Disrupting the third space through playfulness, mattering, and unbounded perspectives

Authors

  • Ian Fellows Birmingham Newman University
  • Gill Gilbert Birmingham Newman University https://orcid.org/0009-0005-4389-6921
  • Leoarna Mathias Birmingham Newman University
  • Sarah Parkes Birmingham Newman University

DOI:

https://doi.org/10.47408/jldhe.vi33.1249

Keywords:

third space, playfulness, mattering, unbounded perspectives

Abstract

This paper explores the evolving landscape of higher education in the UK, emphasising the diversity of the student population and the ensuing challenges for traditional university frameworks. It is framed through the concept of ‘third space’ professionals – individuals who operate beyond the conventional academic and administrative divides – to address these challenges (Whitchurch, 2013). The authors use reflective narratives that are diffracted through each other to shed light on the complexity of functioning in this innovative space. Their experiences of working-class origins, transitions from other sectors, and mature student pathways, illustrate how diversity enriches their engagement with students and their contribution to the university environment. The narrative showcases how third space professionals are pivotal in enhancing student success and promoting a more inclusive and student-focused university culture. They challenge existing academic hierarchies and bureaucratic norms, fostering a more adaptable and responsive educational setting. The paper highlights four third space practitioners’ creative and strategic approaches to navigating and reforming university structures whilst facing institutional resistance and systemic hurdles. Through principles of disruption, ethical practice, playfulness, and boundary-crossing, third space professionals are depicted as agents of cultural change, advocating for broader recognition and expansion of their roles in the academic ecosystem. In conclusion, the authors argue for the vital importance of the third space in higher education innovation, where the unique backgrounds of professionals significantly impact university transformation.

Author Biographies

Ian Fellows, Birmingham Newman University

Ian Fellows is a Senior Lecturer in Enterprise and Employability at Birmingham Newman University. He is a Senior Fellow of the Higher Education Academy and a Fellow of Enterprise Educators UK. Since transitioning to academia in 2020, Ian has published research on flipped learning, negotiated assessment, widening participation, and the ways in which critical educators can take advantage of marketised HE concepts such as employability.

Gill Gilbert, Birmingham Newman University

Gill Gilbert is a self-employed academic development tutor providing support for learners across a variety of undergraduate and postgraduate courses at Birmingham Newman University and Queens Foundation College. She is a Fellow of the Higher Education Academy and recently gained a Post Graduate Certificate in HE Practice. Gill is an advocate for student staff partnerships and is experienced as both a student and staff partner. Her principal research interests include supporting mature students and students with specific learning differences such as ADHD and Dyslexia. She recently published research on financial support given to students with limited digital access during Covid-19.

Leoarna Mathias, Birmingham Newman University

Leoarna Mathias is Senior Lecturer for Student Engagement at Birmingham Newman University. Having begun her HE career lecturing in Early Years and Education, Leoarna now focuses on welcome and induction practices that promote belonging and community. She is also involved in a variety of projects that tackle continuation and awarding gaps and leads the institution's Student Staff Partnership programme. As a Senior Fellow of Advance HE, she mentors colleagues to achieve fellowship. Her scholarship is focused on Post-critical Pedagogies and Students as Partners

Sarah Parkes, Birmingham Newman University

Since 2006, Sarah Parkes has taught and supported learners across a variety of undergraduate and postgraduate courses and led pedagogical development projects designed to enhance student experience and success. She is a Reader in Collaborative Pedagogies and Practice at Birmingham Newman University, a 2020 National Teaching Fellow, 2019 Collaborative Award for Teaching Excellence team leader and Senior Fellow of the HEA. Sarah’s principal research interests centre on that nature of transdisciplinarity and intra-activity in relation to student progression and success. She currently leads the Post Graduate Certificate in HE Practice and CPD route to PSF 2023 Fellowship

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Published

30-01-2025

How to Cite

Fellows, I. (2025) “Disrupting the third space through playfulness, mattering, and unbounded perspectives”, Journal of Learning Development in Higher Education, (33). doi: 10.47408/jldhe.vi33.1249.

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Section

Leadership, influence and credibility