Applying for professional recognition in higher education as a third space professional: an autoethnographic exploration

Toogood, Claire (2025) Applying for professional recognition in higher education as a third space professional: an autoethnographic exploration. Perspectives: Policy and Practice in Higher Education. pp. 1-8. ISSN 1360-3108

Text BNU0045.pdf - Published Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (629kB)

Abstract

In higher education, third space practitioners span academic and professional spheres and do vital work, but their knowledge can be overlooked, undervalued or resisted. In this paper, the author reviews what is known about the work and professional identities of third space practitioners, and the significance of external recognition. Using an autoethnographic approach, they consider how they experienced this liminal space. The author found that their professional identity, understanding of their career construction, and sense of recognition and validation all benefitted from the Advance HE fellowship application process. Implications for practice are identified. They recommend that third space professionals, and those supporting and developing them, explore opportunities for recognition and validation that support self-reflexivity, which can underpin the development of professional identity and confidence, and the articulation of third space skills, experience and contribution. Third space researchers should also consider the potential extent of the third space beyond the institution.

Item Type:	Article
Divisions:	School of Business and Law > Business Management
Depositing User:	Ms Hazel Barham
Date Deposited:	19 Feb 2026 13:30
Last Modified:	19 Feb 2026 13:30
URI:	https://newman.repository.guildhe.ac.uk/id/eprint/17394

Actions (login required)

Edit Item