
Reconstructing Identities in Higher Education
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The concept of Third Space is offered as a way of exploring the knowledges, relationships, legitimacies and languages that characterise those who work in less boundaried roles, and the implications of these developments for both individuals and institutions. The ability to problematise and accommodate a series of paradoxes and tensions, for instance between formal and more open-ended structures and relationships, would appear to be at the heart of working in Third Space. Individuals also grapple with the fact that Third Space can, at one and the same time, be a safe haven for experimentation and creativity, and also a risky space in which there is likely to be contestation and uncertainty.
The text is addressed to professional and academic staff who, by design or default, for long or short periods, find themselves working in Third Space environments; to those to whom such staff may be responsible, including senior management teams; and also to researchers interested in changing identities in higher education.
Reviews / Votes
"Whitchurch's research has implications for our understanding of professionals in higher education and organizational structures in modern higher education institutions. She frames professional roles according to four "dispositions"-bounded professionals, cross-boundary professionals, unbounded professionals, and blended professionals-that can be distinguished by their degree of agency within their organizational structure and their affinity to their associated spaces, knowledges, relationships, and legitimacies. The resulting typology forms 16 unique identity categories that can help us understand the context, motivations, and operational behaviors of professionals in complex organizations". - Jeri L. Childers, University of Technology, SydneyMore details
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