Following the postmodern discourses of spatial conceptualisation, this study examined the manner in which space in an Open Distance Learning (ODL) University enables or constrains academics’ work as they go about the process of constructing their academic identities. Focusing on academics’ engagement in one college of the University, the study was premised on the assumption that, in the current higher education (HE) dispensation, academic identity construction presumes and demands the existence of supportive space for academics to effect the academic practices. Lefebvre’s (1991) social production of space and Soja’s (1996) Thirdspace were used as lenses to examine the multiple dimensions of space in relation to spatial practices in the College, the spatial policies and the experiences of academics as the users of the Institutional space. Qualitative ethnographic research methods that were used to collect data included a review of the Institutional policies, intranet posts and emails; the observation and photographing of academics’ offices and administrative office space; observation of departmental meeting proceedings and the conducting of semi-structured interviews with academics of different academic ranks. Findings suggested that although some forms of space are supportive of spatial practices that contribute to academic identity construction, the imagined space of the ODL Institution can be unfairly inclusive and inconsiderate of academics’ unique spatial needs. Such inclusivity of space seemed to be inconsistent with the appropriate ODL space as imagined by some participants where academics may work comfortably and with limited restrictions. The study concluded by making recommendations on how the Institution and the academics may manage space for optimal academic identity construction in the College. / Educational Foundations / D. Ed. (Philosophy of Education)