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In precarious times for higher education, the calls for career sustainability resonate across student, professional, and academic communities. From our perspective as third-space practitioners who navigate the liminal spaces between academic, professional, and administrative spheres, two Australian educators working in researcher development celebrate both the value we represent for our institutions and the transferability of our unique skillset. Against a backdrop of institutional neoliberalism, we return to a classical founder of philosophy and teaching, to apply an ancient lens to sustainable career realignment. This paper aligns contemporary sustainable career frameworks with Aristotelian epistemology, amplifying the value of the third-space practitioner in navigating Aristotle’s five knowledges in pursuit of eudaimonia to sustain both ourselves and the students we support. We propose both philosophical and pragmatic frameworks to integrate ancient wisdom with modern theory into a cohesive narrative of third-space educator strengths in preparing for unpredictable futures.
Cavu et al. (Mon,) studied this question.