Kift, Sally (2022) The Impact of the Integrated Practitioner in Higher Education: Studies in Third Space Professionalism. Student Success, 13 (2). pp. 59-62.

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Abstract

There is so much to recommend this book. The individual contributions, augmented by the editors’ careful synthesis throughout, are a revelation. And its timing is prescient: it makes a critical and welcome contribution to the sector’s thinking and theorising as higher education (HE) globally dares to look hopefully towards a post-pandemic ‘better normal’. What COVID-19 has laid bare, if the interminable forces of relentless change prior to 2020 had not already done so, is that the organising principles of the modern university and the identities, roles and contributions of those who work within it, must be reimagined. Pre-pandemic, the massification of HE and endemic funding precarity had already sorely tested the efficacy of traditional structures, functions and workforce profiles and found them to be wanting. Strides in digitisation and digitalisation were not converting easily for a seamless digital transformation of the student experience. The student success remit for increasingly diverse cohorts was underscoring the need for greater institutional nuancing to account for students’ individual lived and fluid realities. And the widescale uptake of universal design for learning to assure substantive flexibility and inclusion for all learners continued to remain a work in progress. The total ask was already too much for any one part of the amorphous university whole to deliver coherently from siloed isolation. Then COVID-19 swept around the world and into our institutions.

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