Who am I? Who are we? Understanding and representing the evolving professional identity of Educational Designers

This study explored the daily practices and professional identity of Educational Designers (EDs), in supercomplex Victorian universities. Through a qualitative phenomenological lens, the voices and perspectives of this heterogeneous professional group were captured. Understanding was developed of how their practices are enabled and/or constrained by particular arrangements in intersubjective spaces; as they facilitate, lead and support improvements in strategically articulated educational projects. Findings uncovered that the practices of EDs are situated within the third space, in between academia and higher education work, yet their professional identity is being made visible through their collegiality, collaboration, their own intentionality, agency, and agility.