@article{Kligyte_Baumber_van der Bijl-Brouwer_Dowd_Hazell_Le Hunte_Newton_Roebuck_Pratt_2019, title={“Stepping in and stepping out”: Enabling creative third spaces through transdisciplinary partnerships}, volume={3}, url={https://mulpress.mcmaster.ca/ijsap/article/view/3735}, DOI={10.15173/ijsap.v3i1.3735}, abstractNote={<p>This article explores how transformative higher education approaches can be fostered through an integration of the concepts of third space, Students as Partners (SaP), and transdisciplinarity in practical contexts. We describe a collaborative enquiry that engaged staff and students in a reflexive dialogue centred on the concepts of mutual learning, liminality, emergence, and creativity as enacted in the curriculum of a transdisciplinary undergraduate degree, the Bachelor of Creative Intelligence and Innovation (BCII) at the University of Technology Sydney in Australia. The key insights that emerged through this enquiry were: third spaces in curriculum can be enabled but not constructed, all parties need to embrace uncertainty and a mutual learning mindset, and that “stepping in and out” of such fluid liminal spaces can stimulate creativity. Based on our experience and exploration, we offer some practical recommendations to those seeking to create similar enabling conditions for third spaces in their own undergraduate programs.</p>}, number={1}, journal={International Journal for Students as Partners}, author={Kligyte, Giedre and Baumber, Alex and van der Bijl-Brouwer, Mieke and Dowd, Cameron and Hazell, Nick and Le Hunte, Bem and Newton, Marcus and Roebuck, Dominica and Pratt, Susanne}, year={2019}, month={May}, pages={5–21} }