Navigating post-doctoral trajectories as third space professional services staff in UK higher education: a duoautoethnographic study

Purpose This study aims to understand how PhD holders perceive and experience third space post-doctoral trajectories working as professionals in UK higher education institutions. Design/methodology/approach In this study, the authors adopted a duoautoethnographic approach, using our longitudinal dialogues and reflections with each other as data. Findings Through sharing, reflecting on and analysing our shared experiences as professional staff with doctoral degrees, the authors explore two key areas: 1) the multi-faceted transition into these roles, including a critical examination of our trajectories and 2) the lived reality of navigating a professional career while simultaneously striving to maintain a researcher identity. Originality/value The insights gained from this study will be useful for key stakeholders to understand different post-PhD career trajectories and support PhD students throughout and after their PhD studies.