The term ‘third space’ is, these days, readily familiar and recognisable, the concept well rehearsed since Celia Whitchurch first applied it to those boundary-crossing ‘blended professionals’ in higher education, in 2008. However, its definition remains somewhat elusive, its apparent capaciousness also risking a loss of meaning through being too broad. Third space can therefore be discomfiting for some, the transformative and emancipatory possibilities it offers at odds with the threat it can pose to building an established, recognisable identity. These feelings were a source of tension for Emily and Diane, who explored alternative perspectives and critique in the creation of this book. For them, writing was (and remains) a way of socialising ideas: trying things out, refining and developing, and then seeding new conversations. That doing this together has been a joy for them is only too evident - from their ongoing writing and research projects, to their easy delight in writing with each other.

And the book we talked about
McIntosh, E., and Nutt, D. (eds) (2022) The impact of the integrated practitioner in higher education: Studies in third space professionalism. Routledge.