Thinking beyond the Third Space: How Can We Conceptualise the Position of Associate Lecturers in Higher Education?

Autor/in	Stoten, David William
Titel	Thinking beyond the Third Space: How Can We Conceptualise the Position of Associate Lecturers in Higher Education?
Quelle	In: Journal of Further and Higher Education, 47 (2023) 2, S.265-279 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stoten, David William)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2022.2108691
Schlagwörter	College Faculty; Neoliberalism; Teacher Administrator Relationship; Work Environment; Business Schools; Phenomenology; Teaching Experience; Educational Change + Suchen Sie Ihr Suchwort? Fakultät; Neo-liberalism; Neoliberalismus; Arbeitsmilieu; Phenomenological psychology; Phänomenologie; Psychologie; Bildungsreform
Abstract	This paper aims to conceptualise the changing nature of work within Higher Education that continues in response to a number of drivers, not least the impact of neo-liberal ideas. One important aspect of the discourse on changing work practices is the blurring of historic boundaries between academics and administrators as universities search for more efficient ways of managing resources and inter-disciplinary teams. In particular, the idea of the 'third space' has been put forward to explain the emerging dynamics within Higher Education -- but how inclusive is this conceptualisation of the working environment within universities? This paper reports on the perceptions of Associate Lecturers of their position within a Business School and suggests that we may need to think beyond the third space in order to understand their experience of work, and explore the possibility of a fourth space. The research was conducted through interviews and informed by Interpretative Phenomenological Analysis. The findings support the idea of a fourth space to locate Associate Lecturers and inform a conceptual framework centred on the key findings of context, contract, communication and coherence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01