Overcoming invisibility: Autoethnographic reflections on rewards and recognition of third space roles in higher education

Kashmira Dave

Abstract

Context

We provide an autoethnographic narrative account (Poulos, 2021) of our experiences working in third-space roles within Australian Higher Education settings. These roles traverse the third space (Whitchurch, 2013) and are often in overlapping and contested space (Mitchell et al., 2017" Slade et al., 2019). Due to large shifts in the sector toward digital learning, these roles continue to grow and be in demand (Baré et al., 2021) but often suffer from a lack of recognition, building credibility and visibility, along with limitations for progression and relationship-building.

Method

This research employs an autoethnographic account of our own experience and reflection that is thematically analysed using Whitchurch's (2013) themes around their affinity to their associated spaces, knowledge, relationships, and legitimacies.

Evidence and Contributions

Teaching and learning within higher education have been extensively researched. There are well-established discussions regarding the collaborative efforts of a professional team working behind the scenes to facilitate the process of "teaching," with the academic taking the forefront role (Ellis & Goodyear, 2019).

Third-space professionals play a crucial role in the teaching process. We contend that the valuable contributions of third-space professionals, particularly those with teaching or research degrees, including PhDs, are not fully acknowledged in the success of educational programs. There exist gaps in how direct supervisors perceive and how organisational support facilitates or impedes the effectiveness of these third-space professionals in their work and in cultivating positive perceptions of their identity and recognition.

This research is one of its kind, employing an autoethnographic account of four very diverse third-space space professionals (TSP). The findings highlight the role of organisational structure in influencing the identity of TSPs. We will discuss how the organisational structure impacts the TSPs approach to their work i.e. "transactional service model" as opposed to "systematic design.".

Original language	English
Publication status	Published - 31 Jul 2024
Event	HERDSA 2024: Together we innovate-Annual conference - Adelaide Convention Centre, North Terrace, Adelaide South Australia, Australia 5000, Adelaide, Australia Duration: 8 Jul 2024 → 11 Jul 2024

Other

Other	HERDSA 2024: Together we innovate-Annual conference
City	Adelaide, Australia
Period	8/07/24 → 11/07/24

Access to Document

Handle.net

Persistent link

Cite this

@conference{4573d5dc7fe6402f8223fbc111aec1cb,

title = "Overcoming invisibility: Autoethnographic reflections on rewards and recognition of third space roles in higher education",

abstract = "Context We provide an autoethnographic narrative account (Poulos, 2021) of our experiences working in third-space roles within Australian Higher Education settings. These roles traverse the third space (Whitchurch, 2013) and are often in overlapping and contested space (Mitchell et al., 2017{"} Slade et al., 2019). Due to large shifts in the sector toward digital learning, these roles continue to grow and be in demand (Bar{\'e} et al., 2021) but often suffer from a lack of recognition, building credibility and visibility, along with limitations for progression and relationship-building. Method This research employs an autoethnographic account of our own experience and reflection that is thematically analysed using Whitchurch's (2013) themes around their affinity to their associated spaces, knowledge, relationships, and legitimacies. Evidence and Contributions Teaching and learning within higher education have been extensively researched. There are well-established discussions regarding the collaborative efforts of a professional team working behind the scenes to facilitate the process of {"}teaching,{"} with the academic taking the forefront role (Ellis \& Goodyear, 2019). Third-space professionals play a crucial role in the teaching process. We contend that the valuable contributions of third-space professionals, particularly those with teaching or research degrees, including PhDs, are not fully acknowledged in the success of educational programs. There exist gaps in how direct supervisors perceive and how organisational support facilitates or impedes the effectiveness of these third-space professionals in their work and in cultivating positive perceptions of their identity and recognition. This research is one of its kind, employing an autoethnographic account of four very diverse third-space space professionals (TSP). The findings highlight the role of organisational structure in influencing the identity of TSPs. We will discuss how the organisational structure impacts the TSPs approach to their work i.e. {"}transactional service model{"} as opposed to {"}systematic design.{"}.",

author = "Kashmira Dave",

year = "2024",

month = jul,

day = "31",

language = "English",

note = "HERDSA 2024: Together we innovate-Annual conference ; Conference date: 08-07-2024 Through 11-07-2024",

}

TY - CONF

T1 - Overcoming invisibility

T2 - HERDSA 2024: Together we innovate-Annual conference

AU - Dave, Kashmira

PY - 2024/7/31

Y1 - 2024/7/31

N2 - Context We provide an autoethnographic narrative account (Poulos, 2021) of our experiences working in third-space roles within Australian Higher Education settings. These roles traverse the third space (Whitchurch, 2013) and are often in overlapping and contested space (Mitchell et al., 2017" Slade et al., 2019). Due to large shifts in the sector toward digital learning, these roles continue to grow and be in demand (Baré et al., 2021) but often suffer from a lack of recognition, building credibility and visibility, along with limitations for progression and relationship-building. Method This research employs an autoethnographic account of our own experience and reflection that is thematically analysed using Whitchurch's (2013) themes around their affinity to their associated spaces, knowledge, relationships, and legitimacies. Evidence and Contributions Teaching and learning within higher education have been extensively researched. There are well-established discussions regarding the collaborative efforts of a professional team working behind the scenes to facilitate the process of "teaching," with the academic taking the forefront role (Ellis & Goodyear, 2019). Third-space professionals play a crucial role in the teaching process. We contend that the valuable contributions of third-space professionals, particularly those with teaching or research degrees, including PhDs, are not fully acknowledged in the success of educational programs. There exist gaps in how direct supervisors perceive and how organisational support facilitates or impedes the effectiveness of these third-space professionals in their work and in cultivating positive perceptions of their identity and recognition. This research is one of its kind, employing an autoethnographic account of four very diverse third-space space professionals (TSP). The findings highlight the role of organisational structure in influencing the identity of TSPs. We will discuss how the organisational structure impacts the TSPs approach to their work i.e. "transactional service model" as opposed to "systematic design.".

AB - Context We provide an autoethnographic narrative account (Poulos, 2021) of our experiences working in third-space roles within Australian Higher Education settings. These roles traverse the third space (Whitchurch, 2013) and are often in overlapping and contested space (Mitchell et al., 2017" Slade et al., 2019). Due to large shifts in the sector toward digital learning, these roles continue to grow and be in demand (Baré et al., 2021) but often suffer from a lack of recognition, building credibility and visibility, along with limitations for progression and relationship-building. Method This research employs an autoethnographic account of our own experience and reflection that is thematically analysed using Whitchurch's (2013) themes around their affinity to their associated spaces, knowledge, relationships, and legitimacies. Evidence and Contributions Teaching and learning within higher education have been extensively researched. There are well-established discussions regarding the collaborative efforts of a professional team working behind the scenes to facilitate the process of "teaching," with the academic taking the forefront role (Ellis & Goodyear, 2019). Third-space professionals play a crucial role in the teaching process. We contend that the valuable contributions of third-space professionals, particularly those with teaching or research degrees, including PhDs, are not fully acknowledged in the success of educational programs. There exist gaps in how direct supervisors perceive and how organisational support facilitates or impedes the effectiveness of these third-space professionals in their work and in cultivating positive perceptions of their identity and recognition. This research is one of its kind, employing an autoethnographic account of four very diverse third-space space professionals (TSP). The findings highlight the role of organisational structure in influencing the identity of TSPs. We will discuss how the organisational structure impacts the TSPs approach to their work i.e. "transactional service model" as opposed to "systematic design.".

UR - https://conference.herdsa.org.au/2024/wp-content/uploads/2024/07/05-HERDSA-2024-Conference-Program.pdf

M3 - Abstract

Y2 - 8 July 2024 through 11 July 2024