Research Repository
Arts University Plymouth’s research community benefits from the unique environment of a traditional art school, combined with the opportunities afforded by access to new technologies and engagement with creative pedagogy.
This article outlines how the professional identity of third space roles was transcended via a research-focused virtual community of practice (vCoP). Using collaborative autoethnography as methodology, ten geographically-dispersed third space professionals gathered data through two collaborative writing activities. This data was thematically analysed (TA) which identified two connected themes.
Types
Keywords
Publication
Journal of Learning and Teaching in Higher Education
Publish Date
January 1, 2021