A pan-European perspective of third space professionals located in learning and teaching centres

Authors

  • Graham William Scott University of Hull
  • Manuel Joao Costa University of Minho, Portugal https://orcid.org/0000-0001-5255-4257
  • Mike Ewen University of Hull, U.K.
  • Catherine Lillie
  • Helene Peterbauer European University Association, Belgium
  • Oliver Vettori Vienna University of Economics and Business, Austria
  • Carina Weiß Vienna University of Economics and Business, Austria
  • Johanna Warm Vienna University of Economics and Business, Austria
  • Aune Valk University of Tartu, Estonia
  • Mari Karm University of Tartu, Estonia
  • Hanna-Britt Soots University of Tartu, Estonia
  • Guðrún Geirsdóttir University of Iceland, Iceland
  • Francesco Magni University of Bergamo, Italy
  • Laura Sara Agrati University of Bergamo, Italy
  • Nikos Basbas Tilburg University, Netherlands
  • Daniela Căprioară Ovidius University of Constanta, Romania
  • Mihai Girtu Ovidius University of Constanta, Romania
  • Gunvor Larsson Torstensdotter Linköping University, Sweden
  • Peter Dalenius Linköping University, Sweden
  • Josefine Kilborn Linköping University, Sweden
  • Berrin Yanıkkaya Yeditepe University, Türkiye
  • Mehmet Korman Yeditepe University, Türkiye
  • Denizalp Şimşek Yeditepe University, Türkiye
  • Toprak Cem Savaş Yeditepe University, Türkiye

DOI:

https://doi.org/10.47408/jldhe.vi33.1182

Keywords:

Learning and Teaching Centres, learning development, institutional position, trust, credibility

Abstract

During 2023, the European University Association brought together members of 10 Learning and Teaching Centres from 10 European countries to explore the development and strategic benefits of Learning and Teaching Centres. Through critical self-reflection and active dialogue, the group developed a consensus on the positive value of active collaboration between academic, administrative, and third space professional staff in the effective functioning of Learning and Teaching Centres. They also recognised two pan-European challenges faced by centres and those working within them, namely institutional position and trust and credibility, in light of which they proposed two lines of enquiry that should be the focus of further pan-European discourse and action. 

Author Biographies

Johanna Warm, Vienna University of Economics and Business, Austria

Head of Teaching & Learning Development

Mehmet Korman, Yeditepe University, Türkiye

Student; Visual Design and Production Team Leader

References

Chabaya, O. (2020) ‘University senior management support and how it influences implementation of professional development programmes for academic staff’, African Perspectives of Research in Teaching and Learning, 4(1), pp.14-31.

Denney, F. (2022) ‘Building bridges and connections: the language used to connect and define communities in the third space’, in E. McIntosh and D. Nutt (eds) The impact of the integrated practitioner in higher education: studies in third space professionalism. Routledge. Available at: https://doi.org/10.4324/9781003037569

EUA (2024) Learning and teaching thematic peer groups, European University Association. Available at: https://eua.eu/101-projects/540-learning-teaching-thematic-peer-groups.html (Accessed: 5 February 2024).

Geertsema, J. (2016) ‘Academic development, SoTL and educational research’, International Journal for Academic Development, 21(2), pp.122-134. Available at: http://dx.doi.org/10.1080/1360144X.2016.1175144

Kukhareva, M. and Buckley, C. (2023) ‘Why and how you matter: learning development as everyday leadership’, Journal of Learning Development in Higher Education, 29. Available at: https://doi.org/10.47408/jldhe.vi29.1079

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Published

30-01-2025

How to Cite

Scott, G. W. (2025) “A pan-European perspective of third space professionals located in learning and teaching centres”, Journal of Learning Development in Higher Education, (33). doi: 10.47408/jldhe.vi33.1182.

Issue

No. 33 (2025): Special Edition, Third Space In HE

Section

Collaboration and partnerships

License

Copyright (c) 2025 Journal of Learning Development in Higher Education

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