Faculty Dispositions: Seeking Clarity While Looking at Muddy Waters

Lund, Jacalyn; Boyce, B. Ann; Oates, Richard; Fiorentino, Leah Holland

doi:10.1080/00336297.2010.10483648

Cited by 7 publications

(4 citation statements)

References 6 publications

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“…In other words, mentoring is a means of nurturing collaborative cultures and perhaps vice versa. In addition, the courses of action used in the project to achieve that aim ranged from peer lesson observations, co-teaching, regular sharing sessions to collaborative workshops, which offer practical implications for alternative ways of creating collaborative cultures aside from those reported in the previous literature (e.g., Daspit et al, 2013;Demir, 2008;Lund et al, 2010). When it comes to a mentor's roles, this article accentuates Sunshine-mother's roles of coach, counsellor, role model, and friend in particular, which is in agreement with what Lewis and Olshansky (2016) argue.…”

Section: Discussionmentioning

confidence: 99%

“…To enhance the sense of collegiality, it is suggested that teachers have mutual interaction, make joint efforts to develop lesson plans, conduct peer lesson observation, and provide constructive critiques of one another's instructional practices (Demir, 2008). In a similar vein, faculty members can have informal interaction with one another, respect others' views, promote an open dialogue on various issues, actively interact with students, and provide mentoring programs to new faculty (Lund et al, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

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A Journey towards Collaborative Culture Development: How to Be Weightless Despite Academic Gravity

Fung

Liang

2021

Front Educ China

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In science, gravity refers to the universal force of attraction acting on and between all matter. No one on earth can escape the force of gravity. In a similar vein, the stringent requirements of publications, research grants, and research output in the academic world can be metaphorically described as "academic gravity," the force of which pushes university academics to struggle and strive in pursuit of excellence just to survive in the changing landscape of higher education governed by neo-liberalism and managerialism. This article describes the journey of a junior academic staff member in an Asian university as he coped with various difficulties in establishing a collaborative culture in his department (i.e., the Faculty of Education). Working with a senior colleague (Sunshine-mother hereafter) in the same department, Author 1 began to recognize the importance of collegial collaboration in teacher education generally and in his academic life specifically. However, although he tried his utmost to develop a culture of collaboration amongst his colleagues, he struggled to cope with the tension and stress exerted by academic gravity (i.e., publication production and the pursuit of tenure). Drawing on data collected from a teaching development project and adopting a reflective autobiographic approach, this article delineates the collaborative relationship between Author 1 and Sunshine-mother, exemplifying the important roles that coaching and a free rein (i.e., weightlessness) play in the development of junior teacher-educators under the strong pressure of academic gravity.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

A Journey towards Collaborative Culture Development: How to Be Weightless Despite Academic Gravity

Fung

Liang

2021

Front Educ China

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“…One response, from those who share these concerns but still support having collegiality assessed, could be to consider developing “equitable definitions of collegiality and clear measures that do not promote homogeneity, hinder academic freedom, or permit discrimination but that allow bad behaviour, such as bullying, to be addressed” [ 9 ] (p. 37). One step further could involve adopting instruments to assist in fair assessment such as the Faculty Disposition Rubric [ 20 , 21 ], the Collegiality Assessment Matrix [ 10 , 16 ], or a validated tool created by researchers at the University of Tampa to assess indicators of discretionary behavior [ 13 , 22 ]. Whether or not collegiality is formally assessed, there is a common assumption that it plays an informal role in RPT decisions [see 17 , 23 ].…”

Section: Introductionmentioning

confidence: 99%

The role of collegiality in academic review, promotion, and tenure

et al. 2022

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Review, promotion, and tenure (RPT) processes at universities typically assess candidates along three dimensions: research, teaching, and service. In recent years, some have argued for the inclusion of a controversial fourth criterion: collegiality. While collegiality plays a role in the morale and effectiveness of academic departments, it is amorphic and difficult to assess, and could be misused to stifle dissent or enforce homogeneity. Despite this, some institutions have opted to include this additional element in their RPT documents and processes, but it is unknown the extent of this practice and how it varies across institution type and disciplinary units. This study is based on two sets of data: survey data collected as part of a project that explored the publishing decisions of faculty and how these related to perceived importance in RPT processes, and 864 RPT documents collected from 129 universities from the United States and Canada. We analysed these RPT documents to determine the degree to which collegiality and related terms are mentioned, if they are defined, and if and how they may be assessed during the RPT process. Results show that when collegiality and related terms appear in these documents they are most often just briefly mentioned. It is less common for collegiality and related terms to be defined or assessed in RPT documents. Although the terms are mentioned across all types of institutions, there is a statistically significant difference in how prevalent they are at each. Collegiality is more commonly mentioned in the documents of doctoral research-focused universities (60%), than of master’s universities and colleges (31%) or baccalaureate colleges (15%). Results from the accompanying survey of faculty also support this finding: individuals from R-Types were more likely to perceive collegiality to be a factor in their RPT processes. We conclude that collegiality likely plays an important role in RPT processes, whether it is explicitly acknowledged in policies and guidelines or not, and point to several strategies in how it might be best incorporated in the assessment of academic careers.

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“…One response, from those who share these concerns but still support having collegiality assessed, could be to consider developing "equitable definitions of collegiality and clear measures that do not promote homogeneity, hinder academic freedom, or permit discrimination but that allow bad behaviour, such as bullying, to be addressed" [9]. One step further could involve adopting instruments to assist in fair assessment such as the Faculty Disposition Rubric [19,20], the Collegiality Assessment Matrix [10,16], or a validated tool created by researchers at the University of Tampa to assess indicators of discretionary behavior [13,21].…”

Section: Introductionmentioning

confidence: 99%

The role of collegiality in academic review, promotion, and tenure

Dawson

Morales

McKiernan

et al. 2022

Preprint

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Review, promotion, and tenure (RPT) processes at universities typically assess candidates along three dimensions: research, teaching, and service. In recent years, some have argued for the inclusion of a controversial fourth criterion: collegiality. While collegiality plays a role in the morale and effectiveness of academic departments, it is amorphic and difficult to assess, and could be misused to stifle dissent or enforce homogeneity. Despite this, some institutions have opted to include this additional element in their RPT documents and processes, but it is unknown the extent of this practice and how it varies across institution type and disciplinary units. This study is based on two sets of data: survey data collected as part of a project that explored the publishing decisions of faculty and how these related to perceived importance in RPT processes, and 864 RPT documents collected from 129 universities from the United States and Canada. We analysed these RPT documents to determine the degree to which collegiality and related terms are mentioned, if they are defined, and if and how they may be assessed during the RPT process. Results show that when collegiality and related terms appear in these documents they are most often just briefly mentioned. It is less common for collegiality and related terms to be defined or assessed in RPT documents. Although the terms are mentioned across all types of institutions, there is a statistically significant difference in how prevalent they are at each. Collegiality is more commonly mentioned in the documents of doctoral research-focused universities (60%), than of master's universities and colleges (31%) or baccalaureate colleges (15%). Results from the accompanying survey of faculty also support this finding: individuals from R-Types were more likely to perceive collegiality to be a factor in their RPT processes. We conclude that collegiality likely plays an important role in RPT processes, whether it is explicitly acknowledged in policies and guidelines or not, and point to several strategies in how it might be best incorporated in the assessment of academic careers.

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Faculty Dispositions: Seeking Clarity While Looking at Muddy Waters

Cited by 7 publications

References 6 publications

A Journey towards Collaborative Culture Development: How to Be Weightless Despite Academic Gravity

A Journey towards Collaborative Culture Development: How to Be Weightless Despite Academic Gravity

The role of collegiality in academic review, promotion, and tenure

The role of collegiality in academic review, promotion, and tenure

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