The characteristics and career pathways of third-space research professionals in universities: Reflections from practice

Grant, J. and Kennie, T. (2024) The characteristics and career pathways of third-space research professionals in universities: Reflections from practice. https://www.hepi.ac.uk/2024/08/08/the-characteristics-and-career-pathways-of-third-space-research-professionals-in-universities-reflections-from-practice/.

Executive Summary

This report examines the role of ‘third space research professionals’ in universities, and particularly the career pathways open to such individuals. The term ‘third space professional’ was originally coined by Dr Celia Whitchurch in 2008 and is used to describe a group of university staff who can neither be described as academic nor non-academic professional staff. In the context of research, several roles fit into this definition including: technology transfer staff; scientific staff overseeing specific labs or equipment; staff that help develop citizen networks to maximise the impact of research; and staff serving external clients who are commissioning research from a university.

Drawing on recent work undertaken in various research contexts in the UK and overseas, this report explores how the previously invisible third space is beginning to be seen and the consequences of the realisation that a new approach is needed to support these staff. In so doing, we examine broader trends in employment practices and begin to develop a policy agenda that will meet the needs of this critical cohort of people supporting university research endeavours.

We conclude with two critical insights.

1. Universities need to do more to support transitions of third space research professionals, especially those coming into higher education from other sectors.
2. 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, we suggest that, without these changes in the near future, further strain will be put on the institution of the university but more importantly on individuals working in the third space.

For a deeper background check out co-author Jonathan Grant’s recent book, The New Power University: The Social Purpose of Higher Education in the 21st Century.

I was excited to read this report because I am a third space research professional, and if you’re reading this you might be as well. This emerging profession 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 fit into this definition including: technology transfer staff; scientific staff overseeing specific labs or equipment; staff that help develop citizen networks to maximise the impact of research; and staff serving external clients who are commissioning research from a university. And knowledge mobilizers.

Because we fall outside of traditional binary roles of academic or professional staff we are often invisible in the institution and have poorly defined and poorly supported roles. The report described four case studies but I find the one from King Abdullah University of Science and Technology and the one from University of the Arts London to be most illustrative of the opportunities for knowledge mobilizers. The KAUST case study identified policy suggestions to support third space research professionals including:

1. Transparency: make a clear commitment to these roles, support career development, form a Network Body to connect them
2. Career identity, support and guidance: create a shared identity; support careers within and external to the academic institution, support transition between roles
3. Responsibility: individual stake ownership of their careers but supported by the institution
4. Flexibility: reduce silos, encourage collaboration, share practices
5. Mobility: broaden experiences through visiting other institutions; create career role models

The Research Impact Canada (RIC) network is supporting third space professionals in part by being a Network Body, creating a professional knowledge mobilization identity, reducing silos and encouraging collaboration between RIC members, and supporting visits to institutions through the KMb Exchange funds.

For UAL I loved the definition of a social purpose university. “A social purpose university is one that harnesses a broader vision of the value of higher education in society. A social purpose university views teaching, research and operations as opportunities to push the boundaries of what a university can be and have a positive impact on the long-term wellbeing of both people and the planet.” Staff and students at UAL described four goals of social purpose:

1. Bring joy, meaning and purpose to our lives
2. Celebrate differences of all kinds
3. Regenerate our environment and
4. Build more equitable prosperity

My job. My career. My ambition. All in one report. Thank you, Jonathan Grant and Tom Kennie.

Questions for brokers:

1. How closely do the goals of social purpose align with your personal goals/values? Anything to add?
2. If you are a third space research professional do you feel your career development is actively supported by your institution?
3. If you are at a RIC member institution are you being supported in your professional goals?

Research Impact Canada is producing this journal club series to make evidence on knowledge mobilization more accessible to knowledge brokers and to facilitate discussion about research on knowledge mobilization. It is designed for knowledge brokers and other people interested in knowledge mobilization.