Third space workers in higher education in times of dislocated complexity
Bibliographic Data
| ID | 21446013 |
|---|---|
| Authors | Kay Livingston (0000-0002-9831-9575, School of Education University of Glasgow Glasgow UK, corresponding author), Lorraine Ling (0000-0003-1291-3088, School of Education La Trobe University Melbourne Victoria Australia) |
| Year | 2022 |
| Volume | 57 |
| Issue | 4 |
| Pages | 646-658 |
| Publication date | 2022-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.12523 |
| OpenAlex | W4294376214 |
| Language | EN |
| Citations received | 3 |
| References cited | 10 |
In this article we examine the changing nature of the higher education workforce with specific reference to the increasing influence and importance of third space workers (e.g., blended learning designers, e‐learning developers, partnerships managers, associate tutors, learning technology specialists and communication and engagement officers). Discussing the contextual framework, we contend that the higher education context is uncertain and has taken on a disrupted character, generating a social condition that we term dislocated complexity . Through the lens of Giddens' Theory of Structuration, we analyse empirical data from two studies—one in Scotland and one in Australia—to shed light on how the workforce in higher education is changing. We illuminate the need for greater recognition of third‐space workers as part of a team alongside academic discipline experts in these times of dislocated complexity. We propose the term dislocated complexity as a means to describe the heightened state of complexity that exists in higher education systems in times of crisis, such as the COVID‐19 pandemic, and highlight the need for structural and policy changes
Context (archaeology) · Geography · Higher education · Pedagogy · Political science · Public relations · Sociology · Space (punctuation) · Workforce · Computer Science · Higher Education Governance and Development · Innovative Education and Learning Practices · Law · Management and Organizational Studies
The Morphing of Academic Practice: Unbundling and the Rise of the Para-academic
Shifting Identities and Blurring Boundaries
Modernity and self-identity
Who do they think they are? The changing identities of professional administrators and managers in UK higher education
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |