Shared experiences of three professionals navigating careers in the Third Space

Career progression within the Third Space in higher education remains largely informal, with limited structured pathways for advancement. This paper draws on a year-long collaborative autoethnographic reflection by three Technology Enhanced Learning (TEL) practitioners to examine the lived realities of navigating careers in this evolving domain. Anchored in Whitchurch's conceptualisation of Third Space work, we explore the contextual and individualised nature of our trajectories, identifying both emerging competencies and persistent gaps in professional recognition. Our reflections reveal how the underdeveloped professionalisation of Third Space TEL roles affects identity formation, validation, and career sustainability. We critically consider the implications of this informality, particularly the need for clearer frameworks that acknowledge the strategic and pedagogical contributions of these roles. By situating our case within broader literature on Third Space professionalisation, we contribute to ongoing conversations about recognition, legitimacy, and institutional responsibility in creating sustainable and valued career pathways.