2022/02/17 by Emily McIntosh, Diane Nutt · 2 voices · 1 citation
Social Sciences · Psychology · #Higher Education and Employability #Higher Education Learning Practices #Competency Development and Evaluation
paper · doi:10.4324/9781003037569
Drawing on her roots in feminist philosophy, the author embraces her place on disciplinary, professional, and institutional margins to consider career trajectories in the third space. The chapter reflects on the author’s career progression to PFHEA whilst working part-time and explores how gender, class, and disability intersect to insist on (a necessarily flexible) ethical, effective professional practice. The author will reflect on how her progression in the third space is similar to the “structured improvisation” (Marshall, 2016, p. 53) necessary when driving strategic enhancement: flexible yet focused. The author’s focus is the value of the work, realised by exercising a feminist ethic – that is by creating opportunity to excel for the entire learning community. The author aims to inspire hope for colleagues working in liminal spaces from backgrounds under-represented in higher education (HE) or on fractional contracts. There are key learning points organised into a framework of principles based on Aked, Marks, Cordon, & Thompson’s (2008) evidence-based model for wellbeing as adapted in the “5 Ways to Wellbeing HE” (Lawrence & Herrick, 2020) to create a “Manifesto for Thriving in the Third Space”.