高等教育中的第三空间：范围审查

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Higher Education Policy Pub Date : 2024-08-24 DOI:10.1057/s41307-024-00374-z

Clare Thorpe, Helen Partridge

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引用次数: 0

摘要

事实证明，位于学术领域和专业领域之间的 "第三空间 "这一概念有助于研究高等教育工作不断演变的性质。全球高等教育的持续混乱凸显了第三空间的重要性和进一步探索的必要性。我们对 2000 年至 2022 年高等教育文献中的第三空间工作进行了一次范围审查。根据标题、摘要和关键词对从九个数据库中检索到的 2870 多篇文章进行了筛选，最后得出 54 篇论文供分析。提取的数据对文献进行了总结，包括方法、参与者特征、理论框架和意义。这些文章显示，第三空间是一个新兴的研究领域，虽然很有价值，但尚未对机构或国家层面的政策和实践产生影响。因此，"第三空间 "为更多的分析和实证调查提供了肥沃的空间，而不仅仅是描述性的案例研究。

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The Third Space in Higher Education: A Scoping Review

The idea of a third space, positioned between academic and professional domains, has proven useful in examining the evolving nature of higher education work. The continuing disruptions in higher education worldwide highlight the importance of the third space and the need for further exploration. A scoping review of third space work in the higher education literature from 2000 to 2022 was conducted. More than 2870 articles retrieved from nine databases were screened based on title, abstract, and keywords, resulting in 54 papers for analysis. Data were extracted to summarise the literature, including method, participant characteristics, and theoretical framing, implications. The articles revealed that the third space is an emerging area of study which, while valuable, is yet to influence policy and practice at the institutional or national level. Thus, third space presents a fertile space for more analytical and empirical investigations that go beyond descriptive case studies.

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来源期刊

Higher Education Policy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

6.20%

发文量

期刊介绍： Higher Education Policy is an international peer-reviewed and SSCI-indexed academic journal focusing on higher education policy in a broad sense. The journal considers submissions that discuss national and supra-national higher education policies and/or analyse their impacts on higher education institutions or the academic community: leadership, faculty, staff and students, but also considers papers that deal with governance and policy issues at the level of higher education institutions. Critical analyses, empirical investigations (either qualitative or quantitative), and theoretical-conceptual contributions are equally welcome, but for all submissions the requirement is that papers be embedded in the relevant academic literature and contribute to furthering our understanding of policy. The journal has a preference for papers that are written from a disciplinary or interdisciplinary perspective. In the past, contributors have relied on perspectives from public administration, political science, sociology, history, economics and law, but also from philosophy, psychology and anthropology. Articles devoted to systems of higher education that are less well-known or less often analysed are particularly welcome. Given the international scope of the journal, articles should be written for and be understood by an international audience, consisting of researchers in higher education, disciplinary researchers, and policy-makers, administrators, managers and practitioners in higher education. Contributions should not normally exceed 7,000 words (excluding references). Peer reviewAll submissions to the journal will undergo rigorous peer review (anonymous referees) after an initial editorial screening on quality and fit with the journal''s aims.Special issues The journal welcomes proposals for special issues. The journal archive contains several examples of special issues. Such proposals, to be sent to the editor, should set out the theme of the special issue and include the names of the (proposed) contributors and summaries of the envisaged contributions. Forum section Occasionally, the journal publishes contributions – in its Forum section – based on personal viewpoints and/or experiences with the intent to stimulate discussion and reflection, or to challenge established thinking in the field of higher education.