A glass classroom? The experiences and identities of third space women leading educational change in research-intensive universities in the UK

Denney, Fiona

doi:10.1177/17411432211042882

Cited by 6 publications

(8 citation statements)

References 36 publications

(73 reference statements)

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“…There is uncertainty in the sector over whether these roles should be assigned academic or professional services contracts, often related to whether the employing university is research intensive or post-1992. The literature on the increase in Third Space roles is increasing and seeks to reflect the complexity of the modern university (Whitchurch, 2006(Whitchurch, , 2008(Whitchurch, , 2012Denney, 2020bDenney, , 2021bMcIntosh and Nutt, 2022). Furthermore, there was evidence from the interviews for this study that the importance of these roles increased substantially during the pandemic periodparticularly for those in academic/educational development and digital education when the pivot to online teaching took place.…”

Section: Methods Overall Approach and Samplingmentioning

confidence: 83%

Compassion: From Neuroscience to New Horizons and Innovative, Inclusive Research Agendas

2023

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Section: Methods Overall Approach and Samplingmentioning

confidence: 83%

Compassion: From Neuroscience to New Horizons and Innovative, Inclusive Research Agendas

2023

Frontiers Research Topics

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“…There is uncertainty in the sector over whether these roles should be assigned academic or professional services contracts, often related to whether the employing university is research intensive or post-1992. The literature on the increase in Third Space roles is increasing and seeks to reflect the complexity of the modern university (Whitchurch, 2006 , 2008 , 2012 ; Denney, 2020b , 2021b ; McIntosh and Nutt, 2022 ). Furthermore, there was evidence from the interviews for this study that the importance of these roles increased substantially during the pandemic period—particularly for those in academic/educational development and digital education when the pivot to online teaching took place.…”

Section: Methodsmentioning

confidence: 99%

“…As is written elsewhere (c.f. Waddington, 2016 , 2021 ; Denney, 2020a , 2021a , b ) neoliberalism and market approaches to higher education have contributed to a compassion deficit in universities and an increase in staff and student suffering. COVID-19 was a period where everyone was experiencing stress and uncertainty and where the working from home situation was less than ideal.…”

Section: Introductionmentioning

confidence: 99%

“Get on with it. Cope.” The compassion-experience during COVID-19 in UK universities

Denney

2023

Front. Psychol.

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IntroductionThe COVID-19 pandemic caused major disruption to all sectors including higher education during the years of 2020 and 2021, thus providing a window into how different types of suffering can combine and the role of compassion in alleviating pain. Higher education within the United Kingdom provides a case example in this study, but the lessons about compassion are transferable to other contexts, particularly those in the neoliberal public sector. The impact of the pandemic period on teaching in universities has been well documented but there has been far less written about the wider experiences of staff who worked through this period, their suffering and the extent of compassion within their work lives.Methods29 interviews were conducted and individuals were invited to talk through the story of their pandemic experiences from March 2020 to the interview date of December 2021. Storytelling is a common method in organization studies and, although research into compassion in organizations is nascent, this method has been used in other studies.Results and discussionPrevious research has examined organizational compassion in short periods of crisis and this study therefore provides a contrasting perspective on how compassion shifts over a longer period of suffering. A distinction is drawn in this study for the first time between “formalized” compassion processes in the organization which structurally prioritized compassion for students over that of staff, and “informal” compassion shown between staff to each other and between students and staff. The more that formalized compassion was evident, the less apparent it was in interpersonal interactions due to staff wellbeing being compromised and a systemic failure to recognize the dependence of student compassion on the wellbeing of staff. The findings therefore lead to theorizing that although neoliberal universities are perceived as being full of organizational neglect, compassion was structurally embedded for students but at the expense of staff.

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“…We suspect not, in general universities have a deep and established culture of differentiation. However, we see many positives and believe that this is a potential turning point for student success and for universities across many countries to take stock and we note a growth in leadership from integrated practitioners and leaders who are committed to supporting those in their institutions who are working in third spaces and supporting student success from these settings (Denney, 2021;Denney, 2022;Grant, 2021;Hall, 2022;Marshall, 2016).…”

Section: Making Sense Of Identity In the Third Spacementioning

confidence: 97%

The Impact of the Integrated Practitioner: Perspectives on Integrated Practice to Enhance Student Success

McIntosh¹,

Nutt²

2022

SUCCESS

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What is integrated practice, and how does it apply to student success? In this article we focus on exploring what third space working and integrated practice means, and how it applies to understanding our identity and leadership in student success, in the context of a pandemic-disrupted academy. We consider the ever-changing nature of this important work, especially in the context of the events of the last two years, and discuss how we might lead into the future to effectively situate post-pandemic student success practice within international university strategies, structures and systems. In the context of integrated practice, we consider: how is our understanding of student success evolving? What are student success professionals doing at the moment, and what are the hallmarks of our leadership? How might our identity in this work be understood? What are the core skills/experience required for the future, and how might we lead in uncertain times? *The authors presented a keynote at the 2022 STARS Conference: The Impact of the Integrated Practitioner – Perspectives on Integrated Practice to Enhance Student Success. This feature article is an abridged version of the presentation written as a feature article. It refers extensively to contributions in their recent edited publication: The Impact of the Integrated Practitioner in Higher Education: Studies in Third Space Professionalism (2022) Routledge.

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A glass classroom? The experiences and identities of third space women leading educational change in research-intensive universities in the UK

Cited by 6 publications

References 36 publications

Compassion: From Neuroscience to New Horizons and Innovative, Inclusive Research Agendas

Compassion: From Neuroscience to New Horizons and Innovative, Inclusive Research Agendas

“Get on with it. Cope.” The compassion-experience during COVID-19 in UK universities

The Impact of the Integrated Practitioner: Perspectives on Integrated Practice to Enhance Student Success

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