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Journal articles on the topic 'Collegiality'

To see the other types of publications on this topic, follow the link: Collegiality.

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Published: 4 June 2021

Last updated: 25 May 2024

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1

Doorgakant, Yesha Mahadeo, and Radha Rani Baichoo. "Collegiality as a Fundamental Professional Value in an Academic Setting: A Case Study in a Teacher Education Institution in a Small Island Developing State." Kwartalnik Pedagogiczny, no. 66/4 (June 15, 2022): 52–70. http://dx.doi.org/10.31338/2657-6007.kp.2021-4.3.

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Collegiality is believed to entail “always acting in good faith, [...], in concert with one’shonest judgment as to the best interests of one’s institution” (Siegel, 2004, p. 411). Thisunderstanding of collegiality is deemed to be output-oriented and missing out on importantunderlying concepts and values related to the construct. While research shows thatcollegiality as a concept and a practice is well anchored in corporate jargon and settingswhere collaborative efforts among employees are capitalised upon for the optimisation ofoutput, there seems to be a dearth of literature on the importance of collegiality in relationto personal well-being in the professional set-up. Moreover, in academic settings, collegialityas a concept has been extensively researched in relation to teacher collegiality, but there isvery little mention of how collegiality influences well-being in work life among academics inhigher education institutions. This paper seeks to explore the understanding that academicsin a teacher education institution have of the concept of collegiality and its impact on theirprofessional stance and job-related personal well-being. It addresses the question of whethercollegiality should be incorporated as a fundamental professional value within a teachereducation institution as this is deemed to have implications for human capital development.The study shows that though the corporate logic of the use of collegiality for enhanced performance is the most prevalent practice even in an academic set up, academics have alsoappropriated the concept to include a strong element of social and emotional intelligence.

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2

Menard, Katherine. "Collegiality." Western Journal of Nursing Research 35, no. 9 (May 2013): 1233. http://dx.doi.org/10.1177/0193945913487168.

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3

Rieger, Paula Trahan. "Collegiality." Oncologist 6, no. 1 (February 2001): 3. http://dx.doi.org/10.1634/theoncologist.6-1-3.

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4

Rieger, P. T. "Collegiality." Oncologist 7, no. 90002 (June 1, 2002): 7. http://dx.doi.org/10.1634/theoncologist.7-2004-7.

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5

Rieger, Paula Trahan. "Collegiality." Oncologist 7, S2 (June 2002): 7. http://dx.doi.org/10.1634/theoncologist.7-suppl_2-7.

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6

Dyduch, Jan. "Konferencja Biskupów w świetle motu proprio "Apostolos suos"." Prawo Kanoniczne 41, no. 3-4 (December 20, 1998): 59–74. http://dx.doi.org/10.21697/pk.1998.41.3-4.03.

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The Motu proprio: Apostolos Sttos of pope John Paul II,dated 21 May 1998, is a continuation and intensification of the Second Vatican Council's teaching on the Bishops Conferences. Bishops Conferences express the collegiality inthe Church, collegiality in the broader meaning; defined as „the spirit of collegiality” – affectus collegialis. This collegiality expresses bishops’ concern for the universal Church, but especially for the local Church, that is, the Church existing on the territory of one country and remaining under the Bishops Conference of that country. The sphere of activity of the Bishops Conference is regulated by the universal law and by its own statutes which must be approved by the Apostolic See. The Motu proprio: „Apostolos Suos” determines that the offices of a chairman and vice-chairman of the Bishops Conference are filled by an election. They are alected by all members from among the diocesan bishops. Besides its legislative and coordinative power, the Plenary Assembly of the Bishops Conference has the right to issue doctrinal declarations. Such declaration, made unanimously by the Conference, belongs to the authentic teaching of the Church and can be promulgated by its authority. If the declaration was supported by two thirds of the Conference's members (with the deliberative vote), then it requires the recognition of the Apostolic See.

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7

Fischer, Michael. "Defending Collegiality." Change: The Magazine of Higher Learning 41, no. 3 (May 2009): 20–25. http://dx.doi.org/10.3200/chng.41.3.20-25.

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8

Hutcheon, Linda. "Saving Collegiality." Profession 2006, no. 1 (January 2006): 60–64. http://dx.doi.org/10.1632/prof.2006.2006.1.60.

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9

Frank, Polly, Lee-Allison Levene, and Kathy Piehl. "Reference Collegiality:." Reference Librarian 15, no. 33 (September 1991): 35–50. http://dx.doi.org/10.1300/j120v15n33_04.

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10

Eisenlohr, Laurence C., and Lisa K. Denzin. "Cretaceous collegiality." Molecular Immunology 68, no. 2 (December 2015): 67. http://dx.doi.org/10.1016/j.molimm.2015.08.013.

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11

Ward, LaWanda W. M., Leandra M. Cate, and Karly S. Ford. "Culture of Hegemonic Collegiality: Pre-Tenure Women Faculty Experiences with the "Fourth Bucket"." Review of Higher Education 47, no. 2 (January 2024): 217–43. http://dx.doi.org/10.1353/rhe.2024.a914961.

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Abstract: This qualitative study is an examination of how 20 tenure-seeking Women of Color and White women academics at a public research-intensive university define collegiality and its perceived role in rank advancement. By engaging culture of hegemonic collegiality, we identified two salient themes: (a) collegiality is defined through weapon and survival metaphors; and (b) collegiality makes a gendered-race difference inconsistently in tenure decisions. Collegiality is and will likely remain relevant in tenure and promotion processes. We offer transformative collegiality, an equal power sharing of authority among colleagues that normalizes anti-oppressive norms, to possibly create and sustain dignity affirming faculty communities.

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12

Kangasniemi, Mari, Katariina Arala, Eve Becker, Anna Suutarla, Toni Haapa, and Anne Korhonen. "The development of ethical guidelines for nurses’ collegiality using the Delphi method." Nursing Ethics 24, no. 5 (January 11, 2016): 538–55. http://dx.doi.org/10.1177/0969733015617342.

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Background: Nurses’ collegiality is topical because patient care is complicated, requiring shared knowledge and working methods. Nurses’ collaboration has been supported by a number of different working models, but there has been less focus on ethics. Aim: This study aimed to develop nurses’ collegiality guidelines using the Delphi method. Method: Two online panels of Finnish experts, with 35 and 40 members, used the four-step Delphi method in December 2013 and January 2014. They reformulated the items of nurses’ collegiality identified by the literature and rated based on validity and importance. Content analysis and descriptive statistical methods were used to analyze the data, and the nurses’ collegiality guidelines were formulated. Ethical considerations: Organizational approval was received, and an informed consent was obtained from all participants. Information about the voluntary nature of participation was provided. Results: During the first Delphi panel round, a number of items were reformulated and added, resulting in 32 reformulated items. As a result of the second round, 8 of the 32 items scored an agreement rate of more than 75%, with the most rated item being collegiality means that professionals respect each other. The item with second highest rating was collegiality has a common objective: what is best for patients, followed by the third highest which was professional ethics is the basis of collegiality. Conclusion: Nurses’ collegiality and its content are well recognized in clinical practice but seldom studied. Collegiality can be supported by guidelines, and nurses working in clinical practice, together with teachers and managers, have shared responsibilities to support and develop it. More research in different nursing environments is needed to improve understanding of the content and practice of nursing collegiality.

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13

Block, Alexandra, Heather Dubrow, Joel D. Goldfield, Gerald Graff, Jean Howard, John Ottenhoff, and Cathy Yandell. "Collegiality: A Roundtable." Profession 2006, no. 1 (January 2006): 100–118. http://dx.doi.org/10.1632/prof.2006.2006.1.100.

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14

Wood, Stayton A. "Toward Renewed Collegiality." NASPA Journal 29, no. 1 (October 1, 1991): 2–9. http://dx.doi.org/10.1080/00220973.1991.11072236.

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15

&NA;. "CONFLICT TO COLLEGIALITY." Nursing 15, no. 4 (April 1985): 89–92. http://dx.doi.org/10.1097/00152193-198504000-00021.

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16

Penington∗, David. "Collegiality and Unions." Journal of Tertiary Education Administration 13, no. 1 (May 1991): 7–18. http://dx.doi.org/10.1080/0157603910130102.

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17

Bloom, Lynn Z. "Collegiality, the Game." symploke 13, no. 1 (2005): 207–18. http://dx.doi.org/10.1353/sym.2006.0008.

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18

Van Oort, Richard. "Crisis and Collegiality." symploke 13, no. 1 (2005): 158–66. http://dx.doi.org/10.1353/sym.2006.0043.

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19

Littlefair, David, Joanne Clifford Swan, and Karen Hudson. "Kinship and collegiality." Qualitative Research Journal 19, no. 4 (November 11, 2019): 371–79. http://dx.doi.org/10.1108/qrj-02-2019-0018.

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Purpose External partnerships are crucial to the functioning of a university education department. The purpose of this paper is to explore the underpinning characteristics of such partnerships. It examines different types of partnerships from those in initial teacher education, to continuing professional development to international. Evidence-based data are gathered from both external partners and university staff who deal with partnership. Softer skills and intellectual kingship are identified as the fundamental drivers of partnership and the subsequent implications for universities are examined. Design/methodology/approach In order to explore the nature of these partnerships, a qualitative approach was essential as the focus was in the motives and perspectives of the authors’ partners, the authors’ colleagues and the university as a corporate entity. To this end, questionnaires were designed for use with a broad range of teacher education partners. Semi-structured interviews were also conducted with university-based colleagues involved in a range of these partnership activities. Findings The institutional reputation on its own does not appear to be the main driver for partnership and as such, the partner bases their decisions and judgements upon the relationship and discussions with the link person they deal with. In turn, those key actors in the university education department also see the wider university as an inhibitor and constraint upon partnership but maintain their relationships by drawing on autonomous forms of professionalism. Thus, intellectual kinship, collegiality and common goals may be argued as key to generating successful external relationships. Practical implications It is important to note that a business relationship which relies on an individual is fragile; people move, become ill and change roles. Clear strategies are essential for succession planning across all such partnerships in an institution, if they are to avoid the potential financial and reputational repercussions arising from unplanned change. Originality/value This study highlights the significance of effective communication between the department establishing the partnership and those responsible for broader managerial and administrative systems in the institution, as well as the potential importance of shared values across departments in respect of supporting and maintaining international partnerships. Further, institutions should recognise the fundamental importance of the link person, in terms of the boundary-spanning nature of the role, the importance to that role of intellectual kinship and the potential this has for the development of new or expanded relationships.

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20

Scott, Joyce A., and Nancy A. Bereman. "Competition versus Collegiality." Journal of Higher Education 63, no. 6 (November 1992): 684–98. http://dx.doi.org/10.1080/00221546.1992.11778395.

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21

Bissett, Ngaire, and Sharon Saunders. "Criticality and Collegiality." Journal of Management Education 39, no. 5 (November 14, 2014): 597–625. http://dx.doi.org/10.1177/1052562914557281.

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22

Connell, Mary Ann, and Frederick G. Savage. "Does Collegiality Count?" Academe 87, no. 6 (2001): 37. http://dx.doi.org/10.2307/40252089.

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23

Schmidt, Rebecca J., and Bethany Pellegrino. "Collegiality and CKD." Advances in Chronic Kidney Disease 18, no. 6 (November 2011): 394–95. http://dx.doi.org/10.1053/j.ackd.2011.09.007.

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24

Mullan, Zoë. "Collegiality without borders." Lancet Global Health 3, no. 1 (January 2015): e1. http://dx.doi.org/10.1016/s2214-109x(14)70375-4.

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25

Burton, Robert. "Collegiality and Competition." Community & Junior College Libraries 6, no. 1 (April 21, 1989): 39–43. http://dx.doi.org/10.1300/j107v06n01_06.

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26

Heron, John. "Holism and collegiality." Self & Society 29, no. 2 (June 2001): 17–19. http://dx.doi.org/10.1080/03060497.2001.11086100.

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27

&NA;. "Collaboration and Collegiality." Orthopaedic Nursing 15, no. 6 (November 1996): 5. http://dx.doi.org/10.1097/00006416-199611000-00001.

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28

Cipriano, Robert E., and Jeffrey L. Buller. "Rating Faculty Collegiality." Change: The Magazine of Higher Learning 44, no. 2 (February 29, 2012): 45–48. http://dx.doi.org/10.1080/00091383.2012.655219.

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29

Glogau, Richard Gordon. "Collegiality and dermatology." Journal of the American Academy of Dermatology 53, no. 4 (October 2005): 701–2. http://dx.doi.org/10.1016/j.jaad.2005.06.028.

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30

Bonalumi, Nancy. "Collegiality: It's Priceless." Journal of Emergency Nursing 32, no. 5 (October 2006): 367. http://dx.doi.org/10.1016/j.jen.2006.08.013.

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31

Victorino, Christine, Karen Nylund-Gibson, and Sharon Conley. "Prosocial behavior in the professoriate." International Journal of Educational Management 32, no. 5 (June 11, 2018): 783–98. http://dx.doi.org/10.1108/ijem-09-2017-0258.

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Purpose The purpose of this paper is to focus on the relationship between college and university faculty collegiality, conceptualized as a set of prosocial behaviors, and job satisfaction. Design/methodology/approach A multi-level structural equation model was developed to examine the relationship between faculty collegiality and job satisfaction at the individual and institutional levels, the effects of gender and race/ethnicity, the effect of institutional type (i.e. research universities vs non-research universities), and whether institutional-level perceptions of faculty collegiality and job satisfaction influence perceptions of faculty collegiality and job satisfaction at the individual level. Findings Faculty collegiality was highly and significantly related to job satisfaction at the individual level (0.86) and at the institutional level (0.93). At the individual level, pretenured women faculty and faculty of color indicated significantly lower levels of collegiality. At the institutional level, pretenured faculty interactions with tenured faculty colleagues were positively and significantly related to individual-level perceptions of faculty collegiality. Research limitations/implications Study limitations include self-report data that were dependent upon accurate responses from faculty participants, and cross-sectional data. Future analyses could extend study findings by examining the influence of faculty collegiality upon such outcomes as faculty productivity and retention in future multi-level analyses. Practical implications It is recommended that interventions be undertaken to embed prosocial behaviors into faculty research, teaching, and service activities, and to foster relationships between pretenured and tenured faculty members. Originality/value This paper underscores the importance of collecting nationally representative faculty data and conducting rigorous multi-level analyses to inform higher education policy and practice.

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32

Miles, Morgan P., C. David Shepherd, Jacob M. Rose, and Mark Dibben. "Collegiality in business schools." International Journal of Educational Management 29, no. 3 (April 13, 2015): 322–33. http://dx.doi.org/10.1108/ijem-02-2014-0022.

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Purpose – While collegiality is often discussed and touted as a critical aspect of academia, there is little research that empirically examines collegiality in university business schools. One cause of the paucity of research is the lack of a reliable scale to measure collegiality (Sabharwal, 2011). The purpose of this paper is to develop a scale that measures collegiality at the departmental level for university faculty, and then uses it to understand the implications of collegiality within an academic department within a business school. Design/methodology/approach – The present study uses a scale development process consisting of: defining the domain of the construct; item generation; and psychometric assessment of the scale’s reliability and validity. Items were adapted for a university business school context from Shah (2011) and Seigel and Miner-Rubino (2009). The scale was administrated using a convenience non-random sample design drawn from active marketing and entrepreneurship academics who subscribe to the American Marketing Association’s ELMAR and the Academy of Management’s ENTRE list-serves. Findings – The faculty collegiality scale (FCS) was found to exhibit sound psychometric properties in this study. The study found that assessments of department-level collegiality are associated with budgets, performance evaluation processes, and workload allocations. In addition, factors from the FCS mediate the relationships between institutional variables and work satisfaction, which indicate that collegiality is an important determinant of work satisfaction in a contemporary university environment. Originality/value – The FCS developed in the present study offers business school academics and administrators a glimpse into the dimensions of what the marketing and entrepreneurship academics perceive makes a good colleague – one that provides professional and social support and is trustworthy; does not engage in politics, positioning, or rent-seeking to advantage their own situation; and that contributes to the well-being of the students, the department, the discipline and the university. In addition, the present study found that the FCS was related to budgets, performance evaluation processes, and faculty workloads.

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33

Fienberg, Nona. "Collegiality?with Hard Hats." Profession 2006, no. 1 (January 2006): 65–74. http://dx.doi.org/10.1632/prof.2006.2006.1.65.

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34

Taylor, Susan B., Sharon Kim, Jamie Dessart, Timothy Dow Adams, and Jacquelyn W. Green. "Collegiality: Statements from Chairs." Profession 2006, no. 1 (January 2006): 95–99. http://dx.doi.org/10.1632/prof.2006.2006.1.95.

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35

Schneiderman, Gerald. "Collegiality and career success." University of Western Ontario Medical Journal 86, no. 2 (December 3, 2017): 10–12. http://dx.doi.org/10.5206/uwomj.v86i2.1410.

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Success in one’s career and life are subjectively determined. However, the presence or absence of regrets are good indicia of one’s sense of fulfillment. In the context of professional education, “learning environment” is a key predictor of one’s future sense of fulfillment. Collegiality, mutual support, and decency towards one’s classmates were considered by the author in this small-scale study to be important predictors of one’s later success in life and medical practice.

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36

Lichtenberg, W. "On mentorship and collegiality." South African General Practitioner 2, no. 5 (January 2021): 160–62. http://dx.doi.org/10.36303/sagp.2021.2.5.0096.

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37

Palfreyman, David. "Collegiality, challenge and change." Perspectives: Policy and Practice in Higher Education 2, no. 4 (December 1998): 131–36. http://dx.doi.org/10.1080/713847971.

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38

Attwood, Carol Ann, and Kay E. Wellik. "Collaboration, Collegiality, and Cooperation." Clinical Journal of Oncology Nursing 16, no. 5 (September 28, 2012): 487–90. http://dx.doi.org/10.1188/12.cjon.487-490.

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39

Rowland, Stephen. "Collegiality and intellectual love." British Journal of Sociology of Education 29, no. 3 (May 2008): 353–60. http://dx.doi.org/10.1080/01425690801966493.

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40

Pearson, Linda. "A Call for Collegiality." Nurse Practitioner 23, no. 9 (September 1998): 8???14. http://dx.doi.org/10.1097/00006205-199809000-00001.

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41

Farrell, Maggie. "Collegiality in the Workplace." Journal of Library Administration 56, no. 2 (February 12, 2016): 171–79. http://dx.doi.org/10.1080/01930826.2015.1124696.

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42

Caesar, Terry. "The Specter of Collegiality." symploke 13, no. 1 (2005): 7–17. http://dx.doi.org/10.1353/sym.2006.0010.

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43

Finke, Laurie. "Performing Collegiality, Troubling Gender." symploke 13, no. 1 (2005): 121–33. http://dx.doi.org/10.1353/sym.2006.0016.

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44

Urgo, Joseph R. "Collegiality and Academic Community." symploke 13, no. 1 (2005): 30–42. http://dx.doi.org/10.1353/sym.2006.0042.

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45

Hanumolu, Pavan Kumar, and Un-Ku Moon. "Shannon Limit of Collegiality." IEEE Solid-State Circuits Magazine 5, no. 2 (2013): 14. http://dx.doi.org/10.1109/mssc.2013.2255758.

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46

Tierney, Mary Jo, and Jackie Ruth Rich. "13 Steps to Collegiality." Nursing Management (Springhouse) 23, no. 11 (November 1992): 83–84. http://dx.doi.org/10.1097/00006247-199211000-00023.

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47

Venters, Bryan. "Lab trips foster collegiality." Nature 461, no. 7263 (September 2009): 553. http://dx.doi.org/10.1038/nj7263-553b.

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48

Palfreyman, David. "Collegiality, challenge and change." Perspectives 2, no. 4 (December 1, 1998): 131–36. http://dx.doi.org/10.1080/13603109882036.

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49

Alexandrowicz, Viviana. "Collegiality and Bilingual Teachers." Kappa Delta Pi Record 33, no. 2 (January 1997): 55–57. http://dx.doi.org/10.1080/00228958.1997.10518687.

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50

Brown Will, Susan E., Molly Murphy Bernish, and Krissa Pecunes. "Collegiality in Obstetric Care." Journal of Obstetric, Gynecologic & Neonatal Nursing 45, no. 3 (June 2016): S13. http://dx.doi.org/10.1016/j.jogn.2016.03.046.

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