Collegiality and the Collegium in an Era of Faculty Differentiation , Volume 43, Number 4 ASHE Higher Education Report J–B ASHE Higher Education Report Series (AEHE) Series

Langue : Anglais

Auteurs : Alleman Nathan F., Cliburn Allen Cara, Haviland Don

Couverture de l’ouvrage Collegiality and the Collegium in an Era of Faculty Differentiation

Résumé
Sommaire
Biographie

Dramatic shifts in the demographic and labor diversity of American faculty have pressed institutions and the profession to clarify who the real faculty are, from tenured to adjunct faculty. Efforts to equalize respect, resources, and treatment, although laudable, may be missing a vital aspect of the conversation: the role of collegiality and the collegium.

Collegiality, the cultural, structural, and behavioral components, and the collegium, or the shared identity collegiality serves, are ancient concepts that raise timely questions for the faculty profession:

What is it about the history of the professoriate in America that has rendered the collegium inadequate and yet so important in an age of differentiated labor?

How might a renewed vision for collegiality bring clarity to the question of which faculty should be regarded as experts?

How can we adapt and leverage these important concepts for a professoriate that is increasingly diverse by demographics and employment category in ways that result in a more inclusive and robust profession?

Engaging in these questions through the extant literature will call readers into a compelling new conversation about the needs of and possibilities for the professoriate.

This is the fourth issue of the 43rd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Executive Summary 07

Foreword 11

Defining and Contextualizing Collegiality and the Collegium 15

Introduction and Context 15

Focus of the Monograph 17

Part I: Contemporary Definitions of Collegiality and the Collegium 19

Collegiality 19

The Collegium 21

Part II: The Contextual Imperative for Revisiting Collegiality 22

Faculty Employment Differentiation 26

Summative Implications for Collegiality and the Collegium 33

The Fragmented Origins of the Collegium 35

Part I: Historic Origins of the Collegium 36

The Medieval Era: The Earliest Forms of the Collegium 36

Forms of the Collegium in Europe 38

Colonial Colleges: The Dominance of the Board 40

From Tutor to Professor: Shifting Roles in the Nineteenth Century 42

The Turn of the Twentieth Century: Setting the Stage for the Collegium 45

The Interwar Period: Faculty Demands for Authority 51

The Postwar Period: Factors Supporting the Collegium 53

The Fragmented Collegium in America 54

Part II: Relocating Collegiality in the Modern Era 56

Collegiality as an Institutional Archetype 57

Summary 60

Collegiality and the Collegium in the Contemporary University 61

Part I: Maxims of Collegiality and the Collegium in the Contemporary University 62

Maxim One: The Collegium Describes a Collective But Exclusive Membership 62

Maxim Two: Collegiality Exists Across Overlapping Domains of Structure, Culture, and Behavior, But Is Not Complete in Any One of Them 65

Maxim Three: Collegiality Contains an Expectation of an Inclusive Governance Process that Persists in Importance Despite the Presence of Other Governance Forms 67

Maxim Four: The Focal Point of Collegiality Is the Pursuit of Shared Purpose, Despite the Divergent Claims and Interests of Various Academic Units 68

Maxim Five: Collegiality Implies a Willingness to Be Scrutinized by One’s Expert Peers 69

Maxim Six: Collegiality Is Fraught with Tensions, Contradictions, and Unresolved Questions 71

Maxim Seven: Despite Challenges, Collegiality Still Has Value 73

Part II: NTTF Collegial Expectations and Experiences 75

NTTF Collegial Expectations 75

NTTF Collegial Experiences and the Factors that Shape Them 78

Individual Factors Affecting NTTF Collegiality Experiences 79

Interpersonal Factors Affecting NTTF Collegial Experiences 82

Institutional Factors Affecting NTTF Collegiality Experiences 83

Summary 87

Imagining the Organic Collegium for a New Era 88

The Collegium Revisited 90

Accessing the Collegium: The Role of Expertise 92

Collegiality and the Collegium in an Era of Faculty Differentiation 5

Why Conditional Collegiality Matters 95

Exclusion of Voices 95

Exclusion of and Effect on Diverse Voices 96

Weakened Faculty Body 97

Envisioning an Organic Collegium 98

Moving Forward: Addressing the Questions 107

Future Research Directions 109

What Is the Relationship Between Faculty “Type” and Expectations and Experiences Regarding Collegiality? 109

What Conditions or Factors Shape Collegial Interactions and Climates? 109

Does Access to the Collegium and Collegiality Vary Across Institutional Types? 110

What Are the Effects of Collegiality? 110

How Are Institutions Building Collegial Environments for NTTF? 111

Conclusion: Today’s Faculty and the Organic Collegium 111

References 114

Name Index 123

Subject Index 127

About the Author 129

Nathan F. Alleman is associate professor of Higher Education Studies at Baylor University in Waco, Texas.

Cara Cliburn Allen is a doctoral candidate in the Higher Education Studies and Leadership program at Baylor University.

Don Haviland is professor in the Educational Leadership department, as well as director of the Center for Evaluation and Educational Effectiveness at Long Beach State University.