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This paper aims to focus on the changing nature of quality assurance systems within the sixth form college sector.

Ten sixth form colleges were surveyed across England and staff from varying levels within college hierarchies questioned about how quality assurance systems were implemented. Research involved interviews and questionnaires to staff, as well as documentary research.

The main finding was that there is no single model of quality management system within the sixth form colleges sector and that the clearest differences in practice are between the colleges in the north and south of England which may suggest different organisational cultures in play.

This paper was limited by the relatively small sample size – ten from 94 sixth form colleges. However, it does provide a foundation for further research and a basis upon which to debate whether the sixth form college sector should aim for a standardised model of quality assurance.

Insufficient research is undertaken into the work of sixth form colleges compared to the school and general further education sectors. This paper provides an insight into an under‐researched area.

The purpose of this paper is to investigate the possibilities of performative research practices in the dissemination of social science research. The paper introduces the benefits of these practices and demonstrates the relational benefits of sound. The paper explores the possibility that sound may be used to reposition the listener to a new way of hearing.

This research emerged from a larger research project investigating the silent racism that was evident in an inclusive education program. A constructivist narrative approach was adopted to investigate the benefits of sharing the sensorial qualities of participant responses as an aural excerpt. The aim here is to reposition the listener from their own cultural value systems to being open to new understandings.

The paper highlights the relationship between the storyteller and the listener. Sharing a young man’s personal experience of racism enabled the visceral and affective quality of his deeply personal experience to be conveyed to the listener.

This paper reports on the experiences of one participant. It is not designed to represent the experiences of all young people with African heritage, but rather to present the possibilities of using sound in the dissemination of research findings.

The methodological approach of this paper offers a unique and valuable contribution to the growing interest in new avenues to disseminate research findings, particularly those that convey the deeply personal experience of participants.