As the goal of the study was to explore the experience of the role of Living CV Champion and its impact on those colleagues’ personal and professional development, we adopted an inductive and qualitative approach. Our aim was to explore and understand the Champions’ experiences of the role and the collaborations it generated, along with student perspectives on the Living CV project. As experiences, and therefore reality, are not objective, but culturally and ideologically informed and socially constructed, an interpretivist approach was considered the most suitable (Sandberg, 2005).

Following Braun and Clarke (2006), we conducted interviews to generate deep and rich data. We undertook purposive sampling to understand this particular cultural domain (Tongco, 2007). To do so, we invited all current Champions (four members of teaching staff, the representative from the careers service and the Employability and Enterprise Curriculum Coordinator) to a semi-structured interview with one of the three researchers, taking care that direct reports were not interviewed by managers. All six Champions chose to participate; interviews took place online using Microsoft Teams, and a recording was made for the purposes of transcription.

Concurrently with staff interviews, a qualitative survey explored the perspectives of 61 students on the impact of the Living CV project on their confidence and their understanding of their learning gain. Administered in April 2024, one year after the programme implementation, the survey comprised four questions assessing student perceptions of project execution, reach, understanding and overall learning impact.

The research project met the criteria laid out by Southampton Solent University’s Ethics Policy and Procedures, and ethical approval was granted.

The six staff interview transcriptions were subjected to an inductive thematic analysis following the structured process laid out by Braun and Clarke (2006); data were coded by the three researchers separately, with key themes identified, and then compared and agreed. Our identification of themes was guided by our research aims to examine the benefits of collaboration for the individual, the benefits or otherwise of third space working for collaboration, and how collaborations might be supported. Once the themes had been agreed, we then undertook several more passes through the data to ensure that these themes were substantiated across the whole set of transcripts. In total, four themes were derived from the data, outlined below. Following this phase of data analysis, the student survey data were read, interpreted and coded according to these four themes using the same process.

The Living CV project provides a case study in how collaborative capital can be effectively nurtured within third space, yielding benefits for the initiative, the individuals involved and the institution: ‘Different expertise, different skills, different knowledge. You are sharing collective knowledge so you’re maximising overall impact and everybody benefits’ (Participant 1). By bringing together ‘all the different services’ (Participant 3), the project dismantles traditional academic silos and fosters more formal interactions between diverse departments and faculties. Participant 4 also noted: ‘If you sit in a little silo and just work all by yourself, it is limited with what can be achieved. But if you get others involved, it’s reflective theory on a much bigger scale.’ This is in line with Whitchurch’s (2008) concept of third space as a terrain where blended professionals and mixed portfolios challenge conventional categorisations. The success of the project in this area underscores the importance of interdisciplinary collaboration and engagement with diverse communities, as discussed by Whitchurch (2018).

The cross-pollination of expertise and perspectives, exemplified by ‘different skills … sharing collective knowledge’ (Participant 4), creates a more interconnected and collaborative environment, strengthening social capital beyond individual disciplines and fostering understanding across the university landscape. Establishing a high level of social coherence is also a crucial factor in pursuing collective goals based on mutual trust (Fukuyama, 1995; Putnam, 1993). By fostering trust, sharing knowledge and embracing diverse perspectives, the findings suggest the potential of collaborative practices to enhance individual growth, project impact and ultimately institutional change. Thus, third space collaboration not only benefits the project, and the individuals involved, but also contributes to the broader institutional culture, aligning with the literature on the role of social capital in inter-organisational relationships (Gölgeci and Kuivalainen, 2020). The emergence of a central figure such as the Living CV Champion, readily available to assist colleagues, demonstrates the development of trust and mutual support, as Participant 2 found: ‘Working with the Champions in this third space allowed me to develop in my role and become a bridge across the institution.’ This spirit of knowledge sharing and collaboration, evident in the willingness to ‘report on how it is going on … share our ideas and then also implement the ones that are functional’ (Participant 4) fosters a sense of reciprocity within the project and strengthens social capital bonds by encouraging collective action and shared success. This third space project, therefore, has acted as a bridge, not only between disciplines, but also between university staff, and it has provided a catalyst for future collaborations.

These outcomes were also reflected in the student survey, with responses indicating that students appreciated the role-modelling they saw in staff and the sense of community that the project engendered: ‘Seeing academics and careers staff collaborate effectively sets a great example for how important teamwork is – not just in education but also in the workplace’ (Student 1). The result was, as Tomlinson (2017) indicated in his study, that students felt ‘reassured’ that ‘there’s a network of people invested in my success’ (Student 2). For staff, the Living CV project also cultivated a sense of shared identity and belonging, as Participant 3 emphasises: ‘Meeting people constantly’ and learning from ‘good work practice’ creates a vibrant community within the project, where individuals feel part of something bigger than themselves. This reinforces the individual’s social capital by supporting personal and professional connections that transcend roles and disciplines.

Our second finding revolves around the integration of new staff into the organisation, highlighting the role of third space in fostering communication with wider communities within institutions. Thus, the Living CV project acted as a welcoming ‘bridge across the institution’ (Participant 2), guiding newcomers through the intricacies of the university while offering space for a sense of belonging. For new staff, it is often not just about meeting colleagues; it is also about getting ‘to grips with the culture of the institution and [meeting] so many different people’ (Participant 2). Learning the inner workings of other departments promotes understanding and collaboration, allowing newcomers to share their expertise and to contribute to a productive collective effort. This journey, as Participant 3 emphasises, is more than just the end goal; it is about helping ‘new team members to quickly integrate’ into ‘the [university] family’, and not just owning one’s part in the project, but also establishing a community and a shared world view within which to build a professional identity based on interactions (Ryttberg and Geschwind, 2019). We suggest that the Champions model supports a sense of belonging and increased confidence among individuals acting as Champions in third space (Billot and King, 2017). This is particularly significant for roles without a clear template, such as that of the Living CV Champion, where individuals must navigate the intricacies of the university while contributing to a productive collective effort (Ryttberg and Geschwind, 2019).

Beyond professional ties, the project brought about unexpected friendships. Working closely with colleagues outside one’s immediate circle built bonds that might not have otherwise formed, developing personal connections that become the bedrock of a lasting support network: ‘You become quite close to people when you work with them in this way that maybe you wouldn’t have met … this in itself is a great way for new colleagues to establish their own networks’ (Participant 3). This social integration reinforces the role of the project as a gateway, not just to the institution but also to a thriving community within it, the ‘networks and norms’ providing ‘potentially better-informed insight and understanding’ to all participants (Tomlinson, 2017: 342). Indeed, Participant 6 recognised the potential of the Living CV project to act as a ‘space to foster’ better collaborations.

By embracing collaboration and shared learning, universities can transform the staff induction process from a solitary trek through a maze into a collective journey towards becoming valued members of a vibrant academic community. Socialisation for new starters, especially when ‘aligned with mechanisms for individual proactivity’ (Billot and King, 2017: 619), is crucial in supporting a sense of belonging and increased confidence. This blueprint for integration, exemplified by the Living CV project, offers a powerful model for other institutions seeking to create welcoming and supportive environments for newcomers.

The impact of the Living CV project on professional development and confidence building is another finding. Stepping outside familiar roles, Champions have embraced leadership opportunities, leading initiatives, driving collaborations and gaining invaluable experience in navigating partnerships and owning their endeavours. This is consistent with the literature on the importance of leadership and proactivity in supporting professional growth (Locke et al., 2016; Whitchurch and Gordon, 2017), translating into confidence building and refined leadership skills that extend beyond the boundaries of the project:

The cross-departmental nature of the project has ignited a diverse exchange of knowledge and expertise. Participant 2 noted that ‘it’s added another layer of knowledge of ways of working’, honed communication skills and reduced initial anxieties, building valuable connections while gaining confidence in tackling cross-functional activities. The opportunities for skill building and network expansion empowered individuals to approach colleagues from different spheres with newfound confidence. This is crucial for navigating the contemporary academic environment, where roles are increasingly contested and professional identities are in flux (Smith et al., 2021; Veles et al., 2023). It also highlights the university’s role in creating institutional conditions that enable identity construction and the socialisation of those assuming roles in third space initiatives (Behari-Leak and le Roux, 2018).

Within this safe space, participants have tested diverse leadership styles and received vital feedback from their peers, and also from students. They showcase their abilities to influence colleagues, work collaboratively and navigate team dynamics. This experimentation allows them to ‘try new things in leadership, and to demonstrate leadership and planning, trying to influence people’ (Participant 6), alongside other skills:

Furthermore, in a project explicitly designed to support students in their employability skills, its positive impact on their professional development was attested by Student 3: ‘I feel like the work I’ve been undertaking in the classroom has real impact on my career readiness.’ The students also connected this development to their confidence, with one student feeling that it ‘empowers me to take ownership of my skills and knowledge’ (Student 4).

However, navigating third space presents distinct challenges. Competing workloads and resource limitations mean striking a balance between project participation and existing responsibilities. Clear communication and integrating project involvement into job descriptions could address these concerns. Without a centrally led approach aligning such projects to an institution’s values and objectives, there may be hesitancy and barriers to success.