The concept of Third Space has been used in social theory to explore spatial relationships, and has its roots in the field of cultural studies and major societal dimensions such as race, gender and class (Bhabha 1990). In relation to organisations, it highlights the significance of in-between spaces, which are likely to be invisible in the sense that they are not written into organisation charts or job descriptions, and may not have dedicated physical space associated with them. Thus systems and structures can become “a site of struggle” (Law, 1992: 386), generating the “constructive disruption” of binary thinking (Morley and Leyton 2022). In turn, McAlpine and Hopwood (2009) apply the concept of third space to higher education learning environments that are outwith established structures, and Zeichner (2008) draws on it to examine the interface between practitioner and academic knowledge of educational methods and practice in schools.

As a result of increasing fluidity in higher education activity, roles and careers, the concept of third space has gained currency internationally in the last decade, following earlier work by Whitchurch (2008, 2013). It has been applied to collaborative working in areas such as:

• educational development, including learning support, study skills and academic writing
• student skills and employability
• the development of the digital learning environment 
• the management of student success, particularly for underserved students
• the promotion of research enterprise, impact, knowledge exchange and transfer 
• data management, analytics, strategic planning and institutional research 
• public engagement, alumni relations, charitable and humanitarian work.

New areas of third space activity continue to emerge, and there is an ongoing need to develop understandings and examples of how it might be facilitated and optimised by institutions rather than, as at present, being in the main recognised and principally driven by those working in it (Baré et al 2021, Whitchurch 2023a and b). Thus, people working in third space, including those having both academic and professional contracts, are likely to be dependent on self-identification (Avenali et al 2022; Grant 2021). The concept is used in this  special issue, therefore, as a way of exploring groups of staff in educational settings who do not fit into existing structures or descriptors. Topics covered to date in the issue include the types of knowledge developed by those working in third space, the positioning of quality managers in this space, the roles and identities of academic developers, academic literacy practitioners and postgraduate teaching assistants, and the creation of new spaces and techniques for student learning. The relationship between those working in third space and formal institutional structures is also explored. Further papers will be added during the summer of 2024.

Articles are published open access and can be read freely online by anyone; please see the article list below.

^References

Avenali, A., C. Daraio and J. Wolszczak‑Derlacz (2022). “Determinants of the incidence of non‑academic staff in European and US HEIs”. Higher Education  (85): 55–83. 

Baré, L., J. Beard, I. Marshman and T. Tjia (2021). Does the COVID-19 emergency create an opportunity to reform the Australian university workforce? LH Martin Institute, University of Melbourne. https://melbourne-cshe.unimelb.edu.au/lh-martin-institute/fellow-voices/evolving-australian-university-workforce

Bhabha, H. (1990). The Third Space: Interview with Homi Bhabha. In J. Rutherford (Ed.) Identity: Community, Culture, Difference. London: Lawrence and Wishart.

Grant, J. (2021). The New Power University. London: Pearson.  

Law, J. (1992). “Notes on the theory of the actor-network: Ordering, strategy, and heterogeneity”. Systems Practice 5: 379–393. 

McAlpine, L. and N. Hopwood (2009). "Third Spaces: a useful developmental lens?” International Journal for Academic Development. 14(2): 159–62.

Whitchurch, C. (2008). “Shifting identities and blurring boundaries: The emergence of Third Space professionals in UK Higher Education”. Higher Education Quarterly 62(4): 377– 396.

Whitchurch, C. (2013). Reconstructing Identities in Higher Education: The Rise of Third Space Professionals. New York: Routledge.

Whitchurch, C. (2023a). “Academic and Professional Identities in Higher Education: From “Working in Third Space” to “Third Space Professionals’”. In G. Strachan (Ed.) Research Handbook on Academic Labour Markets. Cheltenham: Edward Elgar. 

Whitchurch, C. (2023b). “Rehabilitating third space professionals in contemporary higher education institutions”. Workplace: A Journal for Academic Labor, 33, 24-35. 

Zeichner, K. (2008). Creating Third Spaces in the Education of Teachers and Educational Research. Edinburgh: British Educational Research Association (BERA).

Publication date: from the 8th May 2024

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Editors

Dr Celia Whitchurch, IOE, UCL's Faculty of Education and Society, UCL, UK.
Dr Grace Healy, IOE, UCL's Faculty of Education and Society, UCL, UK.

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Article list

Research article

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Editorial

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