Academics and professionals in the third space: Scenarios of legitimacy and conflict in the university

Abstract

Recent transformations in university governance and management have led to the emergence of third space professionals: hybrid figures whose roles combine academic and administrative responsibilities, thus blurring the traditional distinction between these two areas. Despite their growing presence and institutional importance, the legitimacy of these professionals remains a subject of debate and tension within academia. As a contribution to the ongoing discourse on university governance and management in higher education, this study proposes an analytical model that classifies four scenarios of interaction between these professionals and academia, considering different levels of legitimacy and conflict. Based on qualitative interviews with academic authorities and professors at a Chilean university, this study identifies various perceptions of, and forms of institutional integration for, these professionals. The findings suggest that, while their work improves internal coordination and organizational efficiency, their integration also creates tensions with academics, who frequently view their expansion as a threat to academic autonomy. The proposed typology offers new insights into the conditions under which these professionals achieve institutional recognition, and the circumstances in which they exacerbate organizational conflicts.