University professional staff in collaborative third space environments: a multiple case study of the Australian and Singapore campuses of one university

Veles, Natalia

doi:10.25903/41sw-zc17

Cited by 2 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Despite this, knowledge that third space was structured by various practitioners pooling their expertise was a reminder that I was not an impostor (Obexer, 2022;Parkes et al, 2014;Veles, 2020). While there was an expectation from the academy that I would fulfil my role, the students also had preconceived beliefs about their learning, including how and by whom this should be facilitated.…”

Section: Discussionmentioning

confidence: 99%

“…By drawing on the expertise of blended professionals to accomplish complex institutional projects and objectives, colleagues are required to exercise their autonomy as they make independent judgements about the work (Moran and Misra, 2018). The blurring of boundaries in institutional roles has led to greater numbers of academics and professionals taking on responsibilities beyond their expectations (Bhabha, 2010;Veles, 2020). While this has led to efficiency in the workforce, it has also thrown individuals into unfamiliar territory, pressuring them to build new relationships, and to expand their capabilities (Veles, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…The blurring of boundaries in institutional roles has led to greater numbers of academics and professionals taking on responsibilities beyond their expectations (Bhabha, 2010;Veles, 2020). While this has led to efficiency in the workforce, it has also thrown individuals into unfamiliar territory, pressuring them to build new relationships, and to expand their capabilities (Veles, 2020). This overwhelming task can deprive workers of their autonomy, particularly when they feel unable to choose whether to carry out the demands.…”

Section: Discussionmentioning

confidence: 99%

“…'Third space' has become an accepted term in higher education, as more staff find their responsibilities creeping into the collaborative domain where individuals share expertise to accomplish objectives set by the academy (Veles, 2020). These partnerships require boundary crossing and identity renegotiation to benefit from the resources of the abstract space.…”

Section: Third Spacementioning

confidence: 99%

See 3 more Smart Citations

Labelling in the academy: identity renegotiation among postgraduate teaching assistants

Campbell

2024

London Review of Education

View full text Add to dashboard Cite

In recent years, higher education has encountered a steep rise in the employment of postgraduate teaching assistants. While this has provided professional development opportunities to doctoral candidates, conflict around the perception of these early career colleagues has emerged. Notably, the role of the postgraduate teaching assistant is characterised by flexibility, by its existing between structures and recognised roles. This betweenness can be problematic, leading to regular identity renegotiation to gain a sense of stability. Employed at a research-intensive Russell Group university, the author of this autoethnographic article examines self-reported reflective journals to ascertain the adjustments encountered throughout their practice. The author considers a postgraduate teaching assistant as blended professional, based on their experience with merging cultures and identities while situated on the periphery. The discussion reveals how postgraduate teaching assistants are influenced and supported by their academic and social environments, determining who and how they are in relation to others. The author also considers encounters that have helped to develop their third space activity, closing with a reflection on renegotiation pointing to the ways postgraduate teaching assistants can be anchored in the institutional structure.

show abstract

Section: Discussionmentioning

confidence: 99%