Trajectory to professorship for third space practitioners: a learning developer perspective by Steve Briggs

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Modeling the development of e-learning based on instructional leadership: a mixed study by Abolfazl Mansouri kia, Mahmood Safari, Masoomeh Oladian

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On third space and critical paralysis by Steven White

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Play space – head space – third space: playful pedagogy and research – ways of building collaborative and creative communities of learners by Sandra Abegglen, Tom Burns, Sandra Sinfield

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Navigating from ‘heroic’ leadership to a distributed leadership model in a virtual community of practice by Ian Johnson, Ed Bickle, Ralitsa Kantcheva

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A pan-European perspective of third space professionals located in learning and teaching centres by Graham William Scott, Manuel Joao Costa, Mike Ewen, Catherine Lillie, Helene Peterbauer, Oliver Vettori, Carina Weiß, Johanna Warm, Aune Valk, Mari Karm, Hanna-Britt Soots, Guðrún Geirsdóttir, Francesco Magni, Laura Sara Agrati, Nikos Basbas, Daniela Căprioară, Mihai Girtu, Gunvor Larsson Torstensdotter, Peter Dalenius, Josefine Kilborn, Berrin Yanıkkaya, Mehmet Korman, Denizalp Şimşek, Toprak Cem Savaş

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From ‘no space’ to ‘scholarly space’: a reflection on the place of scholarship in the third space by Silvina Bishopp-Martin, Ian Johnson

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Redefining the role of Learning Development practitioners by Steve Briggs

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Embracing peer review of teaching: promoting the ‘why’ within third space education. by Avril Buchanan, Kate Haley, Chad McDonald

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The power of social capital: the significance of relationships in third space practice by Diane Nutt, Emily McIntosh

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Learning developers as third space academics: a personal view by Peter C Samuels

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