Beyond support

Turnip, DS; Rout, S; Tifflin, R; Littschwager, S; Ngo, L; Dave, K; Lai, R; Dickson-Deane, C

Beyond support

Turnip, DS Rout, S Tifflin, R Littschwager, S Ngo, L Dave, K Lai, R Dickson-Deane, C

Permalink

Publisher:: Open Access Publishing Association
Publication Type:: Journal Article
Citation:: ASCILITE Publications, pp. 126-128

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published versionAdobe PDF (260.42 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Turnip, DS
dc.contributor.author	Rout, S
dc.contributor.author	Tifflin, R
dc.contributor.author	Littschwager, S
dc.contributor.author	Ngo, L
dc.contributor.author	Dave, K
dc.contributor.author	Lai, R
dc.contributor.author	Dickson-Deane, C https://orcid.org/0000-0002-5504-7856
dc.date.accessioned	2026-07-02T05:35:11Z
dc.date.available	2026-07-02T05:35:11Z
dc.identifier.citation	ASCILITE Publications, pp. 126-128
dc.identifier.issn	2653-665X
dc.identifier.issn	2653-665X
dc.identifier.uri	http://hdl.handle.net/10453/195534
dc.description.abstract	This panel challenges the persistent framing of third space professionals as research support rather than research leaders. Grounded in Whitchurch’s third space theory, Wenger’s communities of practice, and Boyer’s model of scholarship, we examine how structured mentoring through the 2025 ASCILITE Community Mentoring Program (CMP), the Research Mentorship Program for Third Space in partnership with the Learning Design SIG, enables learning designers and academic developers to engage in sustained scholarly inquiry. Panel contributors will share narratives of identity transformation, research emergence, and boundary-crossing practices that illuminate both enablers and constraints shaping third space scholarship. We propose that third space professionals are uniquely positioned to lead educational transformation through practice-based inquiry. Through facilitated dialogue, attendees will surface institutional conditions and co-develop strategies to sustain scholarly development. By reconceptualising mentoring as a community of practice, this panel demonstrates how CMP fosters the shift from peripheral participation to active scholarly leadership.
dc.language	en
dc.publisher	Open Access Publishing Association
dc.relation.ispartof	ASCILITE Publications
dc.relation.isbasedon	10.65106/apubs.2025.2752
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Beyond support
dc.type	Journal Article
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology/School of Civil, Environmental & Sociotechnical Engineering
pubs.organisational-group	University of Technology Sydney/UTS Groups
pubs.organisational-group	University of Technology Sydney/UTS Groups/Visualisation Institute (VI)
pubs.organisational-group	University of Technology Sydney/UTS Groups/Centre for Research on Education in a Digital Society (CREDS)
pubs.organisational-group	University of Technology Sydney/UTS Groups/Centre for Research on Education in a Digital Society (CREDS)/Centre for Research on Education in a Digital Society (CREDS) Associate Members
pubs.organisational-group	University of Technology Sydney/UTS Groups/The Trustworthy Digital Society
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2026-07-02T05:35:08Z
pubs.publication-status	Published online

Abstract:

This panel challenges the persistent framing of third space professionals as research support rather than research leaders. Grounded in Whitchurch’s third space theory, Wenger’s communities of practice, and Boyer’s model of scholarship, we examine how structured mentoring through the 2025 ASCILITE Community Mentoring Program (CMP), the Research Mentorship Program for Third Space in partnership with the Learning Design SIG, enables learning designers and academic developers to engage in sustained scholarly inquiry. Panel contributors will share narratives of identity transformation, research emergence, and boundary-crossing practices that illuminate both enablers and constraints shaping third space scholarship. We propose that third space professionals are uniquely positioned to lead educational transformation through practice-based inquiry. Through facilitated dialogue, attendees will surface institutional conditions and co-develop strategies to sustain scholarly development. By reconceptualising mentoring as a community of practice, this panel demonstrates how CMP fosters the shift from peripheral participation to active scholarly leadership.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/195534