are much over‐crowded. While the condition of affairs which exists in professions of older standing such as medicine or the law is fairly well known, even to the unprofessional man, and the qualifications requisite for advancement and success are generally appreciated to a certain extent, the same degree of knowledge does not obtain in the case of chemistry, about which, as a means of livelihood, the profoundest ignorance prevails—even among the better‐educated classes. The opportunities which are apparently held out to aspirants and the greatly increased facilities for chemical study have given rise to an absolutely false idea in the mind of the public at large as to the positions obtainable and the prospects offered. Chemistry is, perhaps, the most over‐crowded of all professional careers, for, although the science has gained enormously in importance and in technical application within a comparatively recent period of time, the supply of highly‐trained chemists greatly exceeds the number of positions available, while the remuneration to be obtained is, from a professional point of view, extremely low, and is quite out of proportion to the scientific qualifications possessed and to the nature of the work exacted. The causes of the over‐crowding are too many and too complex to be considered in detail here, but there may be cited as among the principal factors in this respect the greatly increased popularity of the science as a specialised study, the entrance into the profession of individuals who are in reality personally unsuited for a professional career, and the failure of the educationalists to grasp what the exact meaning and aim of the education of a community should be. While, however, the ultimate prospects of advancement and success are influenced greatly by the growing tendency of crowding out, there are, in this respect, other factors to be considered which are liable to be overlooked, namely, the actions of the members of the profession themselves, and, following from this, the degree of respect accorded and the value attached to that profession by the general public. A profession retains its status before the world, or loses it, according to the nature of the individual and concerted actions of its members, both in their relations with each other and in their intercourse with the public. The particular type of person who enters a profession might appear at first sight to be a factor of comparatively minor importance, provided that a thorough training had been undergone and good qualifications obtained. Such, however, is far from being the case. If it is to maintain an honourable position before the world and a recognised place among other intellectual callings, a profession must endeavour to attract the best type of man—the man who, apart from his scientific qualifications, possesses the true professional instinct and ideals, and the ambition to raise his calling and himself to as high a level as possible. “Qualifications” alone are not sufficient. To attract the man of higher type it is necessary to offer a reasonable prospect of adequate reward. It is open to question whether the chemical profession can, at present, offer the necessary inducement, from this point of view, to enter its ranks. It cannot be pretended that chemistry can present ultimate prospects compared to those offered by the other professions. The reward of the man of science is fixed unless his discoveries have a commercial value, and he himself possess the commercial instinct necessary to profit by them. It will be admitted that this is not the case with the specialist in medicine or with the leader at the Bar. The common objections put forward against such considerations as these are that a man devotes his life to the pursuit of a science purely out of love for that science and with little consideration for remuneration or for social status, and that questions of reward or remuneration being purely mercenary considerations should not be brought into the discussion. While such objections may appear reasonable at first sight, a little reflection will show that the matter lies somewhat deeper than this. The future of the chemical profession itself, and not only the pecuniary profit of the individual, is involved. To offer low remuneration for scientific positions is to ensure these positions being ultimately filled by men of mediocre capacities, and it must be understood that this applies as much to a junior assistantship in a technical laboratory as to a chair in a university or to a public position of trust. The prospects which there are at present in the chemical profession can be regarded only as being more likely to attract the mediocre person than the man of superior capabilities, and mediocrity cannot be considered as conducive to the advancement of a science. In these days of excessive competition it is imperative to consider many facts before choosing a particular professional career. Men of attainments superior to the ordinary will not voluntarily enter a profession in which the reward for their labours is to be in no way proportionate to their abilities, and that particular profession will necessarily suffer by their absence. It is a common fallacy to suppose that a man's intellectual capacity is measured by the number of examinations he has passed or by the number of degrees and diplomas which he may possess. Under our present Chinese system of examination it is possible for anyone, even if he be of really very modest attainments, to make a collection of degrees and diplomas. Originality in thought and the power to apply the knowledge obtained during training are not asked for. There is a type of man extremely common to‐day whose capacity for absorbing existent scientific facts (i.e., the ideas of other people) is as great as his incapacity for originating ideas of his own. To this particular type of person the obtaining of qualifications is a comparatively easy matter, especially in the case of chemistry, which is, strictly speaking, a non‐mathematical science. Whereas originality and individualism in thought makes for advancement in science, the mere repetition of the ideas of other persons can only result in stagnation. These facts are generally lost sight of by those persons who assert that the interest of his particular subject should prove an ample compensation for a low remuneration provided that that remuneration be sufficient in order to live. It is not recognised that if such a prospect of affairs becomes general those persons whose ideas are bounded by a narrow horizon (and such form the majority in any community) are attracted in preference to those whose ambitions take a wider scope, and who will naturally turn to another field of operations where their abilities will be more amply rewarded. The competition to‐day in the chemical profession has become even keener than that among the quill‐drivers; the early prospects are about the same as, or are little superior to, those of the latter calling, while ultimately there is the reward of a position at a remuneration very little better than that obtained by a head bookkeeper, and generally very much inferior to that of a small merchant or fairly successful tradesman—the supposed intellectual inferiors of the man of science. Again, with respect to public chemical appointments, there is the growing tendency to create “whole‐time” appointments at a fixed and insufficient remuneration, with no prospect of advancement or certainty of superannuation, and, in many cases, no security of tenure. In the purely technical world the position of affairs is even worse, while the prospect of making a living by practising privately as a technical and consulting chemist is limited, since the demand from the public is not large, and much of the work formerly obtained by the private practitioner is now done much more cheaply by a “tester” of some kind at a works. The consultant is certainly needed in certain cases, but these are of such comparative rarity as to have but little influence upon the general position. There is no doubt that much harm has been done by the nonsense emitted from time to time by unthinking persons and by those who describe themselves as “pure” chemists, to the effect that much of the work carried out in a technical or analytical laboratory can be performed quite as satisfactorily by the untrained person as by the skilled chemist. These opinions, which may perhaps find excuse in the ignorance of the persons holding them, are based upon the supposition that, as the work in such laboratories may tend to be of a routine nature, unskilled labour is quite as valuable as scientific training. The harm done by the promulgation of such statements is to be found in the fact that untrained persons conceive the idea that employment may be obtained in a chemical laboratory without any previous scientific education, and hence there is introduced a further tendency to lower the status of the chemical profession by the admission of unqualified persons. Whatever the condition of chemistry may be at present from an intellectual standpoint, it is manifestly unfair to give the preference to unskilled persons over those who have at least studied their subject, simply on the ground that such labour is cheaper, and it is suicidal that such a preference should be encouraged by the members of the chemical profession themselves. It is necessary to admit that much of the unsatisfactory condition of affairs in the chemical profession is due directly to the behaviour of the members themselves. They have never really appreciated the necessity of acting together for the benefit of all and for the profession as a whole; they have never recognised that, whatever the specialised branch of each may be, all are linked together by a common training and by common interests, that that which adversely affects an individual member adversely affects the whole profession, and that their actions and the value they themselves put upon their services determine the degree of respect accorded to their profession and to themselves by the outside public. The chemist who is engaged in teaching cares little if his technical colleague is underpaid, because he himself is not a technical chemist, and the latter, on the other hand, does not concern himself with the condition of affairs in the teaching branch of the profession. This policy of “sauve qui peut” is disastrous. Combination among its members is absolutely necessary if a profession is to “live.” A number of individuals having a general common training in a particular branch of knowledge, each one working for his own special interest and without regard for that of his fellows, no more constitutes a profession than a people possessed of no laws or constitution and bound by no social obligations constitutes a nation. That the necessity of efficient combination is not understood may be seen from a statement made by the President of the Institute of Chemistry at the last annual general meeting of that body. In the course of his address, the President said: “If the Institute were … . to become, as some critics have suggested it might become, a professional trade union for the regulation of fees and the suppression of competition, I feel sure that the larger proportion of its members would rightly lose all interest in its affairs.” If the Institute of Chemistry is to be regarded solely as an examining body, this particular statement of the President may be held to be excusable, if not justifiable, but if the Institute be considered as a professional body for controlling the interests of its members and acting for the advancement of the whole chemical profession, two possibilities are presented. Either a condition of affairs exists in the Institute of Chemistry which is lamentable, and which it would, perhaps, have been kinder to the Institute to have kept secret, or the statement of the President is not justified by the facts. The word “rightly” has, logically and morally, no place in the sentence in which it occurs. It would appear from a passing reference by the President to the Institute as “a great professional organisation” that the body in question does desire to be considered a professional institution. Under these circumstances, the statement above quoted amounts to this: as the Institute of Chemistry is not to concern itself with the fees paid to its members, or with the fees which those members choose to accept, it becomes open to any member (although a member of a “professional” body) to accept any fee, however low, for any work, and by a slight extension of this free and easy principle, any member may undercut any other member by performing the same work for a lower fee, and, given a sufficient scope for such “competition” without any restriction (and the only restriction possible is the veto of a firm professional authority), an impossible state of things would soon be reached. It will be noted that no account has been taken of length of service, years of experience, and professional position. A man with these extra qualifications is not to expect his own professional organisation to recognise them or to aid him in making others recognise them. Those for whom the regulation of fees has an interest are, for the most part, men in responsible public positions, or in private practice, who are endeavouring to maintain their profession and themselves in as high esteem as possible—in spite of the ignorant opposition offered to them by the public who do not appreciate their services and by their “professional” brethren who cannot understand what a professional man should be. It is these men who represent the Institute of Chemistry before the public, and without whom that Institute would be practically unknown. It is only to be expected that such men would be in the minority. The initiation of all wise things comes from individuals—generally from some one individual—and never from the mass. The general tendency of things throughout the world is to render mediocrity the ascendant power among mankind, and this applies as much to small bodies of men as to society at large. In questions of policy and future action the opinion of the majority of the mass may be discounted, for while the reasoned opinion of an individual may be biassed, it is an opinion (and, therefore, right or wrong, worth consideration); but, in the case of majorities, the opinions expressed by them do not represent the sum of individual ideas, but are simply the expressed preference of one or a few of the same type as those who constitute the majority, followed unthinkingly by the remainder—a state of things best comparable to a flock of sheep running round a tree. There is no reason for supposing that the majority in the Institute of Chemistry is any more capable of giving a wise and reasoned answer to a question of policy than are other majorities. In the present instance the reasons which can be brought forward against the assumption by a professional body of an indifference to the question of the remuneration of its members far outnumber any which may be advanced in defence of such a policy. We have drawn attention to the necessity of attracting the man of superior attainments to a profession, we have indicated what the ultimate effects of inadequate remuneration for scientific work will be, and we have urged the vital necessity of combination in calling attention to the policy of segregation which is having such disastrous results. Some of these points are referred to in the address of the president of the Institute of Chemistry, but from a different standpoint. “A large number of our Fellows are engaged in practice as analytical and consulting chemists, and questions of professional interest naturally appeal to this section of our membership, but an equally important section feel only a more remote interest in these questions, though they appreciate the wide influence of the Institute as a great professional organisation.” Again: “It must never be forgotten that an important part of the work of the Institute is the consolidation of the profession.” Nothing but unqualified approval can be accorded to this last statement. It is difficult to see, however, how the consolidation of the profession is to be effected by the Institute if one section of its members feel only a more remote interest in the questions which concern the advancement and success of the other, and if the majority of the members would view with disfavour an attempt on the part of the Institute to place the recognition of professional service upon a proper and a dignified basis. The problem of the regulation of fees is one of the most important questions with which a professional body has to deal, and it is not easy to comprehend how a body which deliberately ignores or avoids this point can, properly speaking, be called a professional organisation. There is now more than at any other time the crying need for a strong controlling authority in the chemical profession—an authority which would enforce professional conduct upon those under its control, and, passing the bounds of mere protestation, take a definite and severe line of action in all cases of infringement of its rules. Before joining a given professional organisation a man has a perfect right to inquire what benefits he is likely to gain from his membership. It is not sufficient to merely hold examinations and to grant diplomas—any examining institution can do that. In a body intended to deal with professional interests examinations are of secondary importance; the advancement of the profession and the welfare of the members demand the first consideration. If not, it becomes reasonable and perfectly justifiable for any member of the profession to refrain from allying himself with that body, and to refuse to recognise it professionally—a course of action which, although necessary in such a case, would not be beneficial to the profession; the fault, however, would lie with the controlling authority and not with the individual.

The purpose of this paper is to describe research exploring consumer responses to potential changes in food-related practices to mitigate and adapt to climate change.

Six focus groups explored consumer responses to measures to intended to mitigate the emissions from, and adapt to the impacts of climate change. These included: meat reduction, greater reliance on seasonal British food, meal replacement tablets, laboratory grown meat, communal eating houses, genetically modified food and food waste. Practice theory provided the lens to interpret the changes to meanings, competences and materials associated with food consumption.

Changes that could be assimilated within existing competencies were viewed more positively, with lack of competence a key barrier to accommodating change. At present, climate change and sustainability do not influence purchasing decisions. Policy measures delivering multiple benefits (“win-wins”), of which environmental performance may be one, stand an improved chance of establishing more sustainable practices than those focusing exclusively on environmental drivers.

Awareness of the role of sustainable food systems in the context of anthropogenic climate change is growing. Whilst scientific and technological research explores methods for reducing emissions and building resilience in food supply chains to changes in climate, there is comparatively little study of how consumers perceive these proposed “solutions”. This research provides a comprehensive overview of consumer responses to potential changes in eating practices related to climate change mitigation and adaptation and is of value to policy makers, academics and practitioners across the food supply chain.

The use of celebrities, and particularly athletes, to influence consumers and sell products is not a new practice, but one that is gaining considerable steam in the sports marketplace. However, many academics and practitioners have long questioned the means by which celebrity endorsement is measured and evaluated. Through the use of validated surveys among US students and the inauguration of the Celebrity-Hero Matrix (CHM), some of their questions are answered. Being labelled a 'heroic' athlete does, it seems, have tremendous power for marketers, and provides endorsement clout for the athlete.

Dennis Beach is a Reader in Education Sciences (Pedagogy) who is currently employed at the Department of Education, Göteborg University. His research interests lie in the field of the sociology of education, the sociology of teachers’ work and the problems of education change. He has authored or co-authored three books and a number of articles and chapters in these subject fields and has also supervised several Ph.D. projects. At present he is head of two major national research projects in the fields mentioned, both of which are financed by the Swedish Research Council, and collaborates in two large European projects.Marie Carlson Ph.D. in sociology 2002, Göteborg University, Sweden. Her earlier studies were in social anthropology, Swedish for immigrants, and ethnicity and migration. Her main research interests are cultural studies and sociology of education. The wider project of which this chapter is a part focuses on Swedish language courses for immigrants as a social and cultural construction in the Swedish knowledge arena. It deals with questions regarding the impact of social and cultural practices on conceptions of knowledge and education. (e.g. Carlson, M., 2001) “Swedish Language Courses for Immigrants – Integration or Discrimination?” in Ethnography and Education Policy (Ed.) Geoffrey Walford, Oxford: Elsevier.) Marie Carlson also lectures on courses in ethnicity and migration, and is tutoring within the fields of “Language & culture,” “Islam” (Muslim women) and “Ethnicity.” Currently she is engaged in a project “Competing Ideas in the Renewal of SFI (Swedish for Immigrants) – An Investigation of Discursive Practices in SFI-education during Re-structuring” (financed by The Swedish Research Council). The project is carried out in corporation with Dennis Beach, Department of Education, Göteborg University.Marianne Dovemark was formerly a teacher at a comprehensive school in Sweden for over 20 years. She is in the process of completing a Ph.D. (in Educational Sciences) supervised by Dennis Beach and is currently employed as a lecturer on the pre-service Teacher Education Programme at the University College of Borås where she also does researches in the field of Sociology of Education. Her research stresses the new aims of comprehensive education in a re-structured school in Sweden with a special focus on the possibility of free choice within the school.Caroline Hudson is a Research Consultant whose company is called Real Educational Research Ltd. Caroline’s research interests encompass adult learning, literacy, family structure, offending and education, and issues related to social exclusion. Caroline is currently evaluating three literacy, language (ESOL) and numeracy developmental projects in the National Health Service (NHS), with the National Research and Development Centre (NRDC) for adult literacy and numeracy. She is also researching the impact of use of a PC tablet on the writing skills of young people who offend, for Ecotec Research and Consultancy on behalf of the Youth Justice Board (YJB). Caroline has worked as Basic Skills Advisor in the Home Office National Probation Directorate, and as an English teacher both in the United Kingdom and abroad.Bob Jeffrey has worked with Professor Peter Woods and Geoff Troman at the Open University since the early 1990s researching the effects of reform on teachers and young people in primary schools using ethnographic methods. In particular he has focused on the how the reforms have affected the creativity of teachers and more recently he has concerned himself with young people’s perspectives of their learning experiences in a project involving ten European countries. He has also contributed to the development of Ethnography in Education by publishing regular articles on methodology, editing books in this area, co-ordinating an international email list as well the Ethnography network for the European Educational Research Association and is currently co-organising the annual Oxford Conference for Ethnography in Education.Janet Donnell Johnson is a clinical lecturer and doctoral student in English Education at Indiana University in Bloomington, Indiana, USA. A former English teacher at an alternative high school, her research interests include the interconnectedness of student identity, agency, and resistance, and literacy as a social practice in and out of classrooms. Janet is currently researching and writing a critical qualitative study based on how non-mainstream students use language to take up certain subject positions and how those positionings create opportunities for literacy learning in and out of school. In her role as clinical lecturer, she teaches writing, methods of teaching English, and coordinates partnerships between Indiana University’s English Department, Language Education Department, and teachers in the schools. She also works closely with secondary and college teachers on incorporating critical literacy and teacher research in their classrooms.Jongi “Mdumane” Klaas is currently completing a Ph.D. in Education at the University of Cambridge. The study examines the perceptions and experiences of learners and teachers vis-à-vis the processes of racial integration in two South African secondary schools. Jongi obtained a Bachelor of Pedagogics degree majoring in English Literature and History at the University of Fort Hare in South Africa. He taught History for two years at Gwaba Combined School in South Africa before taking a Fulbright Scholarship to study a Masters degree in Comparative Education at the University of Oklahoma, USA. Jongi is married to Nocwaka Sinovuyo Klaas.Jerry Lipka is a full professor at the University of Alaska, Fairbanks. He has worked in cross-cultural education for the past 22 years. During this time, he has developed a long-term relationship with a group of Yup’ik Eskimo teachers and elders. This collaborative relationship has resulted in numerous publications. Most recently, this work has developed a culturally-based math curriculum; research on its effectiveness has shown that rural Yup’ik Eskimo students outperform their counterparts in math understanding.Gerry Mitchell is a Research Student at the Centre for Analysis of Social Exclusion and member of the Social Policy Department at the London School of Economics. She is in the final year of an ESRC funded Ph.D. researching the New Deal for Young People’s Voluntary Sector Option in London. The work is divided into three: It focuses on methodology – what is gained from applying ethnographic methods to social policy evaluations? Secondly, it analyses delivery of the New Deal at ground level and lastly explores the construction of identities around work in the narratives of young unemployed people. Recent Publications: “Choice, Volunteering and Employability: Evaluating Delivery of the New Deal for Young People’s Voluntary Sector Option” Benefits (2003), 11(2), 105–111.Farzaneh Moinian was formerly a teacher at different comprehensive schools in Iran and in Sweden. She is a doctoral student in pedagogy at Stockholm Institution of Education. Her research areas are linked to ethnography in education as well as the exploration of childhood in its historical and current manifestations. Her doctoral project includes children’s perception of morality, self-concept, values and goals as well as children’s life world from their own point of view. Her project would draw on a range of theoretical perspectives from inter-disciplinary Childhood studies, and would employ mainly qualitative methodologies, including ethnography. The various research projects carried out by Farzaneh Moinian focus on understanding the ways in which children percept and interpret their lives as well as how they communicate with other children about it.Ruth Soenen is research assistant (Fund for Scientific Research – Flanders) at the Department of Social and Cultural Anthropology of The Catholic University of Leuven, Belgium. Her work concerns ethnographic research into everyday relationships in urban settings. Research was carried out in schools and in collective city spaces (e.g. public transport and shops) within the reflection on intercultural matters, learning, community and public domain. She wrote a book in Dutch on intercultural education, research reports for Flemish Government (Educational and City Policy) and made several contributions in leading Flemish journals and books. In English she made a contribution to “Debates and Developments in Ethnographic Methodology. Studies in Educational Ethnography Vol. 6.” Other English publications are forthcoming.Geoff Troman is a Research Fellow and Associate Lecturer in the Faculty of Education and Language Studies at the Open University. Geoff taught science for twenty years in secondary modern, comprehensive and middle schools before moving into Higher Education in 1989. Throughout his time in schools he carried out research as a teacher researcher. His Ph.D. research was an ethnography of primary school restructuring. He is currently conducting research on teachers’ work and lives and focusing on the educational policy context and primary teacher identity, commitment and career in performative cultures of schooling. Among other publications in the areas of qualitative methods, school ethnography and policy sociology, he co-authored Primary Teachers’ Stress with Peter Woods and Restructuring Schools, Reconstructing Teachers, with Peter Woods, Bob Jeffrey and Mari Boyle. Geoff is a joint co-ordinator of the Ethnography Network for the European Educational Research Association and is currently co-organising the annual Oxford Conference for Ethnography in Education.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. His books include: Life in Public Schools (Methuen, 1986), Restructuring Universities: Politics and power in the management of change (Croom Helm, 1987), Privatization and Privilege in Education (Routledge, 1990), City Technology College (Open University Press, 1991, with Henry Miller), Doing Educational Research (Routledge, editor, 1991), Choice and Equity in Education (Cassell, 1994), Doing Research about Education (Falmer (Ed.), 1998), Policy, Politics and Education – sponsored grant- maintained schools and religious diversity (Ashgate, 2000) and Doing Qualitative Educational Research (Continuum, 2001). Within the Department of Educational Studies at the University of Oxford, he is Director of Graduate Studies (Higher Degrees), has responsibility for the M.Sc. in Educational Research Methodology course, and supervises doctoral research students. He was Joint Editor of the British Journal of Educational Studies from 1999 to 2002, and has been Editor of the Oxford Review of Education from January 2004. His research foci are the relationships between central government policy and local processes of implementation, private schools, choice of schools, religiously-based schools and qualitative research methodology.Joan Parker Webster is an assistant professor at the University of Alaska, Fairbanks, where she teaches courses in multicultural and cross-cultural education, children’s and young adult literature, reading theory and language acquisition, and ethnographic research methodology. She has researched and published in the areas of literacy, language acquisition, indigenous language revitalisation issues and ethnographic methodology. Parker Webster is presently working with Yup’ik Eskimo teachers and elders on a literacy-based curriculum project using traditional Yup’ik stories.Anita Wilson is a Research Associate with Lancaster Literacy Research Centre, Lancaster University, Lancaster, U.K. She has spent almost 14 years undertaking ethnographic and collaborative inquiry with people in prison. Between 2001 and 2003 she held a Spencer Post-Doctoral Fellowship from the National Academy of Education, New York which she used to introduce her theory, method and approach to prisoners in America, making a transatlantic comparison of how policy and practice impacts on prison literacies as they are “lived out” on a day to day basis. Her doctoral thesis Reading a Library – Writing a Book: The Significance of Literacies for the Prison Community proposes that people in prison live in a “third space” community, socialising the institutional in order to retain their sense of personal rather than prison identity. She maintains a strong focus on the ethics of working in constrained and sensitive settings and considers issues around exploitation, equity and advocacy to be central to ethnographic work. She has published widely and shares her work with policy-makers, practitioners and prisoners around the world. At present she is undertaking research funded by the National Research and Development Centre which investigates the importance of education to the lives of young offenders.

This paper aims to explore how gay men and lesbians draw upon workplace friendship for developing and sustaining managerial careers and identities.

The study adopts a qualitative design, using data collected from semi‐structured interviews with four lesbians and eight gay men, all employed in managerial roles in the UK.

Data reveal the importance of workplace friendship as a resource for mentoring, climbing managerial career ladders, fitting into existing work cultures and developing gay and lesbian managerial identities. A significant finding is that participants preferred to befriend heterosexual colleagues, to that end complicating previous research that suggests gay and lesbian friendship preferences tend to be marked by similarity in regard to sexual identity. Work friends enable and constrain the development and visibility of gay and lesbian managerial identities and careers.

Although the data are not generalisable, it is of concern that gay men and lesbians continue to be disadvantaged by heteronormative constructions of gender and sexuality. While gender and sexual norms can limit the visibility and embodiment of gay and lesbian managers in the workplace, the study reveals also how gay sexualities can be utilised as a resource for developing influential friendships.

This article provides insights into issues not previously covered or understudied in the organisation studies literature such as the agency of gay men and lesbians in constructing different types of workplace friendships as a resource for developing managerial identities and careers.

Using the backdrop of an (apparently) extended visit to the West Indies, analogies with key concerns of internal audit are drawn. An unusual and refreshing way of exploring the main themes ‐ a discussion between Bill and Jack on tour in the islands ‐ forms the debate. Explores the concepts of control, necessary procedures, fraud and corruption, supporting systems, creativity and chaos, and building a corporate control facility.