University professional staff roles, identities, and spaces of interaction: systematic review of literature published in 2000–2020

ABSTRACT

Higher education as a field of research and a broad topic for investigation continues to grow; however, several topics remain less explicated than those about core university activities (teaching and research). Specifically, the experience of university professional staff is a topic that attracts lesser attention but is important and relevant to higher education institutions’ current and future operations. A systematic review of 54 publications from the first two decades of the twenty-first century, across the Global South and Global North, was undertaken to advance knowledge about the changing roles and occupational identities of professional staff and the spaces of interaction with others in the university community. This review found changes in professional identity construction, a growing sense of agency in professional staff, increasing visibility in their contributions to university work and developing collaborations with academic staff. These findings are set in the context of critical engagement with the discourse of third space and other boundary zones of staff interaction and working together. Our review concludes with specific propositions for university practice, informed policymaking and future research.

KEYWORDS:

• Higher/tertiary education
• systematic literature review
• SLR
• higher education institutions
• universities
• professional staff
• academic staff
• professional identities
• staff collaboration
• spaces of interaction
• boundaries
• third space

Acknowledgement

The authors would like to thank Nick Roberts and Jenna Roberts for their time and expertise in editing this manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).