Third Space: How can faculty development contribute to and further the role of Third Space in university change management?

Session Time and Location

Tue, 5 Jun 2018
2:00pm to 5:00pm
Room: Room:
Session Track
Session Format

Due to quality management systems, accreditation demands and the effects of New Public Management, the clear division of responsibilities between academics and administration staff has softened and a new professional group has arisen (Fernandez and Marquez, 2017). This group is now known as the „Third Space“ (Whitchurch 2006, 2008). We are convinced that people in the Third Space play a pivotal role, not only to the on-going management of the university, but as change agents in the continuing development of how universities are organized and run (Rege Colet, 2010, Taylor & Rege Colet, 2010). Despite this active and important role in organizational processes, there is a dearth of suitable professional training or structured professional development for those who work in the Third Space.

  • Session References +

    Fernández, I. & Márquez, M.D. (2017). Educational development units in Spain: current status and emerging trends. International Journal for Academic Development, Published online: 04 Aug 2017 Rege Colet, N. (2010). Faculty development in Switzerland. In A. Saroyan & M. Frenay (Eds.), Building teaching capacities in higher education: A comprehensive international model (pp. 43–60). Sterling, VA: Stylus. Taylor, K. L., & Rege Colet, N. (2010). Making the shift from faculty development to educational development. In A.Saroyan & M. Frenay (Eds.), Building teaching capacities in higher education: A comprehensive International Model. (pp. 139–167) Sterling, VA: Stylus. Whitchurch, C. (2006). Who do they think they are? The changing identities of professional administrators and managers in UK higher education. Journal of Higher Education Policy and Management, Vol 28, issue 2. Whitchurch, C. (2008).  Shifting Identities, Blurring Boundaries: The Changing Roles of Professional Managers in Higher Education. In: Higher Education Quarterly, 62(4), pp. 377-396.