An overlooked EDI issue… can valuing the diversity of third space professionals support a more sustainable future in higher education?

Milton, Emmajane ORCID: https://orcid.org/0000-0001-8065-9857, Yhnell, Emma ORCID: https://orcid.org/0000-0003-3960-5181 and Jones, Kathryn 2025. An overlooked EDI issue… can valuing the diversity of third space professionals support a more sustainable future in higher education? Journal of Learning Development in Higher Education (33) 10.47408/jldhe.vi33.1241

Preview

PDF - Published Version Available under License Creative Commons Attribution. Download (200kB) | Preview

Abstract

Do teaching-focused colleagues in the higher education (HE) sector feel they belong? Or do they often feel like misfits who challenge the status quo by not conforming to traditional academic stereotypes? In this short opinion piece, we explore the complexity and diversity of roles held by third space professionals in teaching-focused roles and the impact this has on their sense of identity, belonging, and value. We argue that there needs to be a concerted effort to grapple and genuinely engage with this thorny and deep-rooted issue, to enable these colleagues to feel they are included and valued in their institutions and across the sector. Given the dynamic and turbulent context within which UK HE is operating, recognising the diverse talents and expertise of third space professionals could support the sector to respond to future uncertainties by unlocking untapped potential. Whilst for some this may seem counterintuitive – to be diluting the traditionally understood role of an academic – it may be essential to help institutions modernise and creatively meet new challenges. Third space professionals occupying teaching-focused roles can provide unique skill sets, offer alternate perspectives, problem-solve, and enable effective communication with stakeholders which will help to ensure a more sustainable and positive future.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Computer Science & Informatics Biosciences Social Sciences (Includes Criminology and Education)
Publisher:	Association for Learning Development in Higher Education (ALDinHE)
ISSN:	1759-667X
Date of First Compliant Deposit:	30 January 2025
Date of Acceptance:	29 August 2024
Last Modified:	12 Feb 2025 09:45
URI:	https://orca.cardiff.ac.uk/id/eprint/175778

Actions (repository staff only)

Edit Item