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In many security domains, the ‘human in the system’ is often a critical line of defence in identifying, preventing and responding to any threats (Saikayasit, Stedmon, & Lawson, 2015). Traditionally, such security domains are often focussed on mainstream public safety within crowded spaces and border controls, through to identifying suspicious behaviours, hostile reconnaissance and implementing counter-terrorism initiatives. More recently, with growing insecurity around the world, organisations have looked to improve their security risk management frameworks, developing concepts which originated in the health and safety field to deal with more pressing risks such as terrorist acts, abduction and piracy (Paul, 2018). In these instances, security is usually the specific responsibility of frontline personnel with defined roles and responsibilities operating in accordance with organisational protocols (Saikayasit, Stedmon, Lawson, & Fussey, 2012; Stedmon, Saikayasit, Lawson, & Fussey, 2013). However, understanding the knowledge that frontline security workers might possess and use requires sensitive investigation in equally sensitive security domains.

This chapter considers how to investigate knowledge elicitation in these sensitive security domains and underlying ethics in research design that supports and protects the nature of investigation and end-users alike. This chapter also discusses the criteria used for ensuring trustworthiness as well as assessing the relative merits of the range of methods adopted.

Over the past few decades, university reforms in line with management and enterprise ideals have been well documented. Changes in the ideals underlying the missions of universities have led to changes in their modes of governing and organizing, which in turn drive further transformation of their missions. One set of reforms in Swedish higher education has been the dissolution of collegial bodies and procedures. At the same time, in recent years, we have witnessed an increased interest in collegiality and a reintroduction of collegial bodies and procedures. New translations of collegiality appear not only in how universities are organized, but also in other core aspects of research and higher education. We review examples of peer reviewing, research assessment, and direct recruitment of professors and ask: Can these new translations of collegiality be understood as a revitalization of collegiality, or is it – to draw a parallel with greenwashing – rather a matter of collegiality-washing?