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Cavanagh, John Bartholomew. "Managing collegiality : the discourse of collegiality in Scottish school leadership". Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2254/.
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Abstract: In recent years there has been an increasing emphasis on the promotion of collegiality as an impetus for management in Scottish schools. Collegiality is promoted as having the potential to transform teachers and hence education. This study confronts this ambitious claim arguing that the concept of collegiality has suffered from a lack of theoretical and intellectual scrutiny. Collegiality lacks proper understanding as a concept and as a discourse. Terms associated with it are frequently used in perfunctory ways which are inattentive to its conceptual sophistication. This study attends to complications which emerge when we reflect rigorously on what collegiality means, and how it impacts on various organisations, but in particular school management. Current attempts at developing a collegiate culture in schools are underexploiting its potential as a transformative management model. We are not managing to be collegiate in the most normative of understandings because we are not Managing collegiality in ways which take account of its conceptual and discursive complexity. The key research questions are: From where has the discourse of collegiality come and how has it been promoted? Whose interest might the discourse of collegiality serve? The study takes two main approaches in addressing these. It considers collegiality as a concept, focussing on meaning and implications arising from the application of limited understandings of the idea in a variety of organisational contexts. It then draws on continental philosophy to uncover arguments which position collegiality, currently promoted, as a discourse. The dissertation locates key sources of the discourse of collegiality and the politics and practices of its promotion. It explores the interests claimed to be served by collegiality, contrasts these with the interest more likely to be served, before going on to make normative claims about a rehabilitated understanding of collegiality. It identifies current approaches to collegiality more as being technologies for organisational expediency rather than as conduits of the more attractive and normative understandings which could contribute creatively to a more democratic and ‘dialogic’ school organisational culture. In seeking a more creative and potentially transformative conception and practice of collegiality, the study looks at one particular example of a radical reappraisal and critiques this, finding it attractive in some senses but at odds with the parameters within which school managers work. A discussion develops which explores more attractive and normative understandings and casts these before a backdrop of common approaches to the professional practice of school management. The dissertation contributes to a discussion by which popular understandings of collegiality may be rescued to become more befitting the democratic and socially oriented facets of a school, rather than as a managerialist technology, impacting on learners, teachers and the wider constituency of interest in schooling in rather more limited ways. The study defends normative understandings of collegiality as an organisational impetus tailored for professional arenas, but in so doing it defends management as a necessity in organisational contexts characterised by complexity. Collegiality cannot be an alternative to Management. It is an attractive approach for schools which can be managed if Managed appropriately.
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DeShaw, Michèle. "Trust, collegiality, and community /". dissertation online, 2009. http://pqdtopen.proquest.com/#abstract?dispub=3379005.
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McAleese, Mary, i Richard 1958 Gaillardetz. "Collegiality in Church leadership:". The Church in the 21st Century Center at Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104059.
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Brunderman, Lynnette Ann. "Leadership Practices that Support Collegiality in Schools". Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/195340.
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Research has identified collegiality, encouraged by the school leader, as one of the factors present in highly effective schools. However, there is not a widely accepted understanding of what collegiality is or how it is fostered. This study examined teachers' perceptions about collegiality and leadership practices that supported its development in schools. This investigation of the collegial experiences and understandings of teachers in three elementary school settings was conducted primarily through interviews and observation. A high level of collegiality existed among the staff at the three schools, and staff perceptions of the factors that impacted those collegial experiences yielded important data. Three basic questions guided this research: (1) How do teachers demonstrate their own collegial behaviors in schools?; (2) What conditions do teachers identify that enhance teacher collegiality?; and (3) What are the leadership behaviors that foster and support collegiality? A summary of the findings suggested that teachers talking about practice and teachers teaching one another were the two most often discussed and practiced indicators of collegiality. The findings of this study strengthen the connection between well-established transformational leadership practices and teacher collegiality. Both aspiring and practicing leaders need to understand the theory and research behind the practice of transformational leadership and its link to collegiality in schools.This study has added to the body of research, supporting the link between leadership behavior of principals and the collegiality of teachers. Transformational leadership practices contribute to school effectiveness and continuing teacher growth and development. This has implications for the day-to-day practice of leaders, for the professional development of teachers, and for leadership development. A deep understanding of collegiality and the leadership practices that support and sustain it is necessary in an era of continuous school improvement.
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Barrett, Jenny. "The impact of the NCEA on teacher collegiality". The University of Waikato, 2008. http://hdl.handle.net/10289/2270.
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This study looks at the impact that the National Certification of Educational Achievement (NCEA) has had on teacher collegiality in New Zealand. It is an exploratory study using an in case and cross case method, located in four secondary schools with a range of demographics. I was interested in gathering the information from teachers in three key roles: Assistant teacher, Head of Department and Principal's Nominee, finding out what their views were on the change that the NCEA has bought to their professional lives and the impact made on their collegiality. The literature reviewed shows there is an international appreciation of the value of collegiality in schools but there is a fragile nature of collegiality that challenges its strength. The complexity of school culture and the symbiotic relationship between it and collegiality contributes to challenge of the management and development in secondary schools. The findings showed the teachers in this study considered there to have been a deepening in collegiality as a result of increased sharing of material, professional communication through moderation and professional development, and a heightened respect for professional practice and understanding of personalities. There are threats from reduced socialisation, workload, loss of autonomy and the fragility of collegiality. These elements have created a shift in school culture. How teacher collegiality can best be supported using this assessment policy has been explored with features involving school organisation and increasing deep collegial activities such as collegial observation, marking, moderating and review being identified as beneficial.
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Antoine, Nora. "Exploring Tribal College and University (TCU) Faculty Collegiality". Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1383048432.
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Soltani, Shahsanami Sara, i Emelie Vickers. "Collegiality and the interplay between modes of governance". Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-448334.
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As an under-researched form of coordination and control, little is known of how collegiality is practiced, especially in for-profit firms. Our thesis has sought to address this research gap by interviewing professionals from two fields which are recognized as collegial, namely lawyers and architects. Our aim was to depict how for-profit firms coordinate and control using collegiality in relation to the traditional modes of governance of bureaucracy and management. We do this by utilizing the concept of institutional logics which focuses on field-level meaning systems and how actors use these systems of values, beliefs and expectations to make sense of their institutional environment. We could observe a clear coexistence of all three modes of governance. Our respondents indicated an awareness of the different logics and demonstrated an understanding of which governance mode was called for in which situation. This interplay was highly contextual and contingent on each situation's institutional demands and expectations. Collegial values were keenly advocated, yet work tasks that were legalized were also bureaucratized. The coexistence of fundamentally contradictory governance modes did not however appear to meet much internal resistance and seemed to rather function peacefully with wide employee acceptance.
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Bas-Isaac, Eugenia. "Teacher mentoring: A micro-political study of collegiality". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186586.
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The primary objective of the study is to examine whether teachers view mentoring as an inherently contrived or collaborative enterprise. Drawing upon a micro-political framework, this study examines the relationships between contrived and collaborative collegial relationships (Hargreaves, 1991), utilizing data from a mentor teacher program in a large Southwestern district. Teacher collegiality has not been viewed within the context of shifting power relationships between teachers and administrators. Some researchers (Conley, Bas-Isaac, & Scull, in press; Hargreaves, 1991) have maintained that while some teacher collegiality mechanisms may be teacher-driven and reflect genuine teacher collaboration, others are contrived and aimed more toward promoting administrative efficiency and gaining greater control over teachers' work. The critical question is whether peer mentoring systems, such as a formalized mentoring component of a Career Ladder program, which are inherently contrived, are capable of generating teacher collaboration. The results suggest that collaborative and contrived collegiality may be complementary relationships, that is, teachers can meet their own needs and interests in what on the surface is a contrived setting.
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Cash, Penelope Anne, i mikewood@deakin edu au. "Women clinical nurses' constructions of collegiality: An ethnomethodological study". Deakin University. School of Nursing, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051123.122031.
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This research is about a shared journey of being together. It involved thirteen women nurses (including myself) in a process approach to working with data collected through audio transcriptions of conversations during group get-togethers, field notes and journalling over twelve months. The project was conducted in a large acute care metropolitan hospital where the ward staff interests lie in a practice history of the medical specialty of gynaecology and women's health.
Prior to commencement ethical approval was gained from both the University and hospital ethics committees. Accessing the group was complicated by the political climate of the hospital, possibly exaggerated further by the health politics across the state of Victoria, at a time of major upheaval characterised by regionalism, rationalisation and debt servicing.
In order to ascertain women clinical nurses' constructions of collegiality I adopted an ethnomethodological approach informed by a critical feminist lens to enable the participants to engage in a process of openly ideological inquiry, in critiquing and transforming practice. I felt the choice of methodology had to be consistent with my own ideological position to enable me to be myself (as much as I could) during the project. I wanted to work with women to illuminate the ways in which dominant ideologies had come to be apprehended, inscribed, embodied and/or resisted in the everyday intersubjective realities of participants. The research itself became a site of resistance as the group became aware of how and in what ways their lives had become distorted, while at the same time it collaboratively transformed their individual and collective practice understandings, enabling them to see the self and other anew.
Set against the background of dominant discourses on collegiality, women's understandings of collegiality have remained a submerged discourse. Revealed in this work are complex inter-relationships that might be described by some as collegial!, but for others relations amongst these women depict alternative meanings in a rich picture of the fabric of ward life. The participants understand these relations through a connectedness that has empathy as its starting point.
In keeping with my commitment to engage with these women I endeavoured to remain faithful to the dialogical approach to this inquiry. Moreover I have brought the voices of the women to the foreground, peeling away the rhizomatic interconnections in and between understandings. What this has meant in terms of the thesis is that the work has become artificially distanced for the purposes of academic requirements. Nevertheless it speaks to the understandings the participants have of their relationships; of the various locations of the visible and invisible voices; of the many landscapes and images, genealogies, subjectivities and multiple selves that inform the selves with(in) others and being-in-relation. Throughout the journey meanings are revealed, revisited and reconstructed. Many nuances comprise the subtexts illuminating the depths of various moral locations underpinning the ways these women engage with one another in practice. The process of the research weaves through multiple positions, conveying the centrality of shared goals, multiple identities, resistances and differences which contribute to a holding environment, a location in which women value one another in their being-in-relation and in which they stand separately yet together.
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Cooper, Lionel. "The relationship between ethos and collegiality in secondary schools". Thesis, Keele University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251395.
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Loe, David R. "Teacher Transformation and Critical Collegiality in Online Learning Environments". Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1271295100.
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Moore, Norman. "Investigating the development of greater pupil collegiality in primary schools". Thesis, University of Lincoln, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429986.
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Worger, Robert G. "Collegiality in secondary school senior management teams : substance or rhetoric?" Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424625.
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FitzGerald, Taylor Grace. "Dynasty and collegiality : representations of imperial legitimacy, AD 284-337". Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33109.
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This thesis investigates representations of dynastic legitimacy and imperial power in the later Roman Empire (AD 284-337). It explores the continuity and change in expressions of dynastic legitimacy by, for and about the emperors of this period, which were presented in coinage, panegyrics, and other literary and material evidence. I argue that familial relationships were used throughout this period to make legitimation claims or to counter claims made by rivals, rejecting the notion of clear breaks between the third century, the Tetrarchy and the reign of Constantine. The Tetrarchy’s creation of familial links through adoption and marriage led to a web of inter-familial relationships that they and later emperors used in promoting their own claims to imperial legitimacy. At the same time, the presentation of these imperial colleges as harmonious co-rulership relied heavily on the adaptation of pre-existing strategies, which in turn would be adapted by the emperors of the early fourth century. This thesis proceeds roughly chronologically, focusing on the regimes of individual emperors and their collaborators when possible. Chapter 1 examines the creation of the Tetrarchy as an extended ‘family’ and the adaptation of ideologies of third-century co-rulership. Chapter 2 explores the changes in the Second Tetrarchy, with an especial focus on the ‘Iovian’ family of Galerius and Maximinus Daza. Chapter 3 looks at Maxentius’ claims to both ‘retrospective’ and ‘prospective’ dynastic legitimacy. Chapter 4 examines Licinius’ legitimacy both as a co-ruler and brother-in-law of Constantine, and as the beginning of a new ‘Iovian’ dynasty. Chapter 5 delves deeper into the different claims to dynastic legitimacy made by Constantine over the course of his thirty-year reign. Taken together, these chapters offer a new approach by arguing against the dichotomy between ‘dynasty’ and ‘collegiality’ that tends to dominate scholarship of this period. Instead they focus on the similarities and continuities between the representations of imperial families and imperial colleges in order to understand how perceptions of dynastic legitimacy evolved in the third and fourth centuries.
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Cordova, Carmen. "Collaboration: A Study of Decision-Making, Collegiality, Conflict and Change". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392027993.
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Jacobs, Merle. "Staff nurse collegiality, the structures and culture that produce nursing interactions". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ56235.pdf.
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Roch, Douglas Oliver. "Inhabiting extended physical spaces : intersections of spatiality, teacher collegiality and power". Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/43900.
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This study examined experiences of teachers working in extended physical spaces (those added to an existing school building such as built additions or modular classrooms) in the case of a growing British Columbia elementary school in which there was a perceived lack of physical space. Specifically, I looked at the intersections of spatiality, teacher constructions of collegiality, and power relations with regards to working in extended spaces, and how these concepts affected teacher work lives and professional interactions. In this study, spatiality refers to human constructions of space and place that occur through our social interactions with others within the physical environment, and collegiality is defined as teachers’ involvement with peers on a variety of levels. Through use of a critical symbolic interactionist lens and a conceptualization of power from a feminist empowerment (power-with) model, I sought to understand how these teachers interpreted symbols representing organizational values and norms within the broad school culture, the meanings they derived from the extended physical spaces, and how socio-spatial relations were produced.
Data obtained through observation, document analysis, and interviews suggested teachers derive meaning from extended physical spaces based upon how their workspace allows them to carry out their work role. These spaces were symbolized as being separate from the original building. Generally, teachers believed inhabiting extended physical spaces had the potential to contribute to a lessening quality and quantity of interactions with other teachers, and to make resources less accessible. Teachers constructed six broad categories of collegial interactions which were largely based upon their ability to interact with colleagues through space and took the form of socio-spatial enactments that were reflections of negotiated organizational culture. Findings indicated teachers inhabiting extended physical spaces had the potential to feel tension as they attempted to enact the organizational values that characterized the school while simultaneously experiencing a new spatiality. However, through strategies of empowerment and a distributed-leadership model, teachers and administrators were able to mitigate much of the potential disadvantage that could occur through inhabiting extended spaces, thereby producing new, inclusive spatialities and opportunities for socio-spatial dialogue and community growth.
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Niven, Alan Andrew. "Collaborative ministry: A case study in innovation, collegiality and theological reflection". Phd thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/5f8ef1f14ccd0a7e7eedf7a82047f4e5441acab2bf6a883f0d3bc3809a902997/19412061/65031_downloaded_stream_256.pdf.
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In 1996 a Lay parish Leader was appointed to the Catholic parish of St Louis de Montfort, Aspendale, Melbourne. The commissioning liturgy was performed by the Archbishop, the first such official appointment in Australia. The expansion of lay ministries, the growing numbers of lay ecclesial ministers and the reality of the shortage of priests contributed to the need to evaluate new models of leadership. The tomorrow's Church process projected that by 2010 there would be 80 parishes without a resident priest. Aspendale accepted a lay pastoral leader for a three year Pilot Project. Because of the complex nature of the relationship between priest and Parish, it was important for the developing role of the Lay pastoral leader to be evaluated.
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Jeram, Ramesh. "Interpreting the effects of collegiality and collaboration on mathematics teachers' efficacy in a school based professional development programme : a case study". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79813.
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Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This study is a tale untold by quantitative data. The main role-players in this tale are two mathematics teachers at an urban high school situated in a low socio-economic area and involved in a professional development programme in the Western Cape, viz. the SPARK project. It is a case study of how their levels of collegiality and collaboration positively influenced their levels of efficacy, whilst being part of an in-service professional development programme. This interpretive qualitative case study is explored using two data sets: one being the classroom observation reports generated via participant observation during the first three years of the project; and the other is a focus group interview done three years later. The data sets were analysed to produce a rich, thick descriptive and interpretive account of the supportive environment of these two teachers and how it played a significant role in their professional growth and levels of efficacy. The findings of this study are then used to highlight the importance of establishing collaborative cultures within in-service professional development programmes and the positive influence it can have on the efficacy levels of teachers.
AFRIKAANSE OPSOMMING: Hierdie studie vertel ‘n verhaal waaraan kwantitatiewe data alleen nie reg kan laat geskied nie. Die hoofrolspelers in die verhaal is twee wiskunde onderwysers by ’n stedelike hoërskool wat geleë is in ’n lae sosio-ekonomiese gebied en wat betrokke is by ’n professionele ontwikkelingsprogramme in die Wes-Kaap, die sogenaamde SPARK projek. Dit is ’n gevallestudie wat aantoon hoe hulle vlakke van kollegialiteit en samewerking, terwyl hulle deel was van hierdie professionele indiens-ontwikkelingsprojek, hulle vlakke van doeltreffendheid positief beïnvloed het. Hierdie interpretatiewe kwalitatiewe gevallestudie is ontleed aan die hand van twee datastelle: aan die een kant die klaskamer waarnemingsverslae gebaseer op klasobservasies van die deelnemers gedurende die eerste drie jaar van die projek en aan die ander kant ‘n fokusgroep onderhoud wat drie jaar later gedoen is. Die analise van hierdie datastelle het ’n ryklik gelaaide beskrywende en interpretatiewe weergawe daargestel van die ondersteunende omgewing van hierdie twee onderwysers en hoe dit ’n beduidende rol gespeel het in hulle professionele groei, onder meer hulle vlakke van werkseffektiwiteit. Die bevindings van hierdie studie word dan gebruik om die belangrikheid van die vestiging van kollaboratiewe kulture in professionele indiensopleidingsprogrammeme te beklemtoon. Die studie onderskryf ook die positiewe invloed wat ’n kultuur van samewerking kan hê op die doeltreffendheidsvlakke van onderwysers.
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Carter, Sadie Johnson. "An Assessment of the Newport News Teacher Mentoring Program". Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/11218.
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The perceptions of how well the mentor teacher program meets the needs of the beginning teacher, the mentor teacher, and the school division were examined in this study. There were three populations: 100 beginning teachers employed in the Newport News Public Schools with an initial employment date of August 1998, 56 mentor teachers, and 31 program administrators. Three surveys, utilizing Likert scales, were developed to collect data. Descriptive statistics were applied to the data. Data from the three populations were analyzed separately. Each set of data was disaggregated by age, gender, ethnicity, years of experience, position, educational level, and career status. Means were compared to identify differences in the perceptions of the program's effectiveness.
The overall conclusion was that the program is only modestly meeting the needs of beginning teachers and mentors. In the perception of administrators, the program is meeting the needs of the school division. The data are quite clear that the closer one is to the classroom (the beginning teacher) the lower one rates the mentoring program. The beginning teachers rated the program the lowest, with mentors rating it next lowest and administrators rating it the highest. Numerous strengths and areas needing improvement were identified in the assessment. Among the strengths were sufficient emotional support from mentors, assistance with policies and procedures of the school and division, help with instructional methods, and training for mentors. Among the areas needing improvement were sufficient time for mentoring and receiving assistance; support for such activities as stimulating student learning, conducting home visits, organizing the classroom, and achieving the Virginia Standards of Learning; compensating mentors adequately; and assigning mentors to beginning teachers who teach the same grade or content. The data may be useful in guiding modifications in the mentoring program of the Newport News Public Schools or in developing an effective mentoring program in any school system.Ed. D.
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Tillman, Rosemarie. "The communication of collegiality : an examination of advice faculty give incoming faculty /". view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232428461&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of Oregon, 2006.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-121). Also available for download via the World Wide Web; free to University of Oregon users.
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Rixom, Anne. "Professionalisation and decision making in higher education management : new collegiality and academic change". Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547622.
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This study discusses the professionalisation of higher education management and emerging patterns of decision making within a context of academic and organisational change. A total of thirty interviews were conducted across six Universities, with five similar roles interviewed in each institution. Respondents were drawn from both centralised and decentralised parts of the organisation, and represented both academic and professional services perspectives. Three ideas are proposed. The first is an emerging New Collegiality in which decision making behaviour is developing that reflects traditional collegial debate, but within new peer groups of academic and professional services managers. Academic managers are also using New Collegiality to share good management practice, with new organisational combinations offering new forms of collaborative working within and across subject disciplines. A second theme proposes that a Higher Education Professional Services Framework exists, which has situationally contingent characteristics that are unique to the professional services in higher education. These features combine decision making and management behaviours to operate as a singular body positioned throughout the organisation in context specific ways. Finally, a third concept identifies three linked levers of management used by the centre to address tensions of internal demands for decentralisation against the external pressures to centralise. These linked levers consist of the creation of an intermediate tier such as a faculty or college, a proactive use of management information as an evidential tool for decision making, and a particular use of the Higher Education Professional Services Framework. The findings suggest that Universities are ostensibly decentralising their organisational structures while simultaneously centralising decision making authority through changes in accountability. These trends raise a number of relevant issues to the professionalisation of higher education. .
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Awbery, Carole. "Collegiality as a leadership strategy within 21st century education : a single case study". Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5045/.
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This critical inquiry explores the perceptions of seventeen Middle Leaders with regards to collegiality as a leadership strategy within 21st century education. Literature which explains and describes leadership theories is extensive, but literature exploring collegiality in England is not. To this end collegiality is conceptualised in order to allow this transformational leadership strategy to be examined and discussed. The case study is one secondary school in England whereby the data generated through semi-structured interviews was triangulated with documentary evidence, and the selected reviewed literature. Conclusions resulted in four themes in the journey of collegiality (Assimilation; Systematisation; Self-efficacy; and Educational Improvement and School Development) being identified and discussed, and collegiality being reconceptualised. A framework for being truly collegiate, and a model of the perceived key elements for a school to deliver a successful 21st century education are presented. This study indicates that collegiality has the potential to develop self-efficacy, and highlights the importance of a climate for collegiality, and emotional intelligence to improve educational improvement and school development. It is hoped that the contributions being made to knowledge may be relatable to other schools in different contexts, and be of interest to people considering the potential of transformational leadership strategies.
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Laubscher, Susanna Maria. "Collaboration and collegiality amongst educators in high performing schools in the Western Cape". Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/8063.
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This study investigated the nature and extent of collaboration and collegiality amongst 195 high school educators in six high performing schools in the Cape Metropole, Western Cape, Cape Town. A case study approach was used and questionnaires and intervies were used as research instruments. This study found that the schools in this sample display high and widespread levels of collaboration and collegiality amongst educators. The collegial activities are fostered in a collaborative domain during regular on-site formal activities. These carefully structured formal collaborative activities provide training forums for inexperienced educators.
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Appollis, Jilian Rosemary. "Perceptions of staff on collegiality and accountability in promoting quality assurance at Helderberg College". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/4036.
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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2009.Over the past 10 to 15 years significant changes have taken place in higher education. Higher education institutions have been influenced by globalisation, an information explosion, shifts in teaching approaches to facilitate learning and new approaches to governance. Some of these factors have had implications on the decision-making processes which were traditionally used in higher education. Amongst these demands for change, the one which has apparently presented the most challenges is the demand for accountability to the stakeholders of higher education institutions. These stakeholders include the government, students, different communities and the constituents of the labour market. In order to meet the demands for accountability, an instrument referred to as quality assurance was introduced at all higher education institutions. Many institutions resorted to adopting a managerial approach to manage quality assurance and to facilitate efficiency. In using this approach, more regulation and demands for compliance were sought. The managerial approach appeared to be more bureaucratic than the traditional collegial ethos of universities. Lecturers experienced that their autonomy was being undermined and their academic freedom restricted. Therefore they often resorted to resistance. In this study the literature overview revealed that there is a strong debate as to which approach to quality management is most suited to higher education. A case study was conducted at Helderberg College, which is a private higher education institution in the Western Cape Province. The aim of this study was to explore how lecturers reacted to the concept of quality assurance, but more specifically, which approach to quality management they preferred. The main objective was to establish what lecturers would regard as a suitable quality assurance framework that would contribute to accountability and trust. Findings from the study suggest that there is no single model for quality assurance which would suit every institution, and Helderberg College in particular. The preference indicated by staff was for a collegial approach, which may include elements of managerialism to address the demands for efficiency, whilst protecting the autonomy of the lecturers. Other elements that were identified as likely to promote trust and accountability within a quality assurance framework, were shared vision, consultation, collaboration and involvement in decision-making processes.
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Krejcie, Karen M. "An analysis of the adjunct faculty need to improve collegiality at Fox Valley Technical College". Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004krejciek.pdf.
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Baker, Randall Glenn. "The role of the principal in reducing teacher isolation, promoting collegiality, and facilitating beginning teacher induction". Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2530.
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The fragmentation of teachers' work, through isolation and the absence of structures for collegial interaction, make teaching a very solitary and private kind of work that has far reaching implications. Although teacher isolation is recognized as an ongoing problem and a detriment to the teaching profession, empirical evidence of what principals are doing to reduce teacher isolation and to promote collegiality is limited. The purpose of this research study was to identify how elementary school principals are reducing teacher isolation, promoting collegiality, and facilitating beginning teacher induction. The researcher examined the perceptions of 331 public elementary principals throughout California regarding these issues. Data were gathered through a 72 item questionnaire designed for this research study based on the literature, and descriptive statistics were used to organize and analyze the data. In general, most principals indicated that they were implementing many practices discussed in the literature that contribute to reduced teacher isolation and greater collegiality. For example, most principals indicated that they have a collaborative leadership style, implemented collaborative professional development, engaged teachers in shared decision making, and considered collaborative time for teachers to be very important. Most principals also claimed that their teachers preferred to work with colleagues to develop lesson plans and teaching strategies, were involved in change initiatives, and collaboratively worked to meet school goals. Practices that should be more fully implemented include aspects of teacher and mentor release time, teacher observations and feedback, teacher leadership, professional dialogue, and principals' involvement in the induction process. For example, principals and teachers must have ample opportunity to observe teachers and provide constructive feedback, principals should share with teachers the responsibility of planning and leading faculty and collaborative meetings, and principals should not rely solely on an induction program like BTSA for supporting beginning teachers but rather exercise their leadership role by being actively involved in the induction process. Recommendations for further study included conducting a teacher survey and personal interviews with principals and teachers, because principals may have responded to the survey in an idealistic fashion that was contrary to their actual practices or philosophy.
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Wennås, Brante Eva. "Stand together or fall alone : narratives from former teachers". Högskolan Kristianstad, Avdelningen för Pedagogik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-10597.
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In 2004 as many as 25% of teachers in Sweden, Denmark, and England were willing to leave their profession immediately; in the United States much effort has been invested in studying why teachers leave the profession. In this paper, four teachers who left the profession were interviewed from within the life-story tradition. In the narratives, which were rendered in a poetic style during the analysis, colleagues were mentioned both positively and negatively. The theme of having colleagues, and especially trust or mistrust between colleagues, was thus explored. The existence or non-existence of lateral trust between teachers can be connected both to school development and to student learning outcomes.
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Lovett, Susan. "Teacher learning and development in primary schools: a view gained through the National Education Monitoring project". Thesis, University of Canterbury. Education, 2002. http://hdl.handle.net/10092/1049.
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Today's teachers work in exhausting times. Curriculum and assessment change has been unrelenting and even the most conscientious teachers often feel overwhelmed. At national and local levels, professional development programmes have assisted teachers to address these changes and a number of approaches have been adopted. However, while teachers have engaged in professional development programmes, the actual benefits to classroom teaching and learning have been less certain. The quantity and frantic pace of these changes have worked against the achievement of quality outcomes. This thesis makes an important contribution to existing knowledge about professional development practice because it investigates teachers' experiences of educational change and school improvement processes to show what is both helping and hindering teachers as learners. The findings suggest that currently many schools are not effective learning organisations. This research uses the example of the National Education Monitoring Project (NEMP) reports to explore teacher learning processes in action. It is argued that the impact of the NEMP reports and their assessment information is being compromised because classroom teachers are already fully committed to curriculum document developments mandated by the Ministry of Education. In fact all professional development projects are faced with the same dilemma that schools are working with multiple projects at the same time. While this continues to happen the potential benefits of the NEMP reports as assessment exemplars for effective assessment practice remain unrealised because teachers' time is drawn to so many other competing priorities. It is this reality which now makes answers to key questions about teacher learning especially important. These questions concern who makes the decisions about what it is that teachers should be learning and how this learning might be presented to them. It is a matter of concern that teachers are cast as 'victims of change' and decisions about their learning largely determined by others. Rather than helping schools to help themselves and become 'agents' of change, this practice increases teachers' dependence on others for learning. A three stage approach to data collection is used in order to suggest improvements to current practice in professional development for teachers. This begins with questionnaire surveys to establish baseline data on the impact of the NEMP reports on classroom teachers in the Canterbury region. From this information an intervention is introduced to eight teachers who share a quality learning circle experience in order to learn more about the NEMP reports. Then observations and interviews of teachers in case study schools show teacher learning in action and reveal the strengths and weaknesses of current professional development experiences within schools. It is argued that the future effectiveness of schools will depend upon their capacity to determine their own learning needs and then find ways of addressing them. Schools will therefore need to acquire a more extensive repertoire of data gathering and analysis skills if they are to know how they can make significant improvements and not just duplicate what others find suitable for other settings. It is argued that improvements to teacher learning and development must address the focus of how teachers learn and will require a major review of how schools are structured and organised for teacher learning. Different arrangements will be required to allow 'learner centred' practice and the emergence of teacher learning communities from within schools. Schools will stand a better chance of being learning organisations when steps are taken to remedy the current structural arrangements which at the moment work against quality learning for teachers.
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Sjöbeck, Anna, i Emelie Zigon. "Kollegialitet och individualism : en identitetskonflikt i revisorers vardag?" Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-12311.
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The research of organizational structure and control in the audit profession suggest that there is a contradiction in that auditors should both nurture collegialities while they at the same time have their own responsibility for their individual development and career. This creates a competitive situation among colleagues who in return are expected to maintain a good social relationship and team spirit with each individual. Subsequently, being part of the collegiality and being highly individualistic, gives rise to a theoretical dilemma where these opposing forces are supposed to coincide with each other.The purpose of this paper is to create a bigger understanding of how auditors at major accounting firms can handle the conflict that arises. In order to explore this dilemma, we conducted a qualitative study based on an abductive approach. We have made seven semi-structured interviews from a localistic view. In addition, we have limited our sample to auditors in the Big 4 of southern Sweden.Furthermore, we have chosen to analyse the conflict from an identity perspective to better understand how auditors can relate to both collegiality and individualism. Through this study we have concluded that it only looks like a paradox in theory. Our empirical evidence suggests that this is not a practical problem. This principal contradiction dissolves in the everyday chaos where one is automatically suppressed by the other. Our conclusion that auditors do not see this as a practical problem, does not lead to that the theoretical dilemma is unimportant. It rather requires a deeper understanding of the phenomenon. The conclusion also results into questioning what this means for the theory of control and organizational structure.This phenomenon can also be applied to other parts of society. Today's labour market is considered increasingly individualized where each individual is responsible for their own success, while they at the same time are supposed to consider the collegiality and collaborate with others as well as the company at large. Therefore, our study provides a social contribution in the form of increased understanding of how individuals deal with the conflict between collegiality and individualism.Forskningen inom området organisationsstruktur och kontroll i revisionsbranschen tyder på att det finns en motstridighet i att revisorer både ska värna om kollegialiteten samtidigt som varje individ står som ensam ansvarig för sin egen utveckling och karriär. Detta skapar en konkurrenssituation till de kollegor som man förväntas upprätthålla goda sociala relationer till och samarbeta med. Att både vara en del av kollegialiteten och samtidigt vara starkt individualistisk, ger upphov till ett teoretiskt dilemma där dessa motpoler ska sammanfalla med varandra. Syftet med denna uppsats är att bidra till att skapa förståelse för hur revisorer på de större revisionsbyråerna hanterar denna konflikt. För att närma oss detta dilemma har vi gjort en kvalitativ undersökning som bygger på en abduktiv ansats. Vi har gjort 7 semistrukturerade intervjuer ur ett lokalistiskt perspektiv. Vi har begränsat vårt urval till revisorer inom Big 4 i södra Sverige. Vi har valt att analysera konflikten ur ett identitetsperspektiv för att tydligare begripa hur revisorer kan förhålla sig till både kollegialitets- och individualismaspekten. Genom detta har vi kommit fram till att det endast ser paradoxalt ut på ett teoriplan. Vår empiri tyder på att detta inte är ett praktiskt problem. Denna principiella motsättning löses i vardagens kaos där det ena per automatik undertrycks av det andra. Slutsatsen att revisorer inte ser detta som ett praktiskt problem leder dock inte till att det teoretiska dilemmat är oviktigt utan snarare att det kräver djupare kunskap om fenomenet. Slutsatsen leder dessutom till att man kan ifrågasätta vad detta betyder för de teorier som behandlar kontroll och organisationsstruktur. Detta fenomen kan även härledas till andra delar av samhället. Dagens arbetsmarknad anses i allt högre utsträckning individualiserad och varje individ får ansvara för sitt eget bästa samtidigt som man förutsetts att tänka på kollegialiteten och samarbeta med andra människor. Därför ger vår studie ett samhälleligt bidrag i form av ökad förståelse för hur individer hanterar konflikten mellan kollegialitet och individualism.
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SANTOS, CARLOS VICTOR NASCIMENTO DOS. "THE PRACTICE OF COLLEGIALITY IN THE BRAZILIAN SUPREME COURT: BETWEEN THE SOCIAL CONSTRUCTION OF DISCOURSE AND JUDICIAL PRACTICES". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31963@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
O presente estudo tem por objetivo discutir a existência da colegialidade no Supremo Tribunal Federal. Inicialmente, utilizou-se de fontes bibliográficas como dados de pesquisa capazes de reconstituir o discurso jurídico acerca da colegialidade enquanto categoria autônoma no discurso jurídico. Origens, fundamentos e suas funcionalidades são alguns dos aspectos que são destacados na pesquisa. Em seguida, procedeu-se a uma pesquisa em fontes primárias, utilizando-se do método histórico, para organizar o discurso produzido na História acerca do mesmo objeto de pesquisa. Como resultado, é possível identificar, origens, fundamentos e funcionalidades bastante distintas do discurso jurídico, além da proposição de um entendimento que preza pela existência da colegialidade. Após, e utilizando como fontes de pesquisa os depoimentos orais concedidos por atores sociais que compõem ou compuseram um colégio de julgadores, buscou-se dar voz a esses atores por meio da atribuição de sentido ao discurso por eles produzido, principalmente no sentido de não existir uma colegialidade, ou apenas existir informalmente. A utilização de diferentes métodos e saberes na identificação e produção de cada um dos discursos foi fundamental à ampliação do poder explicativo da colegialidade nos tribunais brasileiros, principalmente a exercida pelos ministros do Supremo Tribunal Federal, conforme poderá ser notado nas páginas a seguir.
This study aims to present multiple discourses which are capable of explaining the same phenomenon: the practice of collegiality in the Brazilian Supreme Court. Initially, a bibliographical research has been used to reconstitute the legal discourse about collegiality as an autonomous category. Origins, foundations and functionalities are some of the aspects that are highlighted in the research. Then, using the historical method, a documentary and bibliographical research has been done to organize the discourse produced about collegiality in history. As a result, it is possible to identify different origins, foundations and functionalities for these legal discourses. Also, using oral history interviews with Brazilian Supreme Court judges, one sought to give voice to these social actors through the attribution of meaning to the discourse produced by them. The use of different methods to identify and produce each of these discourses has been essential for the expansion of the explanatory power of collegiality in the Brazilian courts, especially the Supreme Court.
L étude vise à présenter différents discours capables d expliquer une même phénomène: l exercice de la collégialité par la Cour Suprême du Brésil. Dans um premier temps, nous avons utilisé la recherche bibliographique pour reconstituer le discours juridique sur la collégialité comme catégorie autonome dans le discours juridique. Les origines, les fondamentaux et la fonctionnalité sont quelques-uns des aspects qui sont mises en évidence pendant la recherche. A ensuite, l étude a procédé a une recherche documentaire et bibliographique, en utilisant la méthode historique pour organiser le discours produit dans l histoire du même objet de recherche. À la suite, il est possible d identifier les origines, les fondations et les caractéristiques bien distinctes du discours juridique. Après, et en utilisant comme source de recherche les témoignages orales donnés par les acteurs sociaux qui composent ou ont composé un collège de juges, ce présent travail a cherché à donner la parole a ces acteurs par l attribution de sens au discours par eux produit. L utilisation de différentes méthodes et de connaissances dans l identification et la production de chacun de ces discours a été essentiel à l extension du pouvoir explicatif de la collégialité dans les tribunaux brésiliens, principalement exercées par les juges de la Cour Suprême Fédérale, comme on peut le constater dans les pages suivantes.
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Constantinou, Elena. "School change and leadership : an insider perspective of how school change can be achieved within a centralised education system". Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/school-change-and-leadership-an-insider-perspective-of-how-school-change-can-be-achieved-within-a-centralised-education-system(fd845716-18e3-4f4c-a776-cb6933452239).html.
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The study reported in this thesis investigates how change was managed within one school with a view to drawing out implications for the relationship between school improvement and leadership. Significantly, it examines the challenge of bringing about school improvement in a highly centralised education system, using the example of Cyprus.
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Gruenberg, Jorge. "Teachers and computer-mediated communication : a study of the development of collegiality among secondary school teachers using electronic mail". Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365567.
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Lindqvist, Nina, i Angelica Eriksson. "Vi flyter inte över klassgränserna. : Några lärares tankar kring och syn på arbete i arbetslag". Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12938.
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Syftet med denna studie har varit att undersöka hur lärare tänker kring och ser på arbetet i arbetslag och samverkan. Studien bygger på ett fenomenografiskt vetenskapligt förhållningssätt och är baserade på kvalitativa intervjuer för att ta reda på några lärares uppfattningar och syn på arbetet inom och utanför arbetslaget. Intervjuerna är utförda på tre olika skolor i två olika kommuner och 16 verksamma lärare har deltagit. Studiens teoretiska bakgrund beskriver det postmoderna samhället och en skola i förändring. Bakgrunden behandlar begreppen balkanisering och Self-efficacy, hur grupper ser ut och vad som påverkar dem. Vidare skildras olika former av samarbetskulturer och modeller som beskriver hur samarbetet kan se ut och vad som påverkar. I bakgrunden tas även Social Dominance Theory upp. Studiens resultat påvisar att arbetslaget fyller en viktig funktion för de intervjuade lärarna och att de individer som ingår i arbetslaget påverkar hur samarbetet ser ut. Resultatet visar även att det har betydelse hur gruppen är strukturerad och hur ansvaret är fördelad både inom gruppen och från skolledningen. De flesta intervjuade lärarna beskrev att det fanns en styrning i arbetet i arbetslag och att de såg hur samhället hade en påverkan på arbetet i arbetslag i form av ökade uppgifter från skolledningen. Studiens resultat framlägger bevis för att arbetslagen arbetar separerade från varandra och likaså att samarbete mellan arbetslagen i stort sett inte förekom. Slutsatser som denna studie visar är att lärare tenderar att själva gruppera sig efter stadieindelning eller fysisk placering, att uppdelning sker både inom och utanför arbetslaget och att gemensamma värden och normer inom arbetslaget är betydelsefullt för de intervjuade lärarna.
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Dowling-Hetherington, Linda. "Change in higher education and its impact on academic staff : the case of the School of Business at University College Dublin". Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538280.
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Change has become a much more prevalent feature of Higher Education (HE) with many trends apparent, including the focus on institutional management and leadership; changes in decision-making approaches; institutional re-structuring; and increased bureaucratisation. Yet, while the literature provides some understanding of how HE change is impacting upon institutions, the consequences of such change for the traditional values of academic life and work represents an under-researched aspect of HE in Ireland. To address this gap in understanding, a case study of the School of Business at University College Dublin (UCD), involving semi-structured interviews with academics and manager-academics, was undertaken. The aim of the research was to determine how, and to what extent, change in HE is impacting upon academic staff. The research explored the changing involvement of academics in decision-making and the impact of such change on traditional notions of collegiality; and examined the changes taking place in the role of the academic, including their academic freedom. The research provides evidence of a period of sustained institutional change at UCD and draws attention to the considerable tension surrounding the top-down manner in which change was implemented and the lack of involvement of academics throughout the change process. The research has contributed to our understanding of the changing HE landscape in Ireland and highlights the increasing tension between the traditional values of academics and the changing shape of university life. While the research evidence acknowledges that the level of academic freedom has somewhat contracted, it draws attention to the substantial loss of involvement of academics in School decision-making; the decline in collegiality; the increase in routine administrative duties and greater work intensification; and the increased emphasis on research productivity.
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Wernersson, Anders. "The struggle for the subjects: Reactions on the Swedish High School reform Gy 2007". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34026.
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Arbetet är en källstudie över inlägg publicerade på skolverkets hemsida. Studien undersöker reaktioner gentemot förändringar i det samhällsvetenskapliga programmet gällande ämnena religionskunskap, filosofi och psykologi. Skolverkets förslag att slå samman filosofi med psykologi kritiserades utifrån administrativa problem. Ämnena ansågs dessutom vara alltför olikartade för att slås ihop med hänsyn till deras vetenskapliga metoder, innehåll och historik. Resultatet är i linje med Lindes begrepp ämnesprofessionell kod och Hargreaves begrepp påtvingad kollegialitet. Religionskunskapens förstärkta ställning och filosofin och psykologins försvagade ställning kritiserades utifrån en mängd olika synvinklar. Religionsämnets vetenskaplighet och konfessionslöshet ifrågasattes. Kursplanen i religion kritiserades för att vara alltför omfattande, och religionslärarnas kompetens att undervisa i etik ifrågasattes. Filosofin försvarades utifrån dess nära koppling till styrdokument, och psykologin försvarades utifrån mänskliga behov och intresse. Studien fann en stark vilja bland lärarna att avgränsa sina egna ämnen gentemot andra ämnen.The study is based on contributions to discussion that was published on the homepage of the Swedish National Agency for Education (Skolverket). It examine reactions on the proposals for the Social Science program. The proposal to put together philosophy and psychology in to a single subject was criticized on administrative grounds (problems with assessment, teacher competence etc). The two subjects were also considered to be to different in method, content and history. The result is in line with Andy Hargreaves concept of forced collegiality and Lindes concept of subject specific code. The proposal to increase hours for religious studies (religionskunskap) was criticized from different viewpoints. Religious studies was accused of being to unscientific bound to theological discourse. Its curricula was blamed of being to wide intruding on other subjects, and the teachers competence to educate their pupils in ethics were put in to question. The the proposal to decrease hours for philosophy was criticized on the ground that the subjects curricula was strongly connected to the official goals of the Social Science program. The proposal to decrease hours for psychology was criticized by appeling to its popularity among pupils and that its knowledge was important to satisfy basic human needs. The study discovered a tendency among teachers to classify their own subject in relations to other subjects.
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Nemaston, Avital Ronnieskja. "Novice teachers' experience of support from the Head of Department in primary schools". Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78486.
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Novice teachers face a variety of challenges when they enter the teaching profession. They are confronted with the harsh realities of the teaching profession and are expected to cope with immense demands and responsibilities. Heads of Department are responsible for co- ordinating and providing guidance to novice teachers. However, little is known about the experiences of novice teachers in terms of the support they get from Heads of Department. This study explored novice teachers’ experiences of Head of Department support. Purposively sampling was used to select five novice teachers and four Heads of Department from three primary schools situated in the Tshwane South School District. The data were collected using semi-structured interviews and document analysis. The semi-structured interviews were analysed using a thematic data analysis procedure and the documents through content analysis. The findings of the study highlighted similarities in the challenges and the support needs as expressed by the novice teachers and by the Heads of Department. The novice teachers in this study articulated the need for more guidance and mentorship to be provided whereas the Heads of Department stated that due to the demands of the professional task in terms of the multiple roles they play and time constraints, the support they give to the novice teachers is inadequate. The study concluded that both novice teachers and Heads of Department struggled with managing the demands of their profession and novice teachers called for further support and mentorship to be provided on aspects that contributed to their holistic development of teaching abilities and attributes.Dissertation (MEd)--University of Pretoria, 2020.
Education Management and Policy Studies
MEd
Unrestricted
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Mudau, Winnie Winnie. "Educators' experiences and perceptions of peer observation". Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62893.
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This study investigated how educators experience the peer observation component of the Integrated Quality Management System (IQMS), a quality and performance management system that was introduced into South African schools in 2005. The extent to which the Integrated Quality Management System has contributed to the development of schools in their entirety has been largely unchartered. The objective of this dissertation was to investigate the perceived experiences of educators concerning the peer observation component of the Integrated Quality Management System. A qualitative research paradigm was employed in order to gather data for this study. Semi- structured interviews were conducted with educators; data collected from the interviews was compared and integrated with data collected from the documentsthat were studied. The data gathered was analyzed using the theory of collegiality in order to explore how educators experience peer observation as a component of the IQMS during its implementationas well as what impact it had on collegiality The findings revealed that teachers are given an opportunity to select their peers during peer observation implementation which, however, leads to an inconsistent and subjective allocation and rating of scores in order to get a 1% pay progression. The study found that the peer observation part of the IQMS is an effective tool for teachers‟ development as it helps them identify areas that need to be developed in order to improve on their teaching practice. The study‟s findings also revealed that if favourable conditions for peer observation are created, peer observation enhances collegiality among teachers.Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
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PERUGI, FRANCESCA. "Carlo Maria Martini presidente delle Conferenze episcopali d'Europa (1986-1993)". Doctoral thesis, Università Cattolica del Sacro Cuore, 2020. http://hdl.handle.net/10280/74302.
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Lo studio ricostruisce i sette anni di presidenza di Carlo Maria Martini al Consiglio delle Conferenze episcopali d’Europa (CCEE) dal 1986 al 1993, attraverso la documentazione conservata presso l’archivio Martini, depositato all’Archivio diocesano di Milano, e l’Archivio del CCEE, conservato a San Gallo.
La ricerca mette in luce alcuni argomenti: la consistenza del dialogo ecumenico in Europa; il tema della collegialità all’interno della Chiesa cattolica; la discussione sul significato di “nuova evangelizzazione” europea; l’unificazione dell’Europa e la ripresa dei rapporti tra vescovi cattolici occidentali e orientali. La ricerca dunque si focalizza su questi quattro temi nel tentativo di inserirli nell’ampia cornice del dibattito cattolico tra anni Ottanta e Novanta.The research focuses on the presidency of Carlo Maria Martini of the Council of Bishops’ Conferences of Europe (CCEE) from 1986 to 1993. The documents are stored in the diocesan archive of Milan, and in the CCEE’s archive in St. Gallen. The research highlights four topics. The first one is the ecumenical dialogue in Europe in the 80s. The second one is the collegiality in the catholic church during the John Paul II’s pontificate. The Third one is the debate on the significance of “new evangelization” for the Catholic Church. The fourth one is the role of the Catholic Church in the unification process of Europe after the collapse of the soviet system after 1989.
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PERUGI, FRANCESCA. "Carlo Maria Martini presidente delle Conferenze episcopali d'Europa (1986-1993)". Doctoral thesis, Università Cattolica del Sacro Cuore, 2020. http://hdl.handle.net/10280/74302.
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Lo studio ricostruisce i sette anni di presidenza di Carlo Maria Martini al Consiglio delle Conferenze episcopali d’Europa (CCEE) dal 1986 al 1993, attraverso la documentazione conservata presso l’archivio Martini, depositato all’Archivio diocesano di Milano, e l’Archivio del CCEE, conservato a San Gallo.
La ricerca mette in luce alcuni argomenti: la consistenza del dialogo ecumenico in Europa; il tema della collegialità all’interno della Chiesa cattolica; la discussione sul significato di “nuova evangelizzazione” europea; l’unificazione dell’Europa e la ripresa dei rapporti tra vescovi cattolici occidentali e orientali. La ricerca dunque si focalizza su questi quattro temi nel tentativo di inserirli nell’ampia cornice del dibattito cattolico tra anni Ottanta e Novanta.The research focuses on the presidency of Carlo Maria Martini of the Council of Bishops’ Conferences of Europe (CCEE) from 1986 to 1993. The documents are stored in the diocesan archive of Milan, and in the CCEE’s archive in St. Gallen. The research highlights four topics. The first one is the ecumenical dialogue in Europe in the 80s. The second one is the collegiality in the catholic church during the John Paul II’s pontificate. The Third one is the debate on the significance of “new evangelization” for the Catholic Church. The fourth one is the role of the Catholic Church in the unification process of Europe after the collapse of the soviet system after 1989.
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Novak, Kelley. "THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND THIRD-GRADE FCAT READING PROFICIENCY IN SEMINOLE COUNTY PUBLIC ELEMENTARY SCHOOLS". Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3838.
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ABSTRACT This study aimed to determine the relationship between school culture and student achievement. Elementary school teachers (N=574) from 27 schools in suburban Seminole County, Florida completed the School Culture Triage Survey to generate a school culture score. The participating schools were ranked and placed in categories representing the top 33% (N=9), middle 33% (N=9), and bottom 33% (N=9) of the population based on their culture score. School culture data were analyzed and correlated with third grade student achievement data, as measured by the 2007 Florida Comprehensive Assessment Test (FCAT) Reading to determine if there were any relationships between (a) school culture and student achievement; (b) the three key components of school culture (collaboration, collegiality, and self-determination/efficacy) and student achievement; and (c) principal tenure and school culture. Additional data analysis served to determine if there were any experiential or demographic differences among the teachers from the schools falling in the top, middle, and bottom 33% on the School Culture Triage Survey. To learn more about principal beliefs with regard to school culture and student achievement, principal interviews were conducted with some principals (N=8) from the participating schools. Through a review of the research results and related literature, the researcher concluded that a relationship between the overall school culture and student achievement did not exist. Further analysis revealed that there were no relationships between student achievement and collaboration, collegiality, and self-determination/efficacy, or between school culture and principal tenure for the schools participating in this study.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Chaput, Jade. "La collègialité dans le procès civil". Thesis, Pau, 2019. http://www.theses.fr/2019PAUU2053/document.
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La collégialité est un mode d’organisation juridictionnel qui a su traverser différentes phases historiques. Le XXIème siècle pourrait être une époque charnière puisqu’il se caractérise par le développement des nouvelles technologies. Si de tout temps les justiciables ont souhaité obtenir une réponse rapide à leur litige, cette célérité d’accès à l’information ne fait qu’accroître leur attente. Or, la collégialité nécessite du temps. A cela s’ajoute son coût. Le droit positif témoigne une restriction d’accès à la collégialité au second degré tandis qu’elle est en discussion devant la Cour de cassation. Cette limitation n’est pas en désaccord avec la volonté de la préserver alors qu’elle ne doit pas conduire à terme à son éviction. Deux raisons justifient son maintien. La première est qu’elle renforce certaines garanties du droit à un procès équitable et ce, parfois de manière perceptible. La seconde raison tient au fait qu’elle permet de contrecarrer la complexité d’un litige comme l’illustre le renvoi d’une affaire à une collégialité. Les propositions afin de réduire ses contraintes matérielles sont multiples. Elles puisent leur inspiration dans le droit interne mais aussi externe, la collégialité n’étant pas une exception françaiseCollegiality is a jurisdictional organization that has gone through different historical phases. The 21st century could be a pivotal time as it is characterized by the development of new technologies. If at all times litigants have wanted a quick response to their dispute, this speed of access to information only increases their expectations. However, collegiality requires time. To this is added its cost. Positive law testifies to a restriction of access to collegiality in the second degree while it is under discussion in the Court of Cassation. This limitation is not at odds with the desire to preserve it, although it should not ultimately lead to its removal. Two reasons justify its maintenance. The first is that it reinforces certain guarantees of the right to a fair trial, sometimes in a perceptible way. The second reason is that it makes it possible to counteract the complexity of litigation as illustrated by the referral of a case to collegiality. The proposals to reduce its material constraints are multiple. They draw their inspiration from internal but also external law, collegiality not being a French exception
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Roque, Maria Margarida da Silva. "Contributos da cultura de escola para o desenvolvimento profissional dos professores: O caso particular de uma escola dos 2ºe 3º ciclos do ensino básico". Master's thesis, Universidade de Évora, 2007. http://hdl.handle.net/10174/16191.
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O presente estudo, de natureza qualitativa e etnográfica, teve como grande objetivo identificar contributos da cultura relacional de escola para o desenvolvimento profissional dos professores. Foram para isso inquiridas nove professoras de uma escola básica dos 2° e 3° ciclos do concelho do Barreiro, através de entrevistas semiestruturadas. Dos discursos das entrevistadas, foi possível inferir o relevo que atribuíam ao papel positivo do órgão de gestão da escola na promoção de uma cultura escolar de apoio ao professor, com particular destaque para as estratégias de acolhimento e para a preocupação com o bem-estar docente. Verificou-se, além disso, que nesta escola tenderão a coexistir dois tipos essenciais de interações entre os professores: interações formais, como reuniões e outros encontros mandatados, e interações informais. Embora se possa admitir a presença na escola de alguns dos tipos de colegialidade apresentados na literatura, os professores pareceram privilegiar a individualidade, em detrimento de um trabalho mais colaborativo. Destaca-se, no entanto, a disponibilidade das inquiridas para a mudança e consequente adopção de práticas inovadoras. /ABSTRACT - The present study, of a qualitative and ethnographic nature, had as its main goal to identify contributions of the scholarly culture, in its relational dimension, for the professional development of the teachers, trough different stages of their professional lives. For that purposed, nine teachers working in a 2nd and 3rd cycles of basic education school were inquired, through half-structuralized interviews. During the analysis of the content of the interviewed speeches, it was possible to infer about the importance of the management board of this school, in particular, the promotion of a proper school culture, based on the acceptance and well-being of the teachers. On the other hand, we confirmed that in these school two essential types of interactions between teachers reign: one the formal interactions, with formal meetings, and another the informal interactions. In terms of collegiality or autonomy of the effectuated analysis, we concluded that it is the individualistic position that prevails; however, we noticed the will and the availability to change this, with the adoption of different and innovated practices.
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Olszewski, Brandon Troy 1978. "Let's see a show of hands: How participation in school reform affects teachers' work". Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10366.
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xv, 224 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Arguably, the most popular current in school reform today is around "small schools". Small schools reforms are predicated on a body of research that suggests students learn better in smaller schools--or, schools of about 400 students or less--rather than large, "comprehensive" high schools. While existing studies of these reforms highlight the benefits for students and the challenges associated with school restructuring, they avoid a frank discussion of how school change affects teachers. Further, these studies fail to address how the politics of change affect prospects for sustainable success. This project redirects the focus of school reform research back towards teachers' work and the importance of democratic teacher participation via an examination of the Oregon Small Schools Initiative, an Oregon-based small schools reform. Using original survey and interview data, I examine how the politics of reform mediate the effects of school conversion on teachers' work. My data suggest that teachers from schools that engaged in a democratic change process fared better than their peers from schools where change was implemented in a more authoritarian fashion. I found that the relationship between politics and work is largely based on that fact that, in democratic schools, teachers had more power and voice regarding school conversion, and school administrators were more likely to listen to and incorporate teachers' feedback into the restructuring process. By viewing teacher criticism as constructive input--as opposed to simply "resistance"--personnel from democratic schools were better able to decide upon a locally appropriate model of reform that fit the needs of both their teachers and students.
Committee in charge: Caleb Southworth, Chairperson, Sociology; Kenneth Liberman, Member, Sociology; Robert O Brien, Member, Sociology; K Brigid Flannery, Outside Member, Special Education and Clinical Sciences
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Bengtsson, Anna. "When mathematics teachers focus discussions on slope : Swedish upper secondary teachers in a professional development initiative". Licentiate thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-38561.
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The shift towards collegiality is a new setting for many teachers. Most teachers work alone, in isolation from their colleagues and collegial collaboration requires organisational structures. The aim of the study is to describe and analyse upper secondary mathematics teachers’ collective practice,developed in a professional development initiative. This study is a case study and the empirical data is generated through observations and an interview of a group of four teachers at a school who met on a weekly basis throughout a term. Their discussions focused on the mathematical concept of slope in a setting of learning study. This thesis is the case of when mathematics teachers focus discussions on slope and draws on Wenger’s Communities of Practice Perspective, as a unitof analysis, and addresses the question: What are the characteristics of practice when upper secondary mathematics teachers focus discussions on slope in the setting of a learning study? The analysis accounts for characteristics of the aspects of practice, through the coherence of mutual engagement, joint enterprise and shared repertoire in the community of practice. The teachers are engaged around finding small changes in their teaching that could give major effect in students learning. They negotiate what the students need to know in order to understand the relation between Δy and Δx. The characteristic of practice is a conceptual mapping of the concept of slope. It reveals students’ partial understanding of related concepts due to how they were given meaning through previous teaching. The conceptual mapping of slope goes back as far as to the student’s partial understanding of the meaning of subtraction. However, what emerges is in relation to the teachers’ experience of avoiding students’ difficulties with negative difference when teaching slope. It turns out to be a negotiation and a renegotiation of teaching slope for instrumental understanding or conceptual understanding. An overall characteristic of practice is that it develops in a present teaching culture.
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Koubi, Rufin Médard. "Rôle de la représentativité dans la mise en œuvre et la dynamique de la gouvernance des universités françaises de 1968 à nos jours". Thesis, Limoges, 2014. http://www.theses.fr/2014LIMO0047.
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Depuis 1968, la gestion des universités françaises connaît de nombreuses et diverses évolutions. En 2007, l’adoption de la loi relative aux Libertés et Responsabilités des Universités, donne à la gouvernance une nouvelle orientation philosophique et pratique. Celle-ci consacre désormais l’affaiblissement du législatif face à l’exécutif et le renforcement des pouvoirs du Président de l’université qui s’appuie davantage sur une stratégie managériale. Ce nouveau contexte bouleverse l’équilibre des pouvoirs institutionnellement établis dans le champ universitaire. Cette évolution engendre une tension entre la présidentialisation connotée de la logique managériale et la collégialité qui constitue la base historique de l’administration des universités françaises. Le rôle réel de la représentativité dans la gouvernance des dites universités est ainsi posé. Trois universités de tailles différentes, Strasbourg, Limoges et Nîmes font l’objet d’une étude à partir d’entretiens semi directifs avec les acteurs concernés par le « rôle de la représentativité dans la mise en oeuvre et la dynamique de la gouvernance des universités »Since 1968, management of French universities has many and various developments. In 2007, the adoption of the Law on Civil Liberties and Responsibilities of Universities, gives to the governance a new philosophical and practical guidance. The adoption of the Law on Civil Liberties and Responsibilities of Universities, gives governance a new philosophical and practical guidance. That law now shifting the weakening of the legislative face to the executive and the strengthening of the powers of President of the university who leans more on a managerial strategy. This new context upsets the balance of power institutionally established in the university field. This evolution engenders a tension between the Presidentialization connoted by the managerial logic and the corporatism which constitutes the historic basis of the administration of the French universities. This is the real role of representation in the governance of these Universities. Three universities with different sizes, Strasbourg, Limoges and Nimes are the subjects of a study from semi-directive interviews with The Concerned Actors For The "role of representation in the implementation and dynamics of the universities governance."
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Hammer, Dana P., Leigh Ann Bynum, Jean Carter, Nicholas E. Hagemeier, Daniel R. Kennedy, Parto Khansari, Pamela Stamm i Brian Crabtree. "Revisiting Faculty Citizenship". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5586.
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This commentary describes the significance of faculty citizenship in the broader context of institutional culture and defines faculty citizenship for use across all aspects of faculty roles in the Academy. The definition includes two key components (engagement and collegiality) that can be used to measure citizenship behaviors. Continued discussion and study of faculty citizenship will further the Academy’s understanding and use of the concept.
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Flinn, Kevin Paul. "Making sense of leadership development : reflections on my role as a leader of leadership development interventions". Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/13884.
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This thesis examines my experience of leading leadership development. During the last three years I have been researching my role as Head of Leadership and Organisational Development at the University of Hertfordshire (UH), with a view to making sense of and rethinking leadership and approaches to leadership development more generally. This thesis considers how my own thinking and practice has changed and developed as a consequence of paying attention to and reflecting on personal experience, whilst at the same time locating my sense-making in the broader academic scholarship. Narrative accounts of the significant incidents and interactions that I have participated in during the past three years have been shared verbally with the participants on the programmes that I lead, and explored more extensively in written form with colleagues in the learning community on the Doctorate in Management (DMan) programme at UH, as a means of intensifying my sense-making and its generalisability to a community of engaged enquirers. My research was prompted by disillusionment with the dominant discourse on leadership and leadership development based as it is on theories, frameworks, tools and techniques that privilege a form of autonomous, instrumental rationality and deceptive certainty that did not reflect the social, non-linear, uncertain day-to-day realities faced by me and the managers with whom I worked. In this thesis, I draw on my experiences as a manager, leader of leadership development, and a student of leadership development, to problematise the mainstream managerialist conceptions of leadership and organisation that are now part of the organisational habitus (Bourdieu, 1977) in the UK. The rise and naturalisation of managerialist ideology across the private, public, and charitable sectors in the UK makes it an inordinately difficult perspective to contest without risking some form of exclusion. I contend that my experience of attempting to encourage radical doubt and enquiry rather than the mindless acceptance and application of conventional wisdom contributes to knowledge in the field of leadership and organisational development by providing insight into and an alternative way of thinking about and practising leadership and leadership development. In contesting dominant conceptions, I proffer a more reality congruent alternative to mainstream thought. I draw on the perspective of complex responsive processes of relating (Stacey et al, 2000, Griffin, 2002, Shaw, 2002), critical management studies (Alvesson and Willmott, 1996), social constructionism (Berger et al, 1966), and other thinkers critical of managerialist conceptions of leadership and leadership education (Khurana, 2007) to explore leadership as a social, relational activity where leaders are co-participants, albeit highly influential ones, in the ongoing patterning of relationships that constitute organisation. However, I argue that it is insufficient for management educationalists to snipe critically at managerialism from the sidelines, problematising one perspective and simply replacing it with another (Ford et al, 2007), leaving their participants ill-equipped to navigate the potentially destructive political landscape of day-to-day organisational life. While the dominant discourse on leadership and organisation is flawed, to avoid exclusion managers must still become fluent in the language and practice of managerialism, the ideology that has come to dominate the vast majority of organisational communities in which they find themselves. In this thesis, I argue that it is crucial for managers and leaders of leadership development to engage with a polyphony of perspectives, and develop the reflective and reflexive capacity to continuously explore and answer for themselves the questions who am I, and what am I doing, who are we, and what are we doing?
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Delvallée, Julien. "La collégialité en droit des sociétés". Thesis, Paris 1, 2017. http://www.theses.fr/2017PA01D002.
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Notion fondamentale du droit des sociétés, la collégialité est souvent réduite aux organes sociaux, voire cantonnée au processus de formation des décisions collectives. L'étude tend à dépasser la dimension institutionnelle du pouvoir collégial. Il s'agit de rechercher, en dépit de la diversité des collèges, les fondements, l'unité, le régime, les limites et la valeur de la collégialité en tant que notion et pratique. À cette fin, il convient d'envisager autant l'organisation collégiale que le fonctionnement collégial. Il en résulte que toute collégialité suppose une pluralité de personnes ou des collèges (au moins deux) (1) qui ensemble et à égalité par voie de délibération en concertation (2), poursuivent la réalisation d'un projet commun ou l'exécution d'une mission commune (3). Toutefois il existe deux catégories de collégialité selon ce qui fait l'unité du collège: projet commun (associés) ; fonction ou mission commune (autres organes). Ce qui fait l'unité du collège influence la nature et l'intensité des droits et obligations que toute organisation collégiale suppose pour ses membres. Il en est de même du fonctionnement. Unitaire en ce qu'il renvoie au processus de formation de l'acte collectif unilatéral, le fonctionnement collégial suppose des techniques variables selon chaque figure. Enfin, la collégialité est-elle un principe du droit des sociétés ? Pour les associés, cela est certain : la collégialité renvoie au groupement qu'ils forment, organisation et fonctionnement, sans qu'une prévision en ce sens ne soit nécessaire. Pour les autres organes la réponse est variable. Elle n'est un principe d'organisation et de fonctionnement qu'autant qu'une norme l'imposeCollegiality, as the pivotal concept in corporate law, is often limited to the corporate bodies, if not confined to the collective decision-making process. The study tends to go beyond the institutional dimesion of the collegial authority. The aim is to investigate the foundations, the unity, the ambit, the limits and the value of collegiality as both a notion and a practice, in spite of the variety of colleges. To this end, the collegial organization and function should be considered equally. As a result, collegiality means a plurality of persons or colleges (at least two) (1) who, together and equally by conciliated deliberation (2), promote the realization of a collaborative project or the performance of a shared mission (3). However, there are two types of collegiality as defined by the college's unity itself: there are collaborative projects (partners) ; and shared missions or functions (other bodies). The essence and the strength of rights and obligations to each of the members is influenced by what makes the unity of a college. The same thing goes for the way in which the collegial organization functions. It will function in a unitary manner for unilateral establishment and collective acts. A collegial functioning, on the other hand, supposes flexible and adjustable techniques. Finally is collegiality a principle of corporate law ? For the partners this is obvious: collegiality is intrinsic to the group they constitute, to the organization and to their functioning, without having to plan it. For the other bodies the answer may vary. Collegiality is only a principle of organization and functioning if a norm requires it to be
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Sherren, Katherine Dove (Kate), i katesherren@yahoo com au. "Sustainability Bound? A study of interdisciplinarity and values in universities". The Australian National University. Centre for Resource and Environmental Studies, 2008. http://thesis.anu.edu.au./public/adt-ANU20080507.100919.
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The United Nations declared 2005 to 2014 to be the Decade of Education for Sustainable Development. This agenda is being implemented enthusiastically in university facilities management and operations, and while research in sustainability is increasingly common, tertiary curriculum has not experienced a similar push. This thesis undertakes to explore the expressions of sustainability in the academic activities of universities, and to determine what sort of change (if any) is appropriate. It also seeks to mediate what has become a polarised debate between idealists and pragmatists around the implementation of EFS. Two key features of the work are: 1) the investigation of sustainability in the aggregate student experience, rather than individual subjects; and 2) returning to first principles to avoid a normative stance a priori.¶
A range of methods is employed adaptively through the process of this alternately broad and deep exploratory study, including: participant observation, interviews, content analysis, questionnaires, social network analysis, bibliometrics, and data clustering. A systemic approach to Canadian and Australian case work captures the diversity of institutional roles and academic motivations at play in adaptation to the EFS agenda.¶
A stasis exists between the literature around higher education curriculum for sustainability and its implementation. The problem is exacerbated by the lack of pedagogical training in most university academics. A long-standing utilitarian sectoral culture and an increasingly job-focused student market further challenge such public-good concepts as sustainability in the academy. Four simple ideas sit at the heart of 35 years of environmental and sustainability education literature, despite changes in jargon: liberal education and broad foundations; interdisciplinarity in problem-solving; cosmopolitan philosophies; and civic action. Relevant disciplinary content includes biology, environmental science, policy, philosophy, human society, economics, and culture. Most of these elements are rare in the Australian sector, which instead offers science and technology-focused environmental programs with flexible requirements. A transition to the human realm is evident in programs targeting sustainability.¶
Curriculum cannot be viewed in isolation, however, as it concerns only one of a universitys many constituencies, and one facet of academic staff scholarship. For example, even in higher education sectors more sympathetic to a diversity of university niches and curricular models, like Canadas, sustainability offerings operate at a tension from low-cost and low-effort teaching models. So-called umbrella networking structures on cross-cutting topics must walk a careful line to be comprehensive yet non-competitive. They present great opportunities for sustainability teaching but are almost uniformly research-focused. A distinct sense emerges that the erosion of the collective identity and activities of academe has weakened the ability of universities to respond to new information and challenges in anything but corporate, isomorphic ways.¶
Two detailed Australian cases of research, research training and curriculum development activities around sustainability paint a rich picture of the agenda. The intractability of fragmentation between disciplines is evident, even in so-called interdisciplinary units. Problem-based topics often do not have an established social network or committee structure, and priorities can differ by budget unit. Disciplines provide identity, peers and cohesive research directions that can be compelling for individual academics. The most fascinating pattern that arises during the mapping of research co-authorship and co-supervisory relationships around sustainability is the bi-directional orientation: academics collaborate outside their departmental home on papers, but within that home to mentor research students. This combination unifies two contrasting theories of social capital transmission those preferring dense and sparse networks, respectively and may be ideal. Students then receive consistent messages while gaining access to the largest (non-redundant) set of human and technical resources via their supervisors personal networks. This hypothesis should be explored further: if supported, it would have major impacts on the rhetoric around collaboration in interdisciplinary units in particular.¶
Curriculum design processes in utilitarian universities are subject to the same fallibilities in adapting to sustainability as other institutions and the wider society. Change is motivated and moderated by financial imperatives and the scale of thought is often coincident with budgets. Engagement processes are often incomplete or undemocratic, hampered by inadequate leadership and shifting membership. Group learning via research, experimentation or vigorous debate is surprisingly rare. Finally, ad-hoc or project-based academic teams are rarely mandated to tackle the causes of problems, some of which can be intractable, and are limited to treating the symptoms. Incremental pragmatism may be a necessary element to university adaptation for EFS.¶
A number of recommendations are offered to improve interdisciplinarity and university values more generally. Individual academics should: offer additive alternatives to metrics and incentive schemes that maintain existing functions; act on common ground to rebuild a community of scholars; wield to the fullest the freedom in the classroom, and the opportunity to reflect, that university teaching allows; and, continue to debate ideas with passion and rigour, avoiding academic correctness. University management can contribute by: establishing a clear academic identity for the university beyond excellence, and supporting firm foundations for students based on that particular vision; taking a proactive view of course review and development and facilitating experimentation in those settings; intentionally fostering interdisciplinary units differently to disciplinary ones; and, establishing and recognising equivalence across a range of successful academic career archetypes.¶
This methodologically innovative work also suggests opportunities for extending the research, including: refining and testing the sustainability canon developed here; better understanding collaborative behaviour and the impact of various models of supervisory teams on student career paths; and, finding better ways of defining, modelling and evaluating interdisciplinary scholarship. Sustainability is likeliest to emerge from a healthy and independent tertiary sector, than one operating as an overt policy instrument.