The application of the idea of diplomacy to educational change is addressed, with attention to the problems faced by the head of a teaching and learning support group within a university, along with the role of educational advisers, or consultants, The analysis is structured based on the main elements of diplomacy. Attention is directed to an incident in which an adviser was treated undiplomatically by representatives of the host culture; the problems faced by the adviser; strategies open to the adviser and the relationship between policy and strategy; the idea of culture as applied to educational institutions and disciplinary groups; and the way that differing perspectives on education and educational development might be formed and the way they affect the way in which individuals or groups regard change and promote change. A number of cases in which attempts have been made by advisory groups to influence the educational practices of various host cultures are examined, and some of the problems that have arisen when the bridges have not been properly constructed are identified. The possibilities of the constructive use of diplomacy and the strategy adopted by an adviser within one institution are explained. The case studies include instructional television in Sweden, and the following United Kingdom examples: the Schools Council/Nuffield Humanities project, the Group for Research and Innovation in Higher Education, the Colleges of Education Learning Programme, the Higher Education Learning project (Physics), and the diplomatic approach used at the University of Sussex. Additional uses for diplomacy, particularly its role within the severe financial constraints in education, are considered. A bibliography is appended. (SW)