Higher education’s 'third space' is the vital, hybrid intersection where academic strategy, digital technology, and operational infrastructure meet. Drawing on reflective frameworks and interdisciplinary leadership, this article examines how boundary-spanning practitioners navigate cultural friction, preserve pedagogical rigour, and guide institutions through digital transformation and Generative AI.
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Writing on academic practice, governance and quality in online higher education, informed by research in pedagogy and information systems.
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Showing 1–9 of 10 articles (from 10)
Balancing life and study is a major hurdle for online postgraduates. Previewing our upcoming University of Hull conference presentation, this post introduces a new digital tool built around an eight-domain framework. It provides personalised self-diagnostics and targeted interventions to boost academic confidence early on. Read more and share your feedback!
Discover what it takes to navigate change, bridge institutional gaps, and drive student success in the evolving world of online learning. This look into achieving Fellowship of the Staff and Educational Development Association (FSEDA) explores strategic academic practice, the "third space" of higher education, and inclusive design for global student cohorts.
Discover our online self-diagnostic tool engineered specifically for mature, part-time postgraduate distance learners. By evaluating student confidence and competence across eight academic domains, the system delivers personalised resource pathways, 1-to-1 support, and targeted interventions.
A proactive study skills intervention for online postgraduate students at Hull Online enhanced academic confidence, engagement, and performance. Through early, tailored support, the pilot addressed challenges in academic writing, time management, and critical thinking. Positive feedback and improved outcomes suggest strong potential for wider adoption and long-term impact.
Writing a cheque after six years highlighted how universities' digitalisation often overlooks edge cases. Technology should enhance, not replace, human interaction, ensuring flexibility for diverse needs.
UK online master’s programs need to effectively balance flexibility and structure to foster student success. Flexible learning options should cater to diverse student needs, while structured elements ensure motivation and reduce dropout rates. This will aid institutions in attracting a global audience and maintaining financial sustainability by adapting to the evolving demands of higher education.
With postgraduate study in the UK still increasing, does the award title matter? This article explores the distinctions, learning strategies and career implications, and how these shape perceptions in the shifting academic landscape.
The proposed rise in UK undergraduate tuition fees could have a significant impact on international recruitment for online postgraduate degrees. Higher costs may discourage students from choosing UK universities, shifting them to more affordable alternatives. UK institutions will need to adapt to remain competitive in the global education market.