From ‘working in third space’ to ‘third space professionals’
From ‘working in third space’ to ‘third space professionals’
Introduction
There is now a considerable body of work showing increased fluidity between academic and associated activities, for example, educational development, knowledge exchange and public engagement, with those responsible for them being employed on both academic and professional contacts. This has led to a general movement in the direction of what has been termed ‘third space’ activity (Whitchurch 2013, 2018; Grant 2021; McIntosh and Nutt 2022), even if individuals themselves might not use this term. Although this phenomenon has been well- documented in relation to professional staff, less attention has been paid to the way that academic faculty may also move in the direction of third space, either temporarily or permanently. This can be partly accounted for by ‘activity creep’, the most obvious example being learning support for students. At the same time, there is also evidence of people taking on work outside the university on a voluntary basis, paid or unpaid, which then feeds back into teaching or research, and is regarded by individuals as a valued element of their role. Furthermore, although reference is often made to “the” third space (Parkes et al 2014; McIntosh and Nutt 2022; Veles 2023 forthcoming), suggesting a single entity, third space is likely to be plural and to be comprised of multiple spaces, which may continually reconfigure.
This blog explores the fact that individuals having academic as well as non-academic contracts may work in third space, as new forms of activity shift the balance from a sole emphasis on teaching and/or research to incorporate a range of enabling work integral to the performance of both. It problematises understandings of third space, including a perception that it may confer no specific identity (Beckingham 2022), and therefore be seen as “no space” (Hall 2022) in relation to formal institutional frames such as job descriptions and progression pathways, and, in particular, to be detrimental to achieving recognition and career advancement. The sections that follow offer a possible explanation for this, in that whereas some individuals are at best equivocal about working in third space, with frustrations appearing to outweigh satisfactions, for others it is seen as a positive, adding value to their working lives and careers. As a result of these findings, it is suggested that former group might be seen as simply ‘working in third space’, whereas the latter group might be identified as fully fledged ‘third space professionals’. The former group might be more inclined to see third space as “no space”. Either way, it is likely to be helpful for universities and their senior managers to take cognisance of these factors in developing working practices, and in particular promotion and progression procedures.
The qualitative data leading to this conclusion is drawn from a project conducted for the UK Centre for Global Higher Education (CGHE), an international research centre based at the University of Oxford and University College London, between 2017 and 2020 (Whitchurch, Locke and Marini 2021, 2023 forthcoming). 26 of 53 interviewees in the study described significant elements of their work as being in what could be described as third space. Fifteen of this group of interviewees were employed on academic contracts, and eleven on professional contracts, although three of the latter were in academic roles.
Characteristics of those categorised as working in third space environments
In the study, people undertaking roles in third space environments included people working in practice professions, such as health and social care, policing and probation, journalism, media and the law. Others had a strong commitment to community outreach, youth work, victim support, humanitarian activity and capacity building in the third world, plus a range of charitable initiatives, as well as consultancy and case work. A number of such individuals described themselves as activists. Project management was also common within individual roles, for example for a specific funded initiative that was student- or community-oriented. Some dedicated time to these activities on a voluntary basis, some were supported by non-governmental organisations, and others did this work in university time, having made the argument that it was relevant to a teaching, research or pastoral role. Sometimes it was a combination of all three sets of circumstances, and some people had part-time appointments with their university to accommodate this activity.
From ‘working in third space’ to becoming a ‘third space professional’
The study showed that although third space environments were increasingly common in enabling activity that reinforced the academic missions of universities, not everyone thrived in them. Some individuals were more likely to be driven by structural considerations such as job descriptions, promotion criteria, and progression pathways, and could therefore be frustrated if they felt that their activity and potentials were not acknowledged. Those in this group were classified as ‘working in third space’. Although they might cross boundaries, they were more likely to speak of a mismatch between their role and university structures, resulting in what they felt was a lack of recognition. They were also less likely to try to overcome this by capitalising on possibilities that might arise from their work. Thus one individual, on a professional contract but with a doctorate, was frustrated that “Technically they said I could teach…, but I’m not allowed to teach… So they could do with it, and I could do it, but it’s not in my contract…”, and that this had led to “A failure to capitalise on things that I could do” (enterprise and engagement manager, post-1992 university). This suggested an implicit acceptance of the university’s formal structures and processes, and of the distinction made between professional staff and academic faculty, as opposed to a willingness to make a case for a more liberal interpretation of these. Another individual, this time with an academic contract, was leading online learning across the university, but felt that “most people don’t understand what I’m doing… Finding one’s niche is a challenge… This is an existential challenge with this role, to remain feeling an academic…” (associate professor, applied medicine, pre-1992 Russell Group university). They therefore felt frustrated about not achieving the type of recognition that they felt would help with a promotion application. Responses such as these could be attributed to a lack of confidence or willingness to argue a case, or the fact that an individual felt that their circumstances, for example family commitments, meant that they preferred to rely on existing structures and progression criteria, rather than taking a more experimental approach to their career.
There would therefore appear to be a distinction to be made between those who feel constrained by working in third space, and those who flourish in it. Those categorised as ‘third space professionals’ were likely to be good communicators and, as one person said, able to “showcase” their work and that of their teams. This approach was typified by one such individual, who suggested that “… what you do… is important, but how you sell it is even more important” (research fellow, applied social science, pre-1992 Russell Group university). Furthermore, there was a sense of inclusivity, and of the value of a range of contributions. Thus one individual championed an extension of the skills base across employment categories via a postgraduate programme in teaching and learning: “… we would go so far… myself and colleagues, to call it a widening participation effort of our own amongst staff… it’s quite clear to us… that there are some very clear benefits in the way that people then build further partnerships… to see into each other’s worlds…” (senior lecturer, digital learning, pre-1992 university). The result of this type of activity was likely to be an extension of existing space: “[which] flows to different parts of the university” (senior lecturer, digital learning, pre-1992 university). There was also a strong sense in which those categorised as ‘third space professionals’ felt that they could add value: “There are a lot of things that I get asked to do that I could say no to because they’re not part of my formal job role, but I do them because… I… really enjoy that external environment and thinking about… the future of universities… So I feel that that is something which I could add value to” (head of education strategy, pre-1992 Russell Group university). Furthermore, a significant number of those categorised as ‘third space professionals’ saw themselves as moving out of higher education in the future, for example to a non-governmental organisation (NGO), or a charitable, public sector or international body. Those who flourished in third space were therefore likely to create new, often unique, space, that they made their own. Such space might be experimental and left-field, so that uncertainty was tolerated, offset by the belief of individuals in what they were doing, and an ability to persuade others of its value. They were also likely to have a sense of self-reliance, and to see other options and possibilities both within and outside higher education. Of the 26 people who were the focus of this part of the study, 10 were classified as ‘working in third space’ as opposed to the other 16, who demonstrated characteristics of fully fledged ‘third space professionals’.
Discussion
Although the concept of third space is increasingly being recognised by both professional staff and academic faculty, and indeed some university managers, as shown above it may be helpful to make a distinction between those people who thrive in it, and those who find it less comfortable. The former group, categorised as ‘third space professionals’ are likely to develop new space, and to build on contacts that they make, feeling that they can thereby create opportunities for themselves, either within their academic career or in a potential new field. They are likely to see third space as a way of extending their identity, albeit this might take time to be recognised in formal structures, as well as of creating benefit to the university, thus: “while you have these… new hybrid roles…, it’s something that’s contributing to the greater good of the department or the [university]” (lecturer, science, pre-1992 Russell Group university).
The findings suggest that a greater understanding of third space, by both individuals and managers, would be helpful in optimising its potentials for both individuals and their institutions, particularly in relation to professional development, performance review and mentoring processes. This could helpfully include, for example:
• Recognition of the individual nature of some roles
• Flexibility in the interpretation of contractual arrangements
• The introduction of an ‘open’ career track for individuals who may wish to move in and out of third space
• Opportunities for individuals to agree their own benchmarks and career milestones, in consultation with line managers via annual performance reviews
• Issues arising from third space activity being documented routinely in annual reviews.
Such developments could take place, at least initially, by modification of existing institutional processes and structures. Nevertheless, there is beginning to be some recognition that traditional employment categories do not necessarily serve institutions well (Baré et al 2021), and the initiatives suggested above may help to encourage a modification of formal institutional structures, so that the potential for career progression for those in third space roles becomes more transparent. At the same time, however, there may also be a sense in which fully fledged ‘third space professionals’ in particular may prefer the space they occupy not to be too prescribed, in that too close definition of their activities might be seen as constraining. Much is therefore likely to depend on local circumstances, and relationships between individuals and their line managers such as heads of department.
Conclusion
In general, the concept of third space has helped to make activity that was invisible visible, and given an identity to a range of professionals who may or may not have academic contracts, even though they may have academic qualifications and be involved in aspects of teaching and research. As universities have become more responsive to local, national and international communities, third space environments, and those working in them, provide a counterbalance to formal structures and processes established for regulatory purposes, and in the process enable and enrich academic endeavour. Furthermore, the concept of third space offers a more holistic approach to the roles of both academic and professional staff, and makes the argument for less divisive classifications between ‘academic’ and ‘non-academic’, highlighting the synergy that can be created from the contribution of a range of actors. This may help to counter a view of the sector that polarises academic and other activities. Bearing in mind the range of activities with which individuals become involved in contemporary universities, it can be argued that more and more people are likely to work in some form of third space, to a greater or lesser extent, for the time being or permanently. However, as shown in this chapter, some people, categorised as ‘third space professionals’, are more likely to flourish in it, while others, categorised as ‘working in third space’, may find it less comfortable. It is therefore suggested that a better understanding of the different needs and aspirations of all those working in third space, as well as some practical steps that might be taken, will help to optimise what can be achieved, not only by individuals, but also by their institutions.
A more detailed account of these findings will be published next year (Whitchurch 2023 forthcoming).
References
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
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