Despite efforts to raise awareness of the challenges of sustainable development and environmental issues, individual behaviour has been slow to change. The proposed Knowledge Exchange study is based on the results of a previous study that explored the efficacy of an innovative bottom-up social marketing approach to encourage pro-environmental behaviour, using hairdressers as 'catalytic individuals' to diffuse knowledge relating to responsible chemical, energy and water use across their social networks. Social psychological research and research into behaviour change indicate that a key driver of behaviour is social norms. However even when people are aware of what they should do (injunctive norms) a stronger driver of behaviour is descriptive norms i.e. what everyone else is doing. Therefore, attempts to change behaviour need to take into account social norms. In our original study we targeted hairdressers on the basis that they talk to more people than almost any other occupation and therefore are in a strong position to affect norms relating to hair care. Hairdressers use a lot of energy, water and chemicals, but our research last year indicated that, despite the increased concerns and public pronouncements on the importance of sustainability, little awareness has filtered into the hairdressing sector. This lack of attention to environmental issues by hairdressers then constitutes a social norm that is antagonistic to sustainability awareness, especially hair-washing, drying and colouring, which are activities that are carried out at home. In our original study we found that once their awareness had been raised, hairdressers were motivated to adapt their practices to reduce energy, water and product use and decrease waste. There was also a demonstrated increase in the awareness of environmentally friendly hair care practices among the customers of hairdressers that participated in our study. Thus our research indicated that raising awareness of more environmentally friendly hair care practices can not only reduce the environmental impact of the hairdressing sector as a whole, but also presents a powerful means of developing more pro-environmental social norms relating to use of energy, water and toxic chemicals for the general population. As part of our original research, we ran a number of 'Green Salon Makeover' workshops for hairdressers. Key issues identified from these workshops included: the potential to make resource efficiency savings within the salon, ideas on products and practices that can enable salons to reduce their energy, water and product use, and how to engage, incorporate and promote sustainability aspects to clients and across the sector more generally. Although our original study demonstrated the efficacy of engaging hairdressers in pro-environmental behaviours, its impact was limited due to the relatively small sample size we were able to access. Thus to maximise impact and embed relevant environmental knowledge across the sector, the proposed knowledge exchange scheme aims to train the trainers. Specifically, to pass on the knowledge gained to trainers in UK hairdressing colleges, trainers for large salon chains and at industry events. This will involve working with organisations that develop and award hairdressing qualifications such as VTCT and City and Guilds. Such knowledge exchange activities will benefit VTCT and City and Guilds by helping them to adapt their current hairdressing courses and awards to include environmental aspects. Salons who have been trained to consider environmental aspects can gain cost benefits from reduced resource use, and health benefits from reduced use of toxic chemicals. Similarly, clients exposed to more efficient hair care practices (e.g. washing just once, using less shampoo/dry shampoo, drying less, more easy care hairstyles etc.) make energy and cost savings. The corresponding reductions in energy use also helps the government meets its emissions targets.

The HIVE-PED Research Seminar Series: Higher Vocational Education and Pedagogy in England The proposed HIVE-PED research seminars series will map out the research territory, report research findings, facilitate debate, and make research-based proposals relating to the field of higher vocational education and pedagogic research in England. The seminars will build on prior research in the LLAKES and TLRP ESRC projects, on research reports from HEPI, HEFCE, SRHE, CEDEFOP and elsewhere from England, Scotland, Wales, Northern Island, Europe and international partners to define key research questions and recommendations for further research, policy development, provision and progression between further, higher and apprenticeship education sectors and related employment outcomes. A new expert group of UK and international research partners will be brought together to exchange theoretical and evidenced-based research findings, make contributions to the seminar series and collaborate in advancing research in the field of higher vocational education. Each major partner will contribute by leading one seminar on a related topic over the three years and will encourage others to contribute to the debate. Partners will also collaborate in two HIVE-PED Mini Conferences, two sessions of a global HIVE-PED Research MOOC (Massive Open Online Course) and in the production of more than 30 research publications, videos, research summaries, booklets and research methodology training guides over three years, including at least one Emerald Special Journal Edition on Higher Vocational Education and Pedagogy. Partners include UK and international experts in the field, each with significant experience of working on higher vocational education and training and post-compulsory education research. The potential contribution of longitudinal tracking data about the progression of both apprentices and FE College learners into higher education and employment will be explored. The dissemination events, publication outputs and further research funding proposals will build on both the prior research of key partners in the ESRC LLAKES Project and on the research that has been done for the University of Greenwich BIS funded research report "Progression of Apprentices into Higher Education" and report on "Progression into Higher Education from London's FE Colleges" (forthcoming, 2013). The project will work with Jim Dimond, FE &Skills Directorate, BIS, to consider appropriate policy recommendations for government arising from the research. Overseen by a User-focused Steering Group and Academic Strategic Planning Group, the series will engage academic researchers, policy makers, providers and non-academic users to report and critique the results of research, consider new evidence, debate methodological issues, formulate research questions and make recommendations for the future. The Steering Group will include Jim Dimond of FE and Skills Investment Directorate at the Department for Business, Innovation and Skills (BIS) representatives from UVAC, NIACE, LSIS, PwC, City and Guilds Skills Development Centre and Second Wave Youth Arts. The Academic Strategic Planning Group will be Chaired by Professor Jameson and will include Professors from the Institute of Education, King's College London, Birkbeck College, the London School of Economics and Political Science, and from Southampton, Birmingham, Huddersfield, Sheffield, Warwick and Wolverhampton Universities. The research seminars project will be managed by a small project team from the University of Greenwich led by Principal Investigator Professor Jameson, Co-Investigator Professor Patrick Ainley of the School of Education, supported by Debi Hayes, Director of the Partnerships Division, Hugh Joslin of the Centre for Work-Based Learning at Greenwich, and Co-Investigators Professor Ann-Marie Bathmaker, University of Birmingham, Dr K Orr of Huddersfield and Dr N Kersh of the Institute of Education.