Revisiting Principles of Partnership working in the third space

Abstract

Initially discussed by Parkes, Blackwell Young and Cleaver (2016), this opinion piece revisits five principles of partnership working in the context of third space working. These emphasised a need for understanding motivations for collaboration; the necessity of strategic support; provision of suitable reward and recognition systems; developing a culture that embraces change and through honesty and openness. The COVID-19 pandemic catalysed significant shifts within higher education, prompting institutions to re-evaluate their approaches to partnership working. Despite challenges, collaborative efforts across institutional domains gained prominence, underlining the strategic importance of third space professionals in facilitating agile decision-making and solution implementation. Amidst uncertainties, third space professionals demonstrated resilience and adaptability, navigating the pandemic's complexities while addressing the tandem feelings of messiness and uncertainty. They cultivated open mindsets and embraced a playful praxis that emerged as essential strategies for fostering trust and facilitating social learning amidst change. However, recognition and reward for such professionals remain complex, being often hindered by the fluidity of their roles and the fragmented nature of institutional acknowledgment. It is the authors' contention that the culture evident during the pandemic that fostered meaningful collaborative practices and amplified the importance of third space professionals is in danger of being lost. If Universities are to be successful in addressing the ever-evolving ‘wicked’ problems roaming the higher education landscape, a sustainable collective approach underpinned by the five principles remain