Whitchurch, C;
(2009)
The rise of the blended professional in higher education: a comparison between the United Kingdom, Australia and the United States.
Higher Education
, 58
(3)
pp. 407-418.
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Abstract
This paper builds on earlier work by the author to explore the international dimensions of a study of the changing roles and identities of professional staff in higher education (Whitchurch 2008a and b). It further develops the concept of the blended professional, characterising individuals with identities drawn from both professional and academic domains, and examines the institutional spaces, knowledges, relationships and legitimacies that they construct. Comparisons between the United Kingdom, Australia and the United States are used to provide indicators of possible futures for this group of staff, including their positioning in the university community, the challenges they face, and the potentials that they offer to their institutions.
| Type: | Article |
|---|---|
| Title: | The rise of the blended professional in higher education: a comparison between the United Kingdom, Australia and the United States |
| Open access status: | An open access version is available from UCL Discovery |
| Additional information: | This paper introduces the concept of 'blended professionals' who work in a 'third space' between professional and academic spheres of activity. They are characterised by identities that draw on both professional and academic domains, creating new forms of space, knowledge, relationship and legitimacy in higher education institutions. The concept has been received very positively by professional associations representing, for instance, those working in teaching and learning, academic practice and research management. The original publication is available at www.springerlink.com |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1548053 |
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