{"title":"批判性第三化与第三空间合作:大学专业人员与新型知识生产","authors":"Natalia Veles","doi":"10.14324/lre.22.1.24","DOIUrl":null,"url":null,"abstract":"\nIn 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.\n","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"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\":null,\"url\":null,\"abstract\":\"\\nIn 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.\\n\",\"PeriodicalId\":45980,\"journal\":{\"name\":\"London Review of Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2024-07-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"London Review of Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.14324/lre.22.1.24\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"London Review of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14324/lre.22.1.24","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Critical thirding and third space collaboration: university professional staff and new type of knowledge production
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.
期刊介绍:
London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.