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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| Format: | Article |
| Language: | English |
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Association for Learning Development in Higher Education (ALDinHE)
2025-01-01
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| Series: | Journal of Learning Development in Higher Education |
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| Online Access: | https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1241 |
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| author | Emmajane Milton Emma Yhnell Kathryn Jones |
| author_facet | Emmajane Milton Emma Yhnell Kathryn Jones |
| author_sort | Emmajane Milton |
| collection | DOAJ |
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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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| format | Article |
| id | doaj-art-34a8a5fcb29f4052bd0b0cea63976eed |
| institution | Kabale University |
| issn | 1759-667X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Association for Learning Development in Higher Education (ALDinHE) |
| record_format | Article |
| series | Journal of Learning Development in Higher Education |
| spelling | doaj-art-34a8a5fcb29f4052bd0b0cea63976eed2025-01-31T07:56:39ZengAssociation for Learning Development in Higher Education (ALDinHE)Journal of Learning Development in Higher Education1759-667X2025-01-013310.47408/jldhe.vi33.1241An overlooked EDI issue… can valuing the diversity of third space professionals support a more sustainable future in higher education?Emmajane Milton0https://orcid.org/0000-0001-8065-9857Emma Yhnell1https://orcid.org/0000-0003-3960-5181Kathryn Jones2Cardiff UniversityCardiff UniversityCardiff University 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. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1241teaching-focusedEDIalternative perspectivesmisfitsHEthird space |
| spellingShingle | Emmajane Milton Emma Yhnell Kathryn Jones An overlooked EDI issue… can valuing the diversity of third space professionals support a more sustainable future in higher education? Journal of Learning Development in Higher Education teaching-focused EDI alternative perspectives misfits HE third space |
| title | An overlooked EDI issue… can valuing the diversity of third space professionals support a more sustainable future in higher education? |
| title_full | An overlooked EDI issue… can valuing the diversity of third space professionals support a more sustainable future in higher education? |
| title_fullStr | An overlooked EDI issue… can valuing the diversity of third space professionals support a more sustainable future in higher education? |
| title_full_unstemmed | An overlooked EDI issue… can valuing the diversity of third space professionals support a more sustainable future in higher education? |
| title_short | An overlooked EDI issue… can valuing the diversity of third space professionals support a more sustainable future in higher education? |
| title_sort | overlooked edi issue can valuing the diversity of third space professionals support a more sustainable future in higher education |
| topic | teaching-focused EDI alternative perspectives misfits HE third space |
| url | https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1241 |
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