Amplifying the value of the third space to support strategic curriculum change
This case study presents how we at Kingston University have expanded our collaborative ‘third space’ to support the delivery of an ambitious blueprint of skills development in the curriculum. In 2022, Kingston embarked on an ambitious journey to roll out a progressive model of education through a n...
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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/1220 |
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| Summary: | This case study presents how we at Kingston University have expanded our collaborative ‘third space’ to support the delivery of an ambitious blueprint of skills development in the curriculum. In 2022, Kingston embarked on an ambitious journey to roll out a progressive model of education through a new strategic initiative embedding personal and professional development for all undergraduate students as a core element of their course. This strategy was developed as a threefold response to an evolving education landscape in the UK. First, drawing on Kingston’s ‘Future Skills’ research on skills and the economy to influence at a sector level (Kingston University, 2023). Second, as a response to the updated OfS conditions of registration (specifically the B3 conditions). Third, to enhance our existing commitment to equitable and inclusive support for students.
To enable the ambition of our institutional approach, we recognised the importance of ensuring colleagues across the institution felt visible and involved as we implemented this programme at pace. Through a deliberate curriculum and staff development project to accelerate and amplify wider staff understanding and confidence, we have successfully built upon and modelled the value of the third space for the benefit of both students and staff. We discuss how the scale of structural change involved with its delivery amplified our existing ways of working; it challenged us to upscale our approach and legitimise different forms of knowledge from both staff and students from different parts of the university
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| ISSN: | 1759-667X |