This chapter reports on the findings of a doctoral study which focused on identity construction amongst university knowledge transfer staff and how their boundary hopping and associated working practices inform and influence the spaces in which they operate. The research revealed that third space is not a new phenomenon in higher education since academics, students, and a wide range of individuals have always come together to work on specific projects and initiatives and then disperse when the work is completed. It is a transient space which is value-laden and quite often a place of contestation and reconciliation as “knowledges” and practices are reviewed, revised, and realigned. Whilst third space can provide a platform through which the scaffolding of learning (intra and extracurricular) can be structured seamlessly as theorists and practitioners work together to demonstrate the application of theory in practice, it requires its inhabitants to adapt and modify their practices depending on the circumstances in which they are working and this, in turn, requires individuals to juggle a plurality of identities and navigate blurred boundaries.