ABSTRACT

Third space professional staff have been emerging as leaders and key contributors to higher education institutions around the world. These staff are employed to support initiatives in such areas as teaching and learning, research management, student services, community engagement, and strategic initiatives, some of which were previously the sole domains of academics. Positioned between these academic and professional spheres, four professionals from the University of Calgary engaged in narrative inquiry to reflect on how their context and lived experiences inform their identities navigating the third space. The authors describe how role ambiguity, self-advocacy, positional liminality, and cross-boundary relationships create challenges and opportunities for third space professionals as they navigate the institution and define their place in it. Implications and suggestions for higher education administrative leaders are provided, based on opportunities for third space professional staff to effectively operate within their organisations.

摘要

第三太空专业人员已经成为全球高等教育机构的领导者和主要贡献者。这些员工被雇用来支持诸如教与学，研究管理，学生服务，社区参与和战略计划等领域的计划，其中一些计划以前是学者的唯一领域。在这些学术和专业领域之间，卡尔加里大学的四名专业人员进行了叙事调查，以反思他们的背景和生活经历如何引导他们在第三空间中的身份。作者描述了角色歧义，自我倡导，位置限制和跨界关系如何为第三位太空专业人员在机构中确定位置时所带来的挑战和机遇。