An overlooked EDI issue… can valuing the diversity of third space professionals support a more sustainable future in higher education?

Authors

DOI:

https://doi.org/10.47408/jldhe.vi33.1241

Keywords:

teaching-focused, EDI, alternative perspectives, misfits, HE, third space

Abstract

Do teaching-focused colleagues in the higher education (HE) sector feel they belong? Or do they often feel like misfits who challenge the status quo by not conforming to traditional academic stereotypes? In this short opinion piece, we explore the complexity and diversity of roles held by third space professionals in teaching-focused roles and the impact this has on their sense of identity, belonging, and value. We argue that there needs to be a concerted effort to grapple and genuinely engage with this thorny and deep-rooted issue, to enable these colleagues to feel they are included and valued in their institutions and across the sector. 

Given the dynamic and turbulent context within which UK HE is operating, recognising the diverse talents and expertise of third space professionals could support the sector to respond to future uncertainties by unlocking untapped potential. Whilst for some this may seem counterintuitive – to be diluting the traditionally understood role of an academic – it may be essential to help institutions modernise and creatively meet new challenges. Third space professionals occupying teaching-focused roles can provide unique skill sets, offer alternate perspectives, problem-solve, and enable effective communication with stakeholders which will help to ensure a more sustainable and positive future.

Author Biographies

Emmajane Milton, Cardiff University

Emmajane Milton is a Professor in Educational Practice in Cardiff University and has worked in different roles and sectors in Education for over 20 years – often describing herself as an ‘accidental academic’! She is both a National Teaching Fellow and Senior Fellow of AdvanceHE and co-founder of the National Learning and Teaching–focused Network. Emmajane is passionate about learners’ experiences and enhancing learning and she is currently particularly interested in the changing nature of the academic role.

Emma Yhnell, Cardiff University

Emma Yhnell is Associate Dean Equality, Diversity and Inclusion (EDI) for the College of Biomedical and Life Sciences and Reader in Neuroscience. She is a National Teaching Fellow, Senior Fellow of AdvanceHE and the Biochemical Society’s Teaching Excellence Award Winner 2024. In addition to education and the scholarship of teaching and learning, Emma’s areas of interest include how science can be communicated to diverse audiences in accessible, engaging and inclusive ways.  

Kathryn Jones, Cardiff University

Kath Jones is Head of the School of Computer Science and Informatics. She is a Senior Fellow of AdvanceHE and co-founder of the National Learning and Teaching–focused Network. She is actively engaged in pedagogy, with a focus on Software Engineering Innovation and Education. Her areas of interest in research, innovation, and scholarship include rapid prototyping, entrepreneurship, and agile development.

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Published

30-01-2025

How to Cite

Milton, E., Yhnell, E. and Jones, K. (2025) “An overlooked EDI issue… can valuing the diversity of third space professionals support a more sustainable future in higher education?”, Journal of Learning Development in Higher Education, (33). doi: 10.47408/jldhe.vi33.1241.

Issue

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

Section

Leadership, influence and credibility

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