The logics of collegial practices: Australian and New Zealand/Aotearoa perspectives

Kligyte, G

The logics of collegial practices: Australian and New Zealand/Aotearoa perspectives

Kligyte, G

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Publisher:: Springer Science and Business Media LLC
Publication Type:: Journal Article
Citation:: Higher Education, 2020, pp. 1-22
Issue Date:: 2020-01-01

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Field	Value	Language
dc.contributor.author	Kligyte, G https://orcid.org/0000-0003-1422-2504
dc.date.accessioned	2021-01-18T01:03:06Z
dc.date.available	2021-01-18T01:03:06Z
dc.date.issued	2020-01-01
dc.identifier.citation	Higher Education, 2020, pp. 1-22
dc.identifier.issn	0018-1560
dc.identifier.issn	1573-174X
dc.identifier.uri	http://hdl.handle.net/10453/145460
dc.description.abstract	© 2020, Springer Nature B.V. Despite decades of managerial university reforms, collegiality emerges as an idea that unites academics, and that both symbolises and legitimises the collective aspirations of the academy. Typically, collegiality is positioned as an unquestionably “good thing”—an unproblematic academic ideal or an academic structure—obscuring the contingency of social arrangements in universities. This paper investigates the plurality of collegial practices that unfold “on the ground” in the context of university reforms and the diversification of the academic workforce over recent decades. The paper presents a qualitative and exploratory study of collegial practices in seven contemporary Australian and New Zealand/Aotearoa universities, employing a social cartographic analysis. Eleven types of logics underpinning collegial practices are identified and described in detail, by drawing on examples of collegial practices offered by fifteen research participants. A reconfigured picture of academic relations is presented, revealing the range of collegial practices that tend to be subsumed under a generic notion of collegiality. The effects of different types of collegial practices are examined, contesting exclusionary collegial relations and highlighting practices that have the potential to produce a more inclusive and socially just academy.
dc.language	en
dc.publisher	Springer Science and Business Media LLC
dc.relation.ispartof	Higher Education
dc.relation.isbasedon	10.1007/s10734-020-00580-9
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	The logics of collegial practices: Australian and New Zealand/Aotearoa perspectives
dc.type	Journal Article
utslib.for	1301 Education Systems
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
dc.date.updated	2021-01-18T01:02:26Z
pubs.publication-status	Published

Abstract:

© 2020, Springer Nature B.V. Despite decades of managerial university reforms, collegiality emerges as an idea that unites academics, and that both symbolises and legitimises the collective aspirations of the academy. Typically, collegiality is positioned as an unquestionably “good thing”—an unproblematic academic ideal or an academic structure—obscuring the contingency of social arrangements in universities. This paper investigates the plurality of collegial practices that unfold “on the ground” in the context of university reforms and the diversification of the academic workforce over recent decades. The paper presents a qualitative and exploratory study of collegial practices in seven contemporary Australian and New Zealand/Aotearoa universities, employing a social cartographic analysis. Eleven types of logics underpinning collegial practices are identified and described in detail, by drawing on examples of collegial practices offered by fifteen research participants. A reconfigured picture of academic relations is presented, revealing the range of collegial practices that tend to be subsumed under a generic notion of collegiality. The effects of different types of collegial practices are examined, contesting exclusionary collegial relations and highlighting practices that have the potential to produce a more inclusive and socially just academy.

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http://hdl.handle.net/10453/145460