The benefits of engaging third space practitioners in curriculum development

The role of a third space practitioner working in higher education transcends the dichotomy of traditional academic and professional services. The nature of such positions will typically mean that third space practitioners possess specialist knowledge, skills and insights related to teaching, learning, assessment and the student experience, distinct from those working in more traditional roles.

So you’d think there would be a significant benefit in engaging third space practitioners when reviewing teaching and learning practices and designing curriculum. Despite this, it is my experience that many third space practitioners feel frustrated that they’re not included. Here, I’ll consider the different viewpoints that third space practitioners could offer in curriculum development discussions. I’ll reflect on how an institution might position its third space practitioners to better work in partnership with academic staff.

Diverse viewpoints from across the third space

The higher education third space is not synonymous with a single field of practice. Within a university, third space practitioners will be based across different teams, each of which will have a slightly different angle on curriculum development.

The learning development viewpoint: Learning development practitioners, often called academic skills tutors or advisers, will routinely work in partnership with students to help them gain the skills required for successful higher education study, such as academic writing, maths, presentation skills and independent learning strategies. Learning developers support students to understand unspoken conventions associated with studying at university, the so-called hidden curriculum. Through regularly working with students on a one-to-one basis, learning development practitioners will have particular insights into how students from across subject areas experience learning and teaching. Given that many students will seek their support while preparing assignments or when interpreting their feedback, they’ll also have a view on assessment design.

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The library viewpoint: Librarians will be able to provide specialist guidance on how to support students to develop research and information literacy skills, such as literature searching and referencing. Subject specialist librarians may be particularly well placed to provide guidance in terms of corresponding curriculum development, as they will have experience of working directly with these student groups. Librarians will also be able to advise course teams on existing library collections and support the costing of bids for new resources. Given the recent and well-documented financial challenges experienced by many universities, this is particularly relevant.

The careers and employability viewpoint: University careers consultants and advisers will be able to provide insights into employer needs and emerging industry trends. In the context of curriculum development, priority areas for input could potentially include graduate competencies, career preparedness and opportunities for students to engage in work-based learning (as per the Employability Strand of Bedfordshire’s curriculum framework). Careers teams may also be able to facilitate opportunities for course teams to consult directly with relevant employers on course design and content.

The digital learning systems viewpoint: Digital learning specialists will be able to advise in relation to digital system functionalities, such as virtual learning environments, virtual classrooms, originality checking and lecture capture software. They can advise course teams about how existing and emergent technologies can best facilitate curriculum delivery, and given the speed of technological advancements, this is critical. Learning technologists may also be able to provide course teams with system usage data specific to their students, to support the evaluation of existing pedagogical approaches and inform future planning.

The mental well-being viewpoint: Over the past five years, there have been increasing numbers of universities signing up to the University Mental Health Charter, as concerns about student mental well-being grow. The Charter “Learn” domain requires institutions to demonstrate how mental well-being is promoted through learning, teaching and assessment practices. Many colleagues working in student support roles will have valuable insights into students’ lived experiences and are therefore well positioned to provide guidance to course teams, pointing out ways the curriculum might best support student mental well-being.

The academic development viewpoint: As academic developers are based in central learning and teaching units, they are perhaps more likely to be consulted during curriculum development than other third space stakeholders. Academic developers support course teams by sharing effective pedagogical practices and innovations. Typically, academic developers would also provide bespoke professional development opportunities aligned to academic staff needs, such as training with a focus on emergent priorities related to curriculum development.

Further, there may be additional viewpoints from practitioners that border the third space (such as international student advisers, foundation year teams or English as a second language tutors).

Get third space practitioners engaged in curriculum development

As noted, there are longstanding concerns among many members of the third space community about how much opportunity they have to engage in curriculum development. Because of this, institutions should consider how third space practitioners might be better positioned to work with course teams.

For example, the University of Bedfordshire’s Curriculum Framework includes a dedicated co-creation strand, emphasising the necessity for course teams to routinely engage with learners, industry experts and teaching and learning practitioners (including those working in the third space).

Similarly, universities should consider formalising a requirement for third space representatives to participate at different stages of curriculum review or new course development processes. This will encourage meaningful co-creation from the outset and help to mitigate the risk that third space colleagues are just asked to provide a stamp of approval for what may be already well-developed ideas.

Take the step of formalising attendee requirements at dedicated development events. This will ensure that, where appropriate, third space teams are collectively involved in discussions rather than consulted in a piecemeal fashion.

When we draw on diverse third space viewpoints, we help to ensure the curriculum best meets the needs of students. Teaching and learning leaders should make it a priority to facilitate curriculum co-creation opportunities for course teams and third space practitioners.

Steve Briggs is director of learning and teaching excellence at the University of Bedfordshire. 

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