Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/24726
Title: A glass classroom? The experiences and identities of third space women leading educational change in research-intensive universities in the UK
Authors: Denney, F
Keywords: leadership;third space;gender;academic development;prestige factors;women’s leadership
Issue Date: 30-Sep-2021
Publisher: SAGE Publications
Citation: Denney, F. (2021) 'A glass classroom? The experiences and identities of third space women leading educational change in research-intensive universities in the UK', Educational Management Administration and Leadership, 0 (in press), pp. 1-21 (21). doi: 10.1177/17411432211042882.
Abstract: Copyright © The Author(s) 2021. In today's universities, women are still underrepresented in senior leadership positions. The research-focused systems and structures that support the progression of men often work against women who are drawn to alternative career paths within the academy for a variety of reasons. UK universities have seen an increase in teaching-focused career paths as well as ‘Third Space’ roles, which navigate an increasing space between purely professional and purely academic jobs. Since 2018, four research-intensive universities in the UK have appointed women to the position of PVC Education who have come from Third Space, academic development backgrounds. This paper explores their career paths and experiences and identifies that they have had to constantly navigate between professional and academic contracts in order to negotiate their own progression, thus creating their own space in which they are able to advance. The paper considers whether women in the Third Space end up trapped in a ‘glass classroom’ or whether a more fundamental political and transformational act in gender and Third Space career progression is emerging.
Description: ORCID iD: Fiona Denney https://orcid.org/0000-0002-8557-5836.
URI: https://bura.brunel.ac.uk/handle/2438/24726
DOI: https://doi.org/10.1177/17411432211042882
ISSN: 1741-1432
Appears in Collections:Brunel Business School Research Papers

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