An overlooked EDI issue… can valuing the diversity of third space professionals support a more sustainable future in higher education?
Do teaching-focused colleagues in the higher education (HE) sector feel they belong? Or do they often feel like misfits who challenge the status quo by not conforming to traditional academic stereotypes? In this short opinion piece, we explore the complexity and diversity of roles held by third spa...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Association for Learning Development in Higher Education (ALDinHE)
2025-01-01
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| Series: | Journal of Learning Development in Higher Education |
| Subjects: | |
| Online Access: | https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1241 |
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| Summary: | Do teaching-focused colleagues in the higher education (HE) sector feel they belong? Or do they often feel like misfits who challenge the status quo by not conforming to traditional academic stereotypes? In this short opinion piece, we explore the complexity and diversity of roles held by third space professionals in teaching-focused roles and the impact this has on their sense of identity, belonging, and value. We argue that there needs to be a concerted effort to grapple and genuinely engage with this thorny and deep-rooted issue, to enable these colleagues to feel they are included and valued in their institutions and across the sector.
Given the dynamic and turbulent context within which UK HE is operating, recognising the diverse talents and expertise of third space professionals could support the sector to respond to future uncertainties by unlocking untapped potential. Whilst for some this may seem counterintuitive – to be diluting the traditionally understood role of an academic – it may be essential to help institutions modernise and creatively meet new challenges. Third space professionals occupying teaching-focused roles can provide unique skill sets, offer alternate perspectives, problem-solve, and enable effective communication with stakeholders which will help to ensure a more sustainable and positive future.
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| ISSN: | 1759-667X |