Intrapreneur, entrepreneur or extrapreneur, or all three? Making visible hidden skills and personal development journeys in third space professional leadership roles.
Introduction
In this blog, we explore three connected terms: intrapreneur, entrepreneur and extrapreneur, illustrate them in practice and consider whether explicitly noticing and / or developing in these areas would help emerging independent HE consultants plan for, and transition into, their new roles. In turn we question whether raising the visibility of, and need for, these skill sets in third space professional leaders more broadly would help Institutions value these roles and harness their potential to the organisation.
"Third Space Professionals'' is a term used to describe Higher Education (HE) staff who operate outside, or in the spaces between, traditional academic and administrative roles. McIntosh and Nutt (2022) identify the following as key characteristics of Third Space Professionals (TSPs):
Boundary crossing - the ability to navigate between different institutional spheres of work harnessing the strengths of each and supporting connection-making and collaboration within and across these spaces and ‘tribes’.
Using these skills and networks to contribute to projects that are as much connected to ways of working / local culture development as to discreet one-off events or programmes.
Drawing on their wide knowledge of the institution, and the reality of practice opportunities and challenges, to build purposeful, problem-solving-focussed, impact-generating collaborations.
Colleagues who thrive as leaders of complex, multi-faceted and real-world challenge-based projects blending their skills and experiences to offer unique perspectives and solutions.
TSPs’ successes typically stem from their expertise and competence in a range of knowledges, worldviews and skills gleaned and practised through observation and close working with the plethora of HE professionals, disciplines and student groups. Box 1 summarises just some of this expertise.
Box 1: The typical expertise of TSPs (from McIntosh and Nutt, 2022).
● Cross-Sectoral Experience: They often have diverse professional backgrounds, combining experiences from different sectors like business, technology, or non-profit organisations with the world of academia.
● Interdisciplinary Skills: Third Space Professionals are typically skilled in multiple areas, such as project management, data analysis, digital literacy, and communication. This interdisciplinary skill set allows them to bridge gaps between different academic and administrative areas.
● Innovative and Adaptive: These professionals are known for their ability to think creatively and adapt to changing environments. They often bring fresh perspectives to traditional processes and are adept at finding new solutions to complex problems.
● Collaborative Approach: They excel in collaborative environments and are often involved in projects that require coordination across different departments or external partners.
● Focus on Impact: Third Space Professionals are usually driven to make a tangible impact within their organisations. They are often involved in strategic initiatives, policy development, and improvement of institutional practices.
● Continuous Learning and Development: Given the evolving nature of their roles, they are committed to continuous professional development and often engage in lifelong learning to keep up with the latest trends and technologies.
● Flexibility and Agility: Their work often requires them to be flexible and agile, as they may need to shift focus quickly in response to new challenges or opportunities.
● Strong Communication Skills: Effective communication is key, as they often act as intermediaries between different groups, translating and aligning the needs and goals of various stakeholders.
● Cultural and Emotional Intelligence: Understanding and navigating the cultural dynamics of an organisation is crucial for Third Space Professionals. They often possess high levels of emotional intelligence, which helps them in managing relationships and fostering a positive work environment.
● Strategic Thinking: They are often involved in strategic planning and implementation, bringing a broad perspective that helps in aligning various initiatives with the overarching goals of the organisation.
In summary, TSPs are multi-skilled, adaptable, and innovative individuals who play a critical role in bridging gaps and fostering collaboration within and beyond their organisations. But what are the connections between these ideas and the concepts of intrapreneur-, entrepreneur-, and extrapreneur- ship? In what follows we introduce these concepts and illustrate their relevance, and value, to HE educational enhancement consultancy. In doing so, we make visible a possible TSP to HE Consultancy journey from being unidentified intrapreneurs (to themselves and others) to becoming competent and explicit users of skills and attributes across the intra-, entre- and extra-preneur concepts.
Intrapreneurship
Broadly defined and in a work context, intrapreneurs (Algoso, 2015) are employees who take initiative, innovating and driving creative solutions to problems within the framework of their existing workplace. Closely related to the concept of entrepreneurship, intrapreneurship is often thought of as the practice of applying entrepreneurial skills and approaches within an organisation, rather than in starting new enterprises. Intrapreneurs focus on developing innovative products, services, or processes, driving growth and competitiveness with a forward-thinking, systems-wide mindset underpinned by informed calculated risk-taking and the effective leveraging of an organisation's assets (people, digital etc).
Third Space Professionals embody the essence of intrapreneurship through their innovative, adaptable, and impact-driven approach within organisations. Leveraging their diverse skills and experiences to drive change and create value, HE’s so-called Third Space Professionals are perhaps the consummate intrapreneurs.
Box 2 maps core TSP and intrapreneur characteristics: do you see yourself in these? Are there elements of strength or perhaps areas that it might be interesting to develop further?
Box 2: Mapping Third Space Professional and intrapreneurial qualities (after McIntosh and Nutt, 2022).
Innovation and Creativity: Both intrapreneurs and Third Space Professionals are known for their innovative thinking. They bring new ideas and perspectives that challenge the status quo and foster innovation.
Cross-Sectoral Experience and Interdisciplinary Skills: Like intrapreneurs, Third Space Professionals often have diverse backgrounds and a wide range of skills. This eclectic mix allows them to see opportunities and solutions that might not be apparent to those with more traditional, single-sector experience.
Adaptability and Flexibility: Intrapreneurs must be adaptable to thrive in the dynamic environment of a large organisation. Similarly, Third Space Professionals are known for their agility and ability to respond effectively to change, which is crucial in navigating and driving organisational transformation.
Collaborative Approach: Intrapreneurs often work across different departments or teams to bring their ideas to life. This is akin to the collaborative nature of Third Space Professionals, who excel in projects that require coordination across various parts of an organisation.
Strategic Thinking: Both intrapreneurs and Third Space Professionals engage in strategic thinking. They are adept at aligning their innovative projects or initiatives with the broader goals and strategies of the organisation.
Impact-Driven: Intrapreneurs are motivated by the desire to make a significant impact within their organisation, a trait shared by Third Space Professionals. They both aim to create value and drive progress within their respective spheres.
Continuous Learning and Development: The rapidly changing business landscape requires intrapreneurs to learn and adapt continuously. This mirrors the commitment of Third Space Professionals to lifelong learning and staying abreast of trends and technologies.
Strong Communication Skills: Effective communication is crucial for both roles. Intrapreneurs and Third Space Professionals must articulate their ideas clearly and persuade various stakeholders to buy into their vision.
Navigating Organisational Dynamics: Both must be adept at understanding and working within the cultural and political dynamics of their organisations. This requires a high level of emotional intelligence and the ability to manage relationships effectively.
We suggest that making visible the intrapreneurial expertise of TSPs could strengthen institutional approaches to develop emerging and nurture their existing, colleagues operating in these crucial roles to the fulfilment of all.
HE consultants’ expertise: can we name, build and share them? “Entrepreneurgic” intrapreneurs?
While there are numerous reasons why TSPs leave their university roles, the large number of former colleagues now operating independently as sector consultants, has led us to question whether hidden / undervalued intrapreneurship is difficult to ‘contain’ and prompts career moves into the private sector. Reflection and discussion with peers suggest that a common core to established TSPs is their strong beyond-institution community networks and collaborative activities. Many peers report growing connections and collaborations within their professional discipline and among other third space professionals by operating as external examiners, journal reviewers, and network members and /or using their expertise to ‘give back’ to the community by acting as governors or committee members of local groups and organisations. Often undertaken in non-work time, these roles offer TSPs opportunities to drop their ‘third space’ otherness and, through connecting with similar others, or gifting of their expertise, enable them to gain a sense of value, kinship and cognitive refreshment to carry back into their paid work. Such refreshment is sufficient for many, but for some, these connections, collaborations, worldview challenges and growth opportunities help individuals articulate a personal sense of self, and identify a possible service or product gap, piquing entrepreneurship curiosities.
Defined as “the pursuit of opportunity beyond resources controlled" (Stevenson, 1983), the entrepreneurial process is one of pursuing opportunities without regard to the current resources at hand, highlighting the innovative and risk-taking aspects of entrepreneurship.
In the context of this discussion, entrepreneurship harnesses the skills, values and knowledge of intrapreneurs to add significant social, cultural and/ or economic value to society. Commonly connected with business innovation and growth, the concept of entrepreneurship has a much broader, inclusive intention that makes it interesting, even important, to be studied and considered by TSPs planning a move to consultancy.
As we have discussed elsewhere (Heard-Lauréote & Kell, 2023), consultants need a sense of self and personal ‘offer’ that weaves, in uniquely appropriate ways, the threads of economic, social and cultural value, and a confidence and ability to communicate and cascade that offer in ways that can be understood by their target audiences (be that HEIs, community groups, charities etc.): what we call, “entrepreneurgic” intrapreneurship in action perhaps? Further, we suggest that this ability to communicate aligns with the concept of extrapreneurship (Algoso, 2015).
With a healthy pinch of extrapreneurship?
Originally used to describe the development of corporate spin-out activity external to an employee’s organisation (ie. the external-facing version of intrapreneurship), Algoso (2015) suggested that extrapreneurs ‘create things …..[in] partnership’ enabling a ‘disproportionately greater development impact’ than could be achieved otherwise. Extrapreneurs prioritise value creation: they focus on creating value not only for their organisation but also for the broader community, addressing societal needs through innovative solutions.
We suggest that HE TSPs’ worldview is inherently one of networking, empowering and collaborating, while also challenging our own and others' assumptions through active listening, critical thinking and collegiate enquiry. In our view TSPs, and certainly successful HE Educational Enhancement focussed consultants, are confident and competent intra-, entre- and extra- prenuers with each mutually informing as suggested by the image below. Do you agree? And if you do, how have you developed your intra-, entre-- and extra-preneurial skills and knowledge? In what order did things emerge? Would it help to make this journeying visible so that development could be more explicitly enabled, and rewards captured for the benefit of the individual and HE sector more broadly?
Conclusion and recommendations
Concluding this discussion, it is clear that a multifaceted approach is necessary to foster a culture of entrepreneurship and innovation within the sector. We recommend the following strategies
First, HEIs could consider incorporating entrepreneurship, particularly focusing on its social and cultural benefits, into their postgraduate teaching and learning certificates and ongoing CPD programs if they are not already doing so. Such initiatives should not be limited to apprentices and researchers but extended to all staff, fostering a holistic entrepreneurial mindset across the institution. HEIs could also encourage the development of extrapreneurial skills, emphasising the importance of networking and effective communication. By doing so, institutions can equip their staff with the tools needed to extend their influence and collaborations beyond the confines of their immediate academic environment.
Second, the HE sector broadly, and particular sector bodies with a key focus on developing staff (e.g. SEDA), could integrate intrapreneurship reflection and development opportunities into CPD offerings if they are not already doing so. This approach could help staff recognise and harness entrepreneurial opportunities within their existing roles and departments. They could also address TSP needs by focusing specifically on their CPD requirements, operating as they do at the intersection of multiple domains. Acknowledging and celebrating their unique contributions and tracking their professional development and accomplishments would contribute to validating and elevating TSPs’ role and value within the academic ecosystem.
Finally, for consultants, increased efforts could be made to build and leverage networks transparently: as consultants, it is crucial to actively build and maintain professional networks. However, transparency regarding the intentions of these networks, what will be shared, and what will remain confidential is key to maintaining trust and integrity. In addition, consultants can always do better at articulating and communicating the value-added benefits they bring as entrepreneurial entities. This involves not just stating, but evidencing, how an entrepreneurial approach to consultancy can bring about significant benefits and enhancements to educational practices.
Fostering an entrepreneurial spirit within HE requires a concerted effort across academic communities - from individual consultants to institutional and sector-wide initiatives. We suggest that, by embracing these recommendations, the potential for innovation and progress in educational practices can be fully realised, benefitting not just institutions but the broader educational landscape too.
References
Algoso, D. (2015) Feeling frustrated by your job in development? Become an extrapreneur.
Heard-Lauréote, K., & Kell, C., (2023). Navigating the Transition: From Third Space to Independent Educational Consulting. Third Space Perspectives: Exploring Integrated Practice. Available at: ttps://www.thirdspaceperspectives.com/blog/navigatingthetransition
McIntosh. E. and Nutt, D. (2022) The impact of the integrated practitioner in Higher Education: studies in Third Space Professionalism. Abingdon: Routledge.
Stevenson, H. H. (1983). A perspective on entrepreneurship (Vol. 13). Cambridge, MA: Harvard Business School.
