The Impact of the Integrated Practitioner in Higher Education

McIntosh, Emily Alice; Nutt, Diane

doi:10.4324/9781003037569

Cited by 18 publications

(3 citation statements)

References 14 publications

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“…Each of the HoQs in my study navigates their environment in different ways, according to the degree of access to the third space offered by the organisational type. Each organisational type provides its own specific quality assurance third space, and its own key requirements for successful navigation (McIntosh and Nutt, 2022). The HoQs navigating these spaces can therefore be legitimately identified as third space professionals, who are required to operate effectively at the interface between national regulation and associated expectations on the one hand, and organisational policy and practice on the other.…”

Section: Discussionmentioning

confidence: 99%

“…Third space professionals build legitimacy through their knowledge and delivery (Moran and Misra, 2018). However, their effectiveness will depend on how they navigate the community in which they are working, and how successful they are in developing and deploying one or more bases of social power; if they fail to do so, they risk being marginalised (McIntosh and Nutt, 2022;Whitchurch, 2007). The significance of organisational type is not generally discussed within the literature about third space professionals.…”

Section: Discussionmentioning

confidence: 99%

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Making it work in practice: how heads of quality negotiate the third space

Renyard

2024

London Review of Education

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Making it work in practice: how heads of quality negotiate the third space

Renyard

2024

London Review of Education

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“…There is much evidence to suggest that, in the complex and turbulent times in which we find ourselves, both locally and globally, and in grappling with the far-reaching and precarious impact of the pandemic, we need to revitalise HE and think differently about the work of HEIs (Corrall 2022;McIntosh & Nutt 2022;British Academy 2022). There may have never been a better and more important time to reconsider and reconceptualise what HE stands for and its place in society, in terms of learning, research, and knowledge creation.…”

Section: Introductionmentioning

confidence: 99%

Revitalising Higher Education: Thinking inclusively to enable teaching-focused colleagues to flourish

Jones,

Milton

2024

Revitalising Higher Education: Insights From Te Puna Aurei LearnFest 2022

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Are you in a teaching-focused role? Do you have a non-traditional background having moved into Higher Education (HE) from industry or professional practice? Does the idea of not ‘fitting in’ resonate with you? In this chapter we explore how teaching-focused roles are often in a minority in Higher Education Institutions (HEIs), leaving colleagues in these roles feeling misunderstood and/or underrepresented. However, these roles can and do bring a richness to HE and can support the revitalisation of institutions and the sector. This chapter presents key considerations which we propose are necessary for supporting these colleagues to flourish.

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