A glass classroom? The experiences and identities of third space women leading educational change in research-intensive universities in the UK
Bibliographic Data
| ID | 21784258 |
|---|---|
| Authors | Fiona Denney (0000-0002-8557-5836, corresponding author) |
| Year | 2023 |
| Volume | 51 |
| Issue | 6 |
| Pages | 1440-1460 |
| Publication date | 2023-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Management Administration & Leadership (JOURNAL) |
| Journal identifiers | ISSN: 1741-1432 • E-ISSN: 1741-1440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/17411432211042882 |
| OpenAlex | W3201869442 |
| Language | EN |
| Citations received | 5 |
| References cited | 29 |
In today's universities, women are still underrepresented in senior leadership positions. The research-focused systems and structures that support the progression of men often work against women who are drawn to alternative career paths within the academy for a variety of reasons. UK universities have seen an increase in teaching-focused career paths as well as ‘Third Space’ roles, which navigate an increasing space between purely professional and purely academic jobs. Since 2018, four research-intensive universities in the UK have appointed women to the position of PVC Education who have come from Third Space, academic development backgrounds. This paper explores their career paths and experiences and identifies that they have had to constantly navigate between professional and academic contracts in order to negotiate their own progression, thus creating their own space in which they are able to advance. The paper considers whether women in the Third Space end up trapped in a ‘glass classroom’ or whether a more fundamental political and transformational act in gender and Third Space career progression is emerging
Business · Career development · General partnership · Higher education · Negotiation · Pedagogy · Political science · Politics · Professional development · Public relations · Social science · Sociology · Transformational leadership · Engineering · Gender Diversity and Inequality · Gender Roles and Identity Studies · Law · Mentoring and Academic Development
Invisible leaders? Reviewing contemporary evidence about women leaders in education
Knowledge production as identity expression
In researcher development, are we missing men, fixing women, or creating gender trouble
Cultivating staff equality, diversity, and inclusion in higher education in the post-pandemic era
The Third Space in Higher Education
The Morphing of Academic Practice: Unbundling and the Rise of the Para-academic
Years On
Lost leaders
Shifting Identities and Blurring Boundaries
The Discovery of Grounded Theory
Mapping the terrain of leadership
Dividing academic work
Becoming a teacher educator
Indicators of esteem
Claiming their intellectual space
Who do they think they are? The changing identities of professional administrators and managers in UK higher education
| Unique citing works | 5 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |