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dc.contributor.authorStoltenkamp, Juliet
dc.contributor.authorvan de Heyde, Valentino
dc.contributor.authorSiebrits, André
dc.date.accessioned2018-08-04T08:42:23Z
dc.date.available2018-08-04T08:42:23Z
dc.date.issued2017
dc.identifier.citationStoltenkamp, J. (2017). The third-space professional: a reflective case study on maintaining relationships within a complex higher education institution. Reflective Practice, 18(1): 14-22.en_US
dc.identifier.issn1462-3943
dc.identifier.urihttp://dx.doi.org/10.1080/14623943.2016.1214120
dc.identifier.urihttp://hdl.handle.net/10566/3924
dc.description.abstractThis paper showcases the work of Third Space professionals in a complex higher education (HE) setting, and specifically its impact on the building of trust relationships and innovative approaches. It makes use of a case-study methodological approach, reflecting on the experiences of various stakeholders within pilot phases. The findings reveal challenges related to maintaining trust relationships, which can be threatened by technicist approaches. The reflective case study explores an innovative live-streaming project and the related pedagogical approaches by Instructional Design experts, as Third Space professionals, who have carved out a critical space within a HE setting. This investigation, and its related lessons, highlights that learning-and-teaching aspects, training and support, reconciliation of trust relationships, can be applied to Third Space professionals in other HE institutions.en_US
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.rightsThis is the author-version of the article published online at: http://dx.doi.org/10.1080/14623943.2016.1214120
dc.subjectThird space professionalen_US
dc.subjectInstructional designen_US
dc.subjectPartnershipsen_US
dc.subjectCollaboration
dc.titleThe third-space professional: a reflective case study on maintaining relationships within a complex higher education institutionen_US
dc.typeArticleen_US
dc.privacy.showsubmitterFALSE
dc.status.ispeerreviewedTRUE


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