Optimising the Third Space in Higher Education
Product details
- ISBN 9781032195094
- Weight: 380g
- Dimensions: 156 x 234mm
- Publication Date: 18 Nov 2022
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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Drawing on an empirical study of the cross-boundary, cross-campus, and intercultural collaborations between professional and academic staff, at both an Australian and a Singaporean university, this book demonstrates the potential of third space collaboration in higher education.
Through a multi-case study methodology, the author draws on the antecedent resources of spatial theory to investigate how staff working together, crossing, and transcending various traditional and imaginary boundaries created innovative boundary practices while successfully completing the university projects. The third space projects under investigation range from increasing the academic research visibility and commercialisation of a research solution to expanding the educational choices for students in one geographical region and developing a research culture in one international campus. The findings present practical approaches to strengthening collegiality and professional partnering, challenging the reader to reflect on potential strategies that will apply to their own work environments.
This book will be a useful resource for researchers in higher education, particularly those interested in the third space theory and practice, university collaboration, collaborative capital, and impacts of diversification of university staff roles and identities.
Natalia Veles is an experienced researcher, educator, and manager-practitioner based at James Cook University (JCU), Australia, with the doctoral student supervision affiliation with the University of Southern Queensland and research collaboration with the University of Edinburgh, Scotland. Having worked in educational leadership in Russia, China, New Zealand, and Vietnam, she embodies a third space professional identity: her scholarship and professional practice, commitment to improving learner engagement and increasing collaboration among university actors drive her research and teaching pursuits. Natalia holds a PhD in higher education research. Her academic background is in applied linguistics, organisational sociology, intercultural psychology, and career development within the interdisciplinary higher education research, with a particular curiosity for how organisational boundaries and discursive spaces impact collaboration.
