The third-space professional: a reflective case study on maintaining relationships within a complex higher education institution

Abstract

Stoltenkamp, J. (2017). The third-space professional: a reflective case study on maintaining relationships within a complex higher education institution. Reflective Practice, 18(1): 14-22. http://dx. AbstractThis paper showcases the work of Third Space professionals in a complex higher education (HE) setting, and specifically its impact on the building of trust relationships and innovative approaches. It makes use of a case-study methodological approach, reflecting on the experiences of various stakeholders within pilot phases. The findings reveal challenges related to maintaining trust relationships, which can be threatened by technicist approaches. The reflective case study explores an innovative live-streaming project and the related pedagogical approaches by Instructional Design experts, as Third Space professionals, who have carved out a critical space within a HE setting. This investigation, and its related lessons, highlights that learning-and-teaching aspects, training and support, reconciliation of trust relationships, can be applied to Third Space professionals in other HE institutions.In 2014, the CIECT team proceeded to consult with, and identify, lecturers for the pilot phase of the project. Consultation processes with these lecturers has led to mindset changes related to the

A Special SME : An Integrative Literature Review of the Relationship between Instructional Designers and Faculty in the Design of Online Courses for Higher Education

“…One is project management, which involves overseeing design and development and keeping track of projects . Regarding project managers, Hixon (2008) found that some instructional designers perceived themselves to be at the center of the course‐development project because they were responsible for managing the flow of the project, coordinating work with other professionals (Carré, 2015; Hixon, 2008; Pan & Thompson, 2009; Xu & Morris, 2007), and allocating and assigning resources (Stoltenkamp & Siebrits, 2017).…”