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Supporting the learning and wellbeing of vulnerable students is an important yet challenging part of school educators’ work. The purpose of this paper is to investigate advice-seeking patterns around the issue of supporting the learning and wellbeing of vulnerable students, among professional staff in six English secondary schools. The paper focuses on investigating variation in advice-seeking patterns among schools, exploring the association between these patterns and staff perceptions of the school climate for collaboration, and examining how these informal advice-seeking patterns relate to formal support arrangements in the schools.

A mixed-methods approach that combined findings from social network analysis with in-depth interviews was used.

It was found that advice-seeking patterns among staff vary substantively, even among similar schools. Furthermore, schools with more cohesive and reciprocal advice networks also showed a stronger climate for collaboration (i.e. mutual respect and distributed leadership). Also, formal organizational structures and informal advice-seeking structures showed coherence in the sample, as formally designated leaders, such as the Headteacher and the Special Educational Needs Coordinators, were generally highly central to their schools’ advice network.

This study advances the field as there is little research that examines the social networks of educators in England, and no previous studies that explore teacher advice-seeking networks in relation to supporting vulnerable students, internationally.

Disciplinary school exclusion has negative consequences in terms of academic achievement, well-being, mental health, and future prospects. Permanent and temporary school exclusions rates in England are much higher than in the rest of the United Kingdom and disproportionately affect students with special needs, from care backgrounds, living in poverty, and from particular ethnic backgrounds. This chapter argues that looking at the issue of school exclusion is another way of looking at issues of inclusion and diversity in schools and that these are central concerns for initial teacher education programs. The chapter illustrates this argument by reporting some of the preliminary findings from the 4-year ESRC funded project The Political Economies of School Exclusion Across the UK (2019–2023) led by the Excluded Lives Research team at the University of Oxford. The main objective of this research has been to develop a home international multidisciplinary understanding of the landscapes of political economies and the experiences and consequences of school exclusion across the United Kingdom.

Recently I remarked that my collection of Caithnessiana is diminishing to the point of invisibility, but no longer had that been said than a copy of David Morrison's The idealist landed on my desk and reopened the whole question of what is happening on the literary scene in the far North. More, in fact than I had suspected. Some of it stems from atomic energy at Dounreay and the growth of Thurso as a dormitory for the Dounreay staff.

During the past 15 years, a body of research has explored the implementation of the marketing concept in terms of the integration of marketing functions under the control of a Chief Marketing Executive (CME), and the position of the CME within the organisation. Relatively little attention has been focused on the organisation of the marketing function within professional services industries. We report a cross‐sectional study examining the characteristics of the marketing function and responsibilities of the CME in a major New Zealand professional services sector, financial services. Our findings suggest a high level of formal organisation structure for marketing within the New Zealand financial services industry. However, while the CME continues to be central to the organisation of the marketing function, there remains considerable variation in the corporate positioning of the marketing function and responsibilities of the CME within this professional services industry.

The Centre for Social and Environmental Accounting Research has been running Summer Schools since 1992, when the first was arranged as part of the British Accounting Association’s Summer School programme to encourage new researchers to embark on a research career. Whilst the programme has developed over the ten schools so far held, the ethos has remained the same ‐ encouragement and stimulation in a co‐operative, academic environment. The summer schools have given new and experienced researchers the opportunity to present their ideas ‐ whether as completed papers or as some form of work in progress ‐ to a sympathetic audience in tune with the general themes presented. Mostly, the research forms part of the more general critical approach to accounting research, and participants are more comfortable both with presenting and critiquing ideas using a critical framework. This involves exposing ’conventional’ accounting wisdom and using different frameworks with which to examine what transformations may take place if other perspectives are applied. Having said that, there is a place to air research carried out from a managerialist outlook too, so that a reformist position may also be taken.