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.
Table of Contents
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
