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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.
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Publication
Journal of Learning and Teaching in Higher Education
Publish Date
January 1, 2021