Inside out and outside in: an exploration of peripheral third space
Third space is frequently framed as being that space within the institutional context of a university in which professional and academic staff come together to collaborate on projects and activities which seek to improve learning and teaching. In this piece I would like to extend this to work done on the periphery, beyond the formal boundaries of the institution. I explore this in three contexts: project work, international networks and a part-time PhD.
Project land: life in peripheral third space
My professional activity in and around HE has largely centred around coordinating and participating in national and European digital education projects, from staff development to micro-credentialing. Even though I was doing this work from the position of a professional staff member within a university, these projects represent a peripheral third space beyond the boundaries of the organisations involved. You get to meet and collaborate with academics, learning technologists, academic developers and many other profiles from numerous organisations. Silos and hierarchy linked to your home institution become blurred – they still exist but take second place to the mobilisation of collective expertise to achieve the project goals. And whatever your background, you’re constantly learning from the other team members, helping you develop into much more of a blended professional.
International networks: space in which to flourish
Thanks to the European project work, I began to get involved in international networks such as EDEN and Media & Learning. I developed professional relationships with some of the best researchers in the field, deepened my knowledge, and got to present at international conferences. All of this helped consolidate my identity and reputation, something which proved invaluable when I decided to embark on a PhD.
Here I’d like to highlight EDEN for the way in which it supports professional development and recognition in the field of digital education. EDEN members form a Network of Academics and Professionals – another form of third space beyond institutional boundaries. There’s a Fellowship scheme which provides recognition, though given the international context this does not have the same career implications as national equivalents. Does it matter? What I have found is that such networks do provide spaces in which myself and my peers have flourished, compensating for the limitations we may encounter ‘at home’. And the EDEN Mentoring Programme which I contributed to launching is another example of mobilising the expertise of the community for the benefit of members, whatever stage they’re at in their career.
The part-time PhD: a liminal space
Having spent 15 years observing what was going on with respect to digital education in my own institutions and in others, and experiencing increasing frustration at what I saw as poor leadership and strategy, it was time to attempt to find some answers! And I knew that the right route for me was to do this via a PhD. Not only would this help me ground my observations and opinions in empirical evidence, but on a personal level I needed to kick-start my brain again after several years of stagnation.
I like to frame this as another form of peripheral third space. As a part-time doctoral student, I continued to work out of material necessity. The research itself was thus all done in my own time. However, studying digital education leadership in HE meant I was both on the outside and on the inside, an interesting position to be in. It was challenging at times, and I became very adept at wearing different hats (and being explicit about this), while at the same time recognising and mobilising the natural synergies. And more than a peripheral space, it’s a liminal one through which I was able to grow into a new identity.
It was through this research that I came across the concept of third space itself, in Bolden et al. (2008), which then led me to Celia Whitchurch’s work. Third space wasn’t the primary focus of my work, but it quickly became a key component in helping me frame the interactions and identities of staff working in digital education, and how these were fostered or hindered by leadership and the organisational structures they put in place. And of course this got me thinking more deeply about my own third space(s).
Next steps: teaching, research and consultancy
So, what does the future hold? There are further research collaborations on the horizon, and I’m beginning to receive consultancy requests. And whatever I do, I cannot imagine leaving aside the teaching. It’s a juggling act, but it’s exciting to have so many opportunities in my mid-50’s, and the relative freedom to shape my career trajectory for the coming years. I feel as if I’ve somehow carved out my very own third space on the periphery, and this is where I feel most fulfilled. Remind me of this should I ever find myself back in HE!
Acknowledgements
I would like to thank the following colleagues for our numerous and ongoing conversations about third space which have helped shape my thinking. Laura Czerniewicz, Alexandra Mihai, Abbi Shaw, Julie Voce, Puiyin Wong, my former PhD supervisor Albert Sangrà, and of course Emily McIntosh and Diane Nutt for inviting me to contribute this piece.
References and further reading
Arnold, D. (2022). Close encounters in third space – Leadership and organisational dynamics for advancing Digital Education. Media and Learning. https://media-and-learning.eu/type/featured-articles/close-encounters-in-third-space-leadership-and-organisational-dynamics-for-advancing-digital-education/
Arnold, D. (2021). Supporting Leadership Development in European Universities: A Mixed Methods Study of Digital Education Leadership Literacies in Higher Education [Doctoral thesis, Universitat Oberta de Catalunya]. http://hdl.handle.net/10609/142686
Bolden, R., Petrov, G., & Gosling, J. (2008). Tensions in higher education leadership: Towards a multi-level model of leadership practice. Higher Education Quarterly, 62(4), 358–376. https://doi.org/10.1111/j.1468-2273.2008.00398.x
