All Outputs (6)

New beginnings (2022)
Journal Article
Caldwell, J. (2022). New beginnings. Perspectives: Policy and Practice in Higher Education, 27(1), 1-1. https://doi.org/10.1080/13603108.2023.2146371

Editorial

The impact of the integrated practitioner: studies in third space professionalism (2022)
Journal Article
Caldwell, J. (2022). The impact of the integrated practitioner: studies in third space professionalism. Perspectives: Policy and Practice in Higher Education, 27(1), 37-38. https://doi.org/10.1080/13603108.2022.2147239

Book review

The impact of the integrated practitioner: studies in third space professionalism (2022)
Journal Article
Caldwell, J. (2022). The impact of the integrated practitioner: studies in third space professionalism. Perspectives: Policy and Practice in Higher Education, https://doi.org/10.1080/13603108.2022.2147239

Book review

“People don’t understand what our role is, it is definitely seen as an inferior job to an academic”: perceptions on relationships between professional services and academic staff in the UK (2022)
Journal Article
perceptions on relationships between professional services and academic staff in the UK. Journal for higher education management (Online), 37(1), 24-35

Professional identity and professional services staff : understanding and impact (2022)
Journal Article
Caldwell, J. (2022). Professional identity and professional services staff : understanding and impact. Perspectives: Policy and Practice in Higher Education, 26(4), 140-147. https://doi.org/10.1080/13603108.2022.2073288

This article explores the findings from my professional doctorate that focused on professional services staff in a university in the North West of England and their perceptions of identity. With little literature surrounding the identity of profess... Read More about Professional identity and professional services staff : understanding and impact.

International higher education (2022)
Journal Article
Caldwell, J. (2022). International higher education. Perspectives: Policy and Practice in Higher Education, 26(2), 39-40. https://doi.org/10.1080/13603108.2022.2041329

Editorial.