‘Supercomplexity’ and ‘complex collaboration’ – navigating third space careers in higher education

Universities are operating in a volatile, uncertain, complex and ambiguous (VUCA) environment, prompting staff to work across themes rather than rigid structures, drawing on diverse expertise to address complex challenges (McIntosh and Nutt 2022). Within this context, the “third space” has emerged, blending academic and professional roles to connect different parts of the institution (Whitchurch 2008). This space is expected to expand as collaboration and agility become increasingly important (Grant 2021). Future higher education professionals will need to navigate matrix structures, engage with supercomplexity (Barnett 2000), and support complex collaboration (Veles, Carter, and Boon 2019). This article explores career navigation in the third space using mixed methods research on practitioner experiences. Findings highlight two core elements shaping careers: (1) skills, expertise and experience, and (2) values and identity. Additionally, future thinking and systems thinking emerge as critical capabilities for effective collaboration. The article concludes with recommendations to better recognise and support third space roles in higher education.