The ‘third space’ describes a group of university staff who can neither be described as academic nor non-academic professional staff. In the context of research, several roles clearly fit into the third space, including:
- technology transfer staff;
- scientific staff overseeing labs or equipment;
- staff that develop citizen networks to maximise the impact of research; and
- staff serving external clients who are commissioning research from a university.
A new report from the Higher Education Policy Institute (www.hepi.ac.uk), The characteristics and career pathways of third space research professionals: Reflections from practice by Jonathan Grant and Tom Kennie, draws on recent work undertaken in various research contexts in the UK and overseas to explore how the previously invisible third space is beginning to be seen.
You can access the full report here.
The authors conclude that:
- universities need to do more to support transitions of third-space research and technology professionals, especially those coming into higher education from other sectors; and
- universities need to acknowledge and develop alternative career paths that are not constrained by the current academic versus professional staff dualism.
Given the changing nature of work and the evolving social purpose of universities, the report suggests that – without these changes – further strain will be put on the institution of the university but more importantly on individuals working in the third space.
Dr Jonathan Grant, one of the authors of the report, said:
‘It is fascinating how many people fall between the cracks of the classic academic versus professional staff dualism that characterises so much of academia today. Over the past 15 years, there has been an increased interest in the critical role third-space research and technology professionals play in supporting universities to deliver on their education, research and social responsibility missions. However that interest has yet to turn into practice, with an urgent need for universities to think through how they support non-academic and non-professional staff in their careers.’
Dr Tom Kennie, the other author of the report, said:
‘It is clear from our own practice that more thought needs to be given to supporting third-space research and technology professionals. Sometime these people come from outside academia and need supporting in transitioning into a unique and often baffling culture. Within the academic world, third-space professionals often have to navigate an HR system that does not formally recognise them, in terms of career pathways and development. And as a result there is a risk that the sector will not retain these creative individuals that are critical to the future of universities.’
Nick Hillman, the Director of HEPI, said:
‘This fascinating new report adds to our output on the pressures faced by university staff by putting a laser-like focus on one category of staff that are often ignored but on which institutions increasingly rely for their successes. You do not need to be on a university campus for long before you see and feel the differences such staff make. So they deserve to have comparable career prospects and support as other staff. We hope this report will make that more likely by prompting new conversations.’
Notes for Editors
- Jonathan Grant is the Founding Director of Different Angles, a consultancy that focuses on the social impact of research and universities. He was previously Vice Principal and Vice President (Service) at King’s College London, President of RAND Europe and Head of Policy at the Wellome Trust. Jonathan’s book, The New Power University: The social purpose of higher education in the 21st century, was published in 2021.
- Tom Kennie is a Founding Director of Ranmore where he focuses on individual, team and organisational leadership development for those in senior roles in universities. He has a particular interest in leadership transitions. Prior to forming Ranmore, his earlier career involved working as an academic at the University of Technology in Kingston, Jamaica, and the University of Surrey. He then spent time in the field of leadership development in the corporate sector – latterly as an HR Director.
- HEPI was founded in 2002 to influence the higher education debate with evidence. We are UK-wide, independent and non-partisan. We are funded by organisations and higher education institutions that wish to support vibrant policy discussions, as well as through our own events. HEPI is a company limited by guarantee and a registered charity.