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Cited by 12Teacher Education and Leadership StudiesInnovative Education and Learning PracticesEvaluation of Teaching Practices

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Emerging from the third space chrysalis: Experiences in a non-hierarchical, collaborative research community of practice

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Bickle, Ed, Bishopp-Martin, Silvina, Canton, Ursula, Chin, Paul, Johnson, Ian, Kantcheva, Ralitsa, Nodder, Jane, Rafferty, Victoria, Sum, Kiu, Welton, Karen·2021·Journal of University Teaching and Learning Practice
DOI 10.53761/1.18.7.9
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Abstract

This article discusses the creation of a research-focused virtual community of practice (vCoP) for geographically-dispersed third space professionals, motivated by desires for enhanced professional collaboration, visibility and identity. The authors used collaborative autoethnography (CAE) to evaluate their personal reflections as vCoP participants. Data were gathered in two collaborative writing activities and analysed using thematic analysis (TA). The TA identified two connected themes, which capture the vCoP members’ aspirations to transcend their current roles and be research-active through connecting with like-minded professionals. Collaborative writing activities, including authoring this paper, cultivated elements of academic identity such as independence and purpose. A non-hierarchical and supportive vCoP environment allowed the members to work beyond time and institutional constraints to foster the evolution of the community and an emerging sense of professional identity beyond that typically associated with third space roles. The paper offers a model of collaboration that could help groups in similar situations.

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Metadata

Authors
Bickle, E., Bishopp-Martin, S., Canton, U., Chin, P., Johnson, I., Kantcheva, R., Nodder, J., Rafferty, V., Sum, K., & Welton, K.
Affiliations
  • Bournemouth University (GB)
  • Canterbury Christ Church University (GB)
  • Glasgow Caledonian University (GB)
  • University of Bath (GB)
  • University of Portsmouth (GB)
  • Bangor University (GB)
  • Northern College of Acupuncture (GB)
  • University of Sunderland (GB)
  • University of Westminster (GB)
  • Arts University Plymouth (GB)
ORCID
Venue
Journal of University Teaching and Learning Practice
Publisher
Open Access Publishing Association
Published
2021-09-03
Volume
18
Issue
7
Pages
135-158
ISSN
1449-9789 (ISSN-L)
DOI
10.53761/1.18.7.9
OpenAlex
W4401045030
Cited by
12
References
4
Citations by year
2026: 1 · 2025: 2 · 2024: 2 · 2023: 3 · 2022: 4
FWCI
3.95
Type
journal article
Language
en
Open access
Locations
  • Journal of University Teaching and Learning Practice (publishedVersion)
  • Bournemouth University Research Online (Bournemouth University) (acceptedVersion)
  • Sunderland Repository (University of Sunderland) (acceptedVersion)
  • ResearchOnline (acceptedVersion, cc-by-nd)
  • ResearchOnline (Glasgow Caledonian University) (submittedVersion, cc-by-nd)
  • Research Online (University of Wollongong) (submittedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Innovative Education and Learning Practices
  • Social Sciences › Education › Evaluation of Teaching Practices
Keywords
virtual communities of practice, third space professionals, academic identity, professional identity, collaborative autoethnography, professional collaboration, collaborative writing, academic autonomy

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Bickle, E., Bishopp-Martin, S., Canton, U., Chin, P., Johnson, I., Kantcheva, R., Nodder, J., Rafferty, V., Sum, K., & Welton, K. (2021). Emerging from the third space chrysalis: Experiences in a non-hierarchical, collaborative research community of practice. Journal of University Teaching and Learning Practice. https://doi.org/10.53761/1.18.7.9