The two reports combined here examine process consultancy in the summer school program of the Open University in England. The first report presents an enquiry into relationships in summer schools, conducted through a role of process consultancy, that addressed: (1) anxieties at the inter-group level; and (2) relationships between students and staff in separate courses, between staff from different departments and/or staff physically separated in different locations, and between full-time and part-time staff. The report reveals how anxieties may affect staff and teacher-learner relationships, especially when considering issues of gender, generation, and age. It is noted that when anxieties about authority and dependence are focused on an internal consultant, the further progress of such enquiries can become difficult. The second report summarizes a study of a small group of Open University students, as well as a few tutors, who were interviewed before, during, and after their first summer school term to find out what impact the summer school experience had on them. Selections from the transcripts are included and discussed. Difficulties involved in opening up further discussions about enquiries related to separate parts of the institution are also considered. (GLR)