Optimising the university third space professional partnership in the world of work(er) dislocation

Veles, Natalia (2022) Optimising the university third space professional partnership in the world of work(er) dislocation. In: [Presented at the 2nd International Conference on Business, Economics, Management, and Sustainability (BEMAS)]. From: 2nd International Conference on Business, Economics, Management, and Sustainability (BEMAS), 1-3 July 2022, Cairns, QLD, Australia.

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Abstract

In the higher education context, university third space is a clever and relevant metaphor describing how the new and emerging ways of academic and professional staff’s working together are accompanied by crossing, disrupting and transcending the boundaries of their respective roles and identities, thereby challenging the confines of organisational structure (Soja, 1996, 2009; Whitchurch, 2008, 2012, 2018). It is a space characterised by appreciation of diverse thinking, co-creating new practices, and challenging and changing outdated systems and processes. It is also an imperceptible space of professional tensions and challenges that boundary crossing inevitably produces (Akkerman & Bakker, 2011a, 2011b). Drawing on the selective findings from the doctoral research of the university third space of professional collaborations in the intercultural (Australia and Singapore) environment, this paper presents an argument for the third space as a site of practice to enable and sustain university collaborations. Provided that certain motivational factors are met for staff, and cross-boundary capabilities are developed by staff, third space becomes a representational site for developing the organisational collaborative capital – an intangible form of capital fostering growth and development. In this paper, I provoke critical reflection on how the interconnected concepts of third space, boundary learning and collaborative capital can be mobilised strategically in the environment where technology continues to shape the future of work leading to perceived and actualised dislocation of traditional work(ers), redefinition of professional identities, reconceptualisation of competence and learning in the new digital economy.

Item ID: 77338
Item Type: Conference Item (Abstract / Summary)
Copyright Information: © James Cook University 1995 to 2023
Date Deposited: 31 Jan 2023 01:08
FoR Codes: 39 EDUCATION > 3903 Education systems > 390303 Higher education @ 40%
35 COMMERCE, MANAGEMENT, TOURISM AND SERVICES > 3505 Human resources and industrial relations > 350503 Human resources management @ 30%
35 COMMERCE, MANAGEMENT, TOURISM AND SERVICES > 3507 Strategy, management and organisational behaviour > 350710 Organisational behaviour @ 30%
SEO Codes: 16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160204 Management, resources and leadership @ 50%
16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160205 Policies and development @ 50%
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