Following the publication of Sir Gareth Roberts’s SET for Success in 2002, the UK government invested millions of pounds in universities to improve the readiness of doctoral researchers to work in universities and beyond. Many universities hired what have become known as researcher developers to design and deliver suitable programmes to develop generic and transferable skills. In 2008, Celia Whitchurch identified the concept of third space as an emergent territory between academic and professional domains, which is colonised primarily by less bounded forms of professional. This article demonstrates how the researcher developer is an example of a third space profession in higher education, and specifically an example of what Kehm calls new ‘higher education professionals’, being highly qualified professionals who are not primarily active in research and teaching themselves, but who are generalists and experts – rather than specialists – working within higher education institutions.
{"title":"Researcher developers: an emerging third space profession","authors":"Richard P.J Freeman, Anna M Price","doi":"10.14324/lre.22.1.25","DOIUrl":"https://doi.org/10.14324/lre.22.1.25","url":null,"abstract":"\u0000Following the publication of Sir Gareth Roberts’s SET for Success in 2002, the UK government invested millions of pounds in universities to improve the readiness of doctoral researchers to work in universities and beyond. Many universities hired what have become known as researcher developers to design and deliver suitable programmes to develop generic and transferable skills. In 2008, Celia Whitchurch identified the concept of third space as an emergent territory between academic and professional domains, which is colonised primarily by less bounded forms of professional. This article demonstrates how the researcher developer is an example of a third space profession in higher education, and specifically an example of what Kehm calls new ‘higher education professionals’, being highly qualified professionals who are not primarily active in research and teaching themselves, but who are generalists and experts – rather than specialists – working within higher education institutions.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141795266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Engineering plays a key role in society today, influencing social behaviour, economic systems, (un)sustainability and future construction. Faced with this central and powerful role of engineering, it is urgent to recognise the need for professionals in this area to be culturally competent and sociopolitically committed in the collective ethical construction of the common good. Engineering course curricula generally focus on technical-scientific training – as is the case in Portugal – not on including or valuing other educational dimensions (namely, social, ethical, cultural or political responsibility). However, to promote an ethically responsible and sustainable future, it is imperative that these dimensions are included in engineers’ training, namely through ethical education that promotes a responsible professional practice that contributes to a viable common future. Intending to contribute to a culturally responsive engineering education, and to the development of the pedagogical dimension of the ethical education of engineering students, this study aims to develop a framework of the ethical skills necessary for the professional practice of engineering. The methodology used included a systematic literature review and document analysis. The developed framework allows systematising and interconnecting ethical skills, which can promote and facilitate the inclusion of ethical education in engineering courses. The framework helped to design a curricular module in engineering. It is a useful tool for professors of ethics in engineering, for those responsible for structuring engineering curriculum plans and for anyone responsible for enhancing this field of engineering education.
{"title":"Decentring engineering education beyond the technical dimension: ethical skills framework","authors":"Fátima Monteiro, Armando Sousa","doi":"10.14324/lre.22.1.23","DOIUrl":"https://doi.org/10.14324/lre.22.1.23","url":null,"abstract":"\u0000Engineering plays a key role in society today, influencing social behaviour, economic systems, (un)sustainability and future construction. Faced with this central and powerful role of engineering, it is urgent to recognise the need for professionals in this area to be culturally competent and sociopolitically committed in the collective ethical construction of the common good. Engineering course curricula generally focus on technical-scientific training – as is the case in Portugal – not on including or valuing other educational dimensions (namely, social, ethical, cultural or political responsibility). However, to promote an ethically responsible and sustainable future, it is imperative that these dimensions are included in engineers’ training, namely through ethical education that promotes a responsible professional practice that contributes to a viable common future. Intending to contribute to a culturally responsive engineering education, and to the development of the pedagogical dimension of the ethical education of engineering students, this study aims to develop a framework of the ethical skills necessary for the professional practice of engineering. The methodology used included a systematic literature review and document analysis. The developed framework allows systematising and interconnecting ethical skills, which can promote and facilitate the inclusion of ethical education in engineering courses. The framework helped to design a curricular module in engineering. It is a useful tool for professors of ethics in engineering, for those responsible for structuring engineering curriculum plans and for anyone responsible for enhancing this field of engineering education.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141807397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The globalisation of English and the status of English as a lingua franca have boosted student mobility globally, even in countries where English is not the dominant language. Along with native English-speaking countries, non-native English-speaking countries are also turning to English as a part of their internationalisation strategies to attract talented students. Many have imported the template provided by centre countries, setting up English-medium instruction and English-taught programmes to attract international students. With a growing number of international students, Japanese universities are offering more English-medium instruction and English-taught programmes to accommodate sociolinguistic diversity in education. While higher education campuses in Japan are becoming more multifaceted, there is little research published on the overall experiences of international students, especially their lives outside the classroom. Therefore, to better understand the international student voice, this article focuses on the non-academic needs of international students to develop a broader conversation around internationalisation policies and the leadership and management of incoming students. Data analysis shows sociolingual and cultural issues impacting international students daily, with internationalisation efforts often isolated to certain faculties. International students frequently need support to navigate access to services on and off campus, or to feel included in university life. Such challenges can be seen as issues affecting international students’ ability to control their daily lives or to feel a sense of belonging within the university. With many English-medium instruction and English-taught programmes marketing themselves as not requiring Japanese proficiency, this article suggests that enhancing a system for supporting international students’ personal challenges can impact students’ academic experience and success.
{"title":"Understanding international student experiences in Japanese higher education: belonging as an indicator of internationalisation success","authors":"Nerys Rees","doi":"10.14324/lre.22.1.27","DOIUrl":"https://doi.org/10.14324/lre.22.1.27","url":null,"abstract":"\u0000The globalisation of English and the status of English as a lingua franca have boosted student mobility globally, even in countries where English is not the dominant language. Along with native English-speaking countries, non-native English-speaking countries are also turning to English as a part of their internationalisation strategies to attract talented students. Many have imported the template provided by centre countries, setting up English-medium instruction and English-taught programmes to attract international students. With a growing number of international students, Japanese universities are offering more English-medium instruction and English-taught programmes to accommodate sociolinguistic diversity in education. While higher education campuses in Japan are becoming more multifaceted, there is little research published on the overall experiences of international students, especially their lives outside the classroom. Therefore, to better understand the international student voice, this article focuses on the non-academic needs of international students to develop a broader conversation around internationalisation policies and the leadership and management of incoming students. Data analysis shows sociolingual and cultural issues impacting international students daily, with internationalisation efforts often isolated to certain faculties. International students frequently need support to navigate access to services on and off campus, or to feel included in university life. Such challenges can be seen as issues affecting international students’ ability to control their daily lives or to feel a sense of belonging within the university. With many English-medium instruction and English-taught programmes marketing themselves as not requiring Japanese proficiency, this article suggests that enhancing a system for supporting international students’ personal challenges can impact students’ academic experience and success. \u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141640006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, the author first addresses the persisting knowledge invisibility of university professional staff by drawing on selected findings from their qualitative, multiple case study research conducted in an Australian university with a campus in Singapore. Analysing a selected case of a university project, the author applies critical thirding as a concept to demonstrate how university third space collaboration resulted in creating new, Mode 3 institutional knowledge and led to a transformative change of research commercialisation practices. The author then compares research findings from this selected Australian university case study to the insights from a systematic literature review which was conducted three years later as a separate research project using an international literature sample. The review provided evidence that since the 2000s university workers, professional and academic alike, in tertiary education institutions around the world, have been engaged in complex identity work, demonstrating increased agency towards de-invisibilisation of their roles and co-creating new knowledge, thereby contributing to university advancement. The author concludes that by applying the analytical power of critical thirding to social spaces of new knowledge production, it is possible to support and promote equal contributions of all university actors to achieving institutional goals.
{"title":"Critical thirding and third space collaboration: university professional staff and new type of knowledge production","authors":"Natalia Veles","doi":"10.14324/lre.22.1.24","DOIUrl":"https://doi.org/10.14324/lre.22.1.24","url":null,"abstract":"\u0000In this article, the author first addresses the persisting knowledge invisibility of university professional staff by drawing on selected findings from their qualitative, multiple case study research conducted in an Australian university with a campus in Singapore. Analysing a selected case of a university project, the author applies critical thirding as a concept to demonstrate how university third space collaboration resulted in creating new, Mode 3 institutional knowledge and led to a transformative change of research commercialisation practices. The author then compares research findings from this selected Australian university case study to the insights from a systematic literature review which was conducted three years later as a separate research project using an international literature sample. The review provided evidence that since the 2000s university workers, professional and academic alike, in tertiary education institutions around the world, have been engaged in complex identity work, demonstrating increased agency towards de-invisibilisation of their roles and co-creating new knowledge, thereby contributing to university advancement. The author concludes that by applying the analytical power of critical thirding to social spaces of new knowledge production, it is possible to support and promote equal contributions of all university actors to achieving institutional goals.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141659575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article draws from the authors’ exploration of an innovative third space approach to engaging students with informal learning through the use of co-design and co-creation, which sits outside traditional subject delivery spaces. The third space project, the Digital Citizenship Programme, centres on the transformative experience and dialogic encounter for participants. The third space in this context was constituted by co-design and co-production involving students, alumni, academics and professional service staff. The project evaluated third space activity in terms of co-design, through its development process and in what is achieved by participants’ engagement with it. The aims were to analyse the mutuality and relational aspects of the innovative pedagogic intervention; the development of transferable skills and agentic development in the third space; and the dialogic experience for participants. The research data were collected over a period of three years, using focus groups, co-creation workshop observations and field notes. This project builds on the body of research that focuses on partnerships with students that fall under the umbrella of the third space. The article underlines the importance of co-creation approaches in building the relational and dialogic dynamic in higher education spaces.
{"title":"The third space, student and staff co-creation of gamified informal learning: an emerging model of co-design","authors":"Jan Bamford, Elena Moschini","doi":"10.14324/lre.22.1.21","DOIUrl":"https://doi.org/10.14324/lre.22.1.21","url":null,"abstract":"\u0000This article draws from the authors’ exploration of an innovative third space approach to engaging students with informal learning through the use of co-design and co-creation, which sits outside traditional subject delivery spaces. The third space project, the Digital Citizenship Programme, centres on the transformative experience and dialogic encounter for participants. The third space in this context was constituted by co-design and co-production involving students, alumni, academics and professional service staff. The project evaluated third space activity in terms of co-design, through its development process and in what is achieved by participants’ engagement with it. The aims were to analyse the mutuality and relational aspects of the innovative pedagogic intervention; the development of transferable skills and agentic development in the third space; and the dialogic experience for participants. The research data were collected over a period of three years, using focus groups, co-creation workshop observations and field notes. This project builds on the body of research that focuses on partnerships with students that fall under the umbrella of the third space. The article underlines the importance of co-creation approaches in building the relational and dialogic dynamic in higher education spaces.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141334830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines Ukrainian students’ home-making at London’s multilingual and multicultural universities, contrasting the ways in which students’ idea of themselves and their sense of belonging developed after their arrival in London, and the ways in which this experience was altered by the outbreak of war on 24 February 2022. For international students in the UK, making themselves at home on a university campus is a relational process in which cultural, linguistic and political ideas and practices, brought together from the students’ former homes, are negotiated and transcended in newly established social networks. In this article, we explore the ways in which students’ networks, old and new, are altered as a result of their experience of war. Our findings indicate that when imagined personal life trajectories are disrupted as a result of the social and political crisis that accompanies the war, the possibilities of articulating the individual experience and the social interactions that provide such affordances are existential processes, which allow (or not) individuals to (re-)engage in home-making and to find new meaning in their emplacement and sense of self.
{"title":"Interactional and convivial possibilities at war: Ukrainian students’ home-making on a multicultural campus","authors":"Jelena Calic, Eszter Tarsoly, Hanna Oliinyk","doi":"10.14324/lre.22.1.20","DOIUrl":"https://doi.org/10.14324/lre.22.1.20","url":null,"abstract":"\u0000This article examines Ukrainian students’ home-making at London’s multilingual and multicultural universities, contrasting the ways in which students’ idea of themselves and their sense of belonging developed after their arrival in London, and the ways in which this experience was altered by the outbreak of war on 24 February 2022. For international students in the UK, making themselves at home on a university campus is a relational process in which cultural, linguistic and political ideas and practices, brought together from the students’ former homes, are negotiated and transcended in newly established social networks. In this article, we explore the ways in which students’ networks, old and new, are altered as a result of their experience of war. Our findings indicate that when imagined personal life trajectories are disrupted as a result of the social and political crisis that accompanies the war, the possibilities of articulating the individual experience and the social interactions that provide such affordances are existential processes, which allow (or not) individuals to (re-)engage in home-making and to find new meaning in their emplacement and sense of self.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141345925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent decades have seen increasingly complex external regulation applied to higher education providers. This has accentuated the role of heads of quality, who require considerable specialist knowledge and insight to ensure that organisational practices align with regulatory expectations. However, while the existing literature recognises that heads of quality do not perform a uniform role, it does not typically discuss the key organisational features which explain the differences in the role or necessarily position of heads of quality as third space professionals. Drawing on a comparative case study of three universities, the article extends our understanding by confirming that heads of quality can legitimately be termed third space professionals and by showing that heads of quality must navigate their environment in different ways according to the degree of access to the third space offered by their organisation. A more structurally situated explanation of third space activity is thus required. The article also reflects on the tendency to discuss a particular group of third space professionals and to characterise their experience as though it were broadly common. It argues for a more nuanced explanation, taking account of organisational structure as a further variable which may help to explain the experience of the third space professional.
{"title":"Making it work in practice: how heads of quality negotiate the third space","authors":"Jon Renyard","doi":"10.14324/lre.22.1.18","DOIUrl":"https://doi.org/10.14324/lre.22.1.18","url":null,"abstract":"\u0000Recent decades have seen increasingly complex external regulation applied to higher education providers. This has accentuated the role of heads of quality, who require considerable specialist knowledge and insight to ensure that organisational practices align with regulatory expectations. However, while the existing literature recognises that heads of quality do not perform a uniform role, it does not typically discuss the key organisational features which explain the differences in the role or necessarily position of heads of quality as third space professionals. Drawing on a comparative case study of three universities, the article extends our understanding by confirming that heads of quality can legitimately be termed third space professionals and by showing that heads of quality must navigate their environment in different ways according to the degree of access to the third space offered by their organisation. A more structurally situated explanation of third space activity is thus required. The article also reflects on the tendency to discuss a particular group of third space professionals and to characterise their experience as though it were broadly common. It argues for a more nuanced explanation, taking account of organisational structure as a further variable which may help to explain the experience of the third space professional.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141265732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the context of higher education, which is a complex environment of shifting landscapes, academic identity is perceived as being eroded, and new identities associated with hybrid roles abound. Flexible support mechanisms are needed to counter the destabilising effects of the recent erosion of tradition-bound structures. This study explores how an understanding of faculty professional identity might be used by faculty developers to inform individual and collective development initiatives and foster flourishing. Using a qualitative methodology, focus group discussions with faculty developers probe the potential utility of a measure of faculty professional identity. Utility is evaluated at three levels of practice: institutional, collective and individual. Findings demonstrate the potential for faculty developers, with their third space positioning, to play a pivotal role in guiding individuals and institutions as they navigate increasingly complex higher education contexts. Recommendations include recognising the strategic potential of faculty developers as institutional gatekeepers of sensitive data and enablers of collective flourishing. A data-informed, adaptive, person-centred approach to individual faculty development that delves into the being as well as the doing to facilitate individual flourishing is proposed.
{"title":"Leveraging the potential of third space faculty developers to foster individual and collective flourishing faculty professional identities in higher education","authors":"R. Puhr","doi":"10.14324/lre.22.1.19","DOIUrl":"https://doi.org/10.14324/lre.22.1.19","url":null,"abstract":"\u0000In the context of higher education, which is a complex environment of shifting landscapes, academic identity is perceived as being eroded, and new identities associated with hybrid roles abound. Flexible support mechanisms are needed to counter the destabilising effects of the recent erosion of tradition-bound structures. This study explores how an understanding of faculty professional identity might be used by faculty developers to inform individual and collective development initiatives and foster flourishing. Using a qualitative methodology, focus group discussions with faculty developers probe the potential utility of a measure of faculty professional identity. Utility is evaluated at three levels of practice: institutional, collective and individual. Findings demonstrate the potential for faculty developers, with their third space positioning, to play a pivotal role in guiding individuals and institutions as they navigate increasingly complex higher education contexts. Recommendations include recognising the strategic potential of faculty developers as institutional gatekeepers of sensitive data and enablers of collective flourishing. A data-informed, adaptive, person-centred approach to individual faculty development that delves into the being as well as the doing to facilitate individual flourishing is proposed.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141265345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, we conceptualise the maintenance and evolution of third space practice using an ecological heuristic. This considers the dynamic balance between stabilising and destabilising processes that require third space practitioners (particularly academic developers) to be active curators of this space. These processes drive the phases of the adaptive cycle as it evolves from an epistemologically singular perspective towards one that accommodates epistemological plurality. A pictorial representation of the ecological dynamics is offered as a frame to support the construction of a personal professional narrative. This provides an exemplar of reflection on practice, and highlights the need for epistemic humility within this professional arena.
{"title":"Ecological dynamics in the third space: a diffractive analysis of academic development","authors":"Ia Kinchin, Suzie Pugh","doi":"10.14324/lre.22.1.17","DOIUrl":"https://doi.org/10.14324/lre.22.1.17","url":null,"abstract":"\u0000In this article, we conceptualise the maintenance and evolution of third space practice using an ecological heuristic. This considers the dynamic balance between stabilising and destabilising processes that require third space practitioners (particularly academic developers) to be active curators of this space. These processes drive the phases of the adaptive cycle as it evolves from an epistemologically singular perspective towards one that accommodates epistemological plurality. A pictorial representation of the ecological dynamics is offered as a frame to support the construction of a personal professional narrative. This provides an exemplar of reflection on practice, and highlights the need for epistemic humility within this professional arena.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141109152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent years, higher education has encountered a steep rise in the employment of postgraduate teaching assistants. While this has provided professional development opportunities to doctoral candidates, conflict around the perception of these early career colleagues has emerged. Notably, the role of the postgraduate teaching assistant is characterised by flexibility, by its existing between structures and recognised roles. This betweenness can be problematic, leading to regular identity renegotiation to gain a sense of stability. Employed at a research-intensive Russell Group university, the author of this autoethnographic article examines self-reported reflective journals to ascertain the adjustments encountered throughout their practice. The author considers a postgraduate teaching assistant as blended professional, based on their experience with merging cultures and identities while situated on the periphery. The discussion reveals how postgraduate teaching assistants are influenced and supported by their academic and social environments, determining who and how they are in relation to others. The author also considers encounters that have helped to develop their third space activity, closing with a reflection on renegotiation pointing to the ways postgraduate teaching assistants can be anchored in the institutional structure.
{"title":"Labelling in the academy: identity renegotiation among postgraduate teaching assistants","authors":"Kristyna Campbell","doi":"10.14324/lre.22.1.16","DOIUrl":"https://doi.org/10.14324/lre.22.1.16","url":null,"abstract":"\u0000In recent years, higher education has encountered a steep rise in the employment of postgraduate teaching assistants. While this has provided professional development opportunities to doctoral candidates, conflict around the perception of these early career colleagues has emerged. Notably, the role of the postgraduate teaching assistant is characterised by flexibility, by its existing between structures and recognised roles. This betweenness can be problematic, leading to regular identity renegotiation to gain a sense of stability. Employed at a research-intensive Russell Group university, the author of this autoethnographic article examines self-reported reflective journals to ascertain the adjustments encountered throughout their practice. The author considers a postgraduate teaching assistant as blended professional, based on their experience with merging cultures and identities while situated on the periphery. The discussion reveals how postgraduate teaching assistants are influenced and supported by their academic and social environments, determining who and how they are in relation to others. The author also considers encounters that have helped to develop their third space activity, closing with a reflection on renegotiation pointing to the ways postgraduate teaching assistants can be anchored in the institutional structure.\u0000","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140973637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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