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The author explores some insights into the importance of reward and recognition for blended professionals, their career development, identity, status, and power in the oft-hierarchical context of higher education (HE). Drawing on research undertaken across middle and northern Europe, experience of working with practitioners across a number of European countries, as well as the narrative from the other chapters in the collection, this chapter opens up the debate more widely to consider the range and types of reward and recognition available to blended professionals/integrated practitioners and how this is extremely significant for their empowerment and to enable effective blended working. The chapter includes a number of suggestions for supporting the career development of those working in third spaces, and highlights the combined importance of individual efficacy, and institutional direction and support.
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