“…This has given academic researchers a variety of options "to find an 'elsewhere' (real or imaginary) in which they can strengthen their notoriety and cultivate an appropriate self-image" (Fave-Bonnet, 2002). Examples include opportunities to engage in the media as a public intellectual (Bourdieu, 1984, p.285), to co-produce knowledge with users (Felt and Stöckelová, 2009, p.109), to write for, move to or set up think tanks (Osborne, 2004), to engage in nonacademic social networks where their knowledge may be valued (Clegg, 2008), to attract industry funding or to assume advisory roles to policymakers. A proliferation of new audiences at either end of the 'credibility cycle' (Latour and Woolgar, 1979) reduces, by definition, field autonomy, but it may increase the professional autonomy of particular actors in the field by increasing the range of 'elsewheres' in which researchers or research units can claim credibility.…”