PurposeThis study aims to review how the mental ill-health of academic staff is regarded in higher education institutions (HEIs) and explore the decision to disclose (or not) a mental health condition whilst working in this sector.Design/methodology/approachThe choice to disclose is explored by using duoethnography undertaken by two female academics working in this context who both experience mental ill-health. Both authors recorded their experiences, which were then shared with each other and analysed using thematic analysis.FindingsThe themes that emerged from the authors’ reflections comprise: a discussion of the connection between work-life identities and the impact of mental ill-health in the workplace; a consideration of the elements that influence our decision to disclose (or not) mental health diagnoses within HEI; and an examination of the additional burden of identity work for those who experience mental ill-health.Originality/valueThe study contributes to this evidence base by exploring the choice to disclose a mental health diagnosis in HEIs. It investigates this highly personal decision and suggests that this choice depends on the context in which we are located and how we experience our different identities in the workplace. Furthermore, it highlights the importance for HEIs to develop positive employment practices to support academic staff with mental ill-health to disclose a mental health condition and to achieve a good workplace environment whilst emphasising the need for more empirical work to explore the decision to disclose (or not) in this sector.

The turn to collaborative governance is a key feature of the New Public Governance environment in many Western economies. Within the UK, successive governments have mandated policing organisations to engage in public service partnerships and collaborate with communities. This paper examines one such collaborative arrangement, namely, neighbourhood public meetings. Drawing on a theoretical framing of the dynamic relationship between identities, agency and power, we critically explore how individuals seek to persuade, defend and legitimate their values, beliefs and practices in collaborative situations. The paper provides a nuanced exploration of the challenges of collaboration for both public servants and community members.

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