Leading collaborative projects, recognising distinctive voices, and empowering others to create

Luke Millard, Graham Lowe

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

1 Citation (Scopus)
19 Downloads (Pure)


Perhaps there is something in the character of a Third Space Professional that makes them want to engage in collaborative activities. The writers of this chapter are part of a central educational development unit at a widening participation university and over the past 12 years have regularly been challenged to define, instigate, create and/or lead collaborative projects that deliver change initiatives impacting on the whole institution. This chapter will explore the theoretical models that provide the foundation for collaboration and leadership and provide case studies of how this approach has enabled successful collaboration and outcomes. We hope to reveal how the, sometimes implicit, sometimes explicit, acknowledgement of differing perspectives on the third space, might influence approaches to engaging as an effective Third Space Professional.
Original languageEnglish
Title of host publicationThe impact of the integrated practitioner in higher education
Subtitle of host publicationstudies in third space professionalism
EditorsEmily McIntosh, Diane Nutt
Place of PublicationAbingdon
Number of pages10
ISBN (Electronic)9781003037569
ISBN (Print)9780367480011, 9780367480004
Publication statusPublished - 31 Mar 2022


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