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 inclusiveand 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.
weitere Ausgaben werden ermittelt
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.
- Collegiality and the Collegium in an Era of Faculty Differentiation
- Executive Summary
- Defining and Contextualizing Collegiality and the Collegium
- Introduction and Context
- Focus of the Monograph
- Part I: Contemporary Definitions of Collegiality and the Collegium
- The Collegium
- Part II: The Contextual Imperative for Revisiting Collegiality
- Faculty Employment Differentiation
- Summative Implications for Collegiality and the Collegium
- The Fragmented Origins of the Collegium
- Part I: Historic Origins of the Collegium
- The Medieval Era: The Earliest Forms of the Collegium
- Forms of the Collegium in Europe
- Colonial Colleges: The Dominance of the Board
- From Tutor to Professor: Shifting Roles in the Nineteenth Century
- The Turn of the Twentieth Century: Setting the Stage for the Collegium
- The Interwar Period: Faculty Demands for Authority
- The Postwar Period: Factors Supporting the Collegium
- The Fragmented Collegium in America
- Part II: Relocating Collegiality in the Modern Era
- Collegiality as an Institutional Archetype
- Collegiality and the Collegium in the Contemporary University
- Part I: Maxims of Collegiality and the Collegium in the Contemporary University
- Maxim One: The Collegium Describes a Collective But Exclusive Membership
- Maxim Two: Collegiality Exists Across Overlapping Domains of Structure, Culture, and Behavior, But Is Not Complete in Any One of Them
- Maxim Three: Collegiality Contains an Expectation of an Inclusive Governance Process that Persists in Importance Despite the Presence of Other Governance Forms
- Maxim Four: The Focal Point of Collegiality Is the Pursuit of Shared Purpose, Despite the Divergent Claims and Interests of Various Academic Units
- Maxim Five: Collegiality Implies a Willingness to Be Scrutinized by One's Expert Peers
- Maxim Six: Collegiality Is Fraught with Tensions, Contradictions, and Unresolved Questions
- Maxim Seven: Despite Challenges, Collegiality Still Has Value
- Part II: NTTF Collegial Expectations and Experiences
- NTTF Collegial Expectations
- NTTF Collegial Experiences and the Factors that Shape Them
- Individual Factors Affecting NTTF Collegiality Experiences
- Interpersonal Factors Affecting NTTF Collegial Experiences
- Institutional Factors Affecting NTTF Collegiality Experiences
- Imagining the Organic Collegium for a New Era
- The Collegium Revisited
- Accessing the Collegium: The Role of Expertise
- Why Conditional Collegiality Matters
- Exclusion of Voices
- Exclusion of and Effect on Diverse Voices
- Weakened Faculty Body
- Envisioning an Organic Collegium
- Moving Forward: Addressing the Questions
- Future Research Directions
- What Is the Relationship Between Faculty "Type" and Expectations and Experiences Regarding Collegiality?
- What Conditions or Factors Shape Collegial Interactions and Climates?
- Does Access to the Collegium and Collegiality Vary Across Institutional Types?
- What Are the Effects of Collegiality?
- How Are Institutions Building Collegial Environments for NTTF?
- Conclusion: Today's Faculty and the Organic Collegium
- Name Index
- Subject Index
- About the Author
- About the ASHE Higher Education Report Series
- Order Form
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