This paper reports on findings from a qualitative study into the lived experience of bisexual women in monogamous relationships. Nineteen selfidentified bisexual women from across the UK, who were either in a monogamous relationship or desired to be in one, were explored. Participants completed diaries and took part in telephone interviews. The data was analysed using Template Analysis (King, 2004) which identified themes from the data set. It appeared that women in different-gender relationships choose appearance markers that could be classed as lesbian orientated in a bid to illuminate their bisexuality. Women in same-gender relationships were more likely to opt for feminine appearance signifiers in a bid to avoid being identified as a lesbian based solely on their appearance. The study suggests that the gender of participants' partners matters with regards to their appearance decisions. However, despite the apparent influence of their partner's gender, bisexual women demonstrated a degree of flexibility and fluidity in their appearance choices.

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This project aimed to enable students to appreciate the technical and epistemological nuances of different phenomenological approaches. We involved a small group of self-selecting honours level undergraduate students in the plural analysis of focus group data. Students reported that this supportive teaching technique, facilitating peer working, resulted in deeper learning. This case study describes the piloting of a collaborative teaching method, engaging students as researchers. The project lasted six months, with monthly meetings from tutors to guide procedure and to support academic discussion. The group had a shared interest and joint cause but as each student also had an individual task of conducting a certain analysis, we did not observe any group member failing to offer full effort and participation. Reflections of how this type of teaching could be conducted with larger cohorts are considered and critiqued.