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Resisting Neoliberalism in Higher Education Volume II pp 247–269Cite as

Palgrave Macmillan

Making Visible Collegiality of a Different Kind

Part of the Palgrave Critical University Studies book series (PCU)

Abstract

The notions of “collegiality”, and the related term “colleagues” are often aligned with the work of academics in university settings, although these terms are slippery and contested. In this chapter, we explore the competing concepts and discourses that frame the notion of collegiality in a neoliberal university during supercomplex times. We offer ways to enact a collegiality of a different kind to buffer the current era of emotional insecurity, while also speaking truths back to the powerful impersonal university machine. We discuss how we have employed arts-informed methodologies to engage “colleagues” to reflect not only on the intellectual cognitive domain of the work we do, but also on the affective, emotional energy that features regularly in and throughout our work.

Keywords

  • Collegiality
  • Kindness
  • Well-be(com)ing
  • Academic work
  • Neoliberal universities
  • Affective domain

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Notes

  1. 1.

    Catherine Manathunga, Mark Selkrig, Kirsten Sadler and R. Kim Keamy, “Rendering the Paradoxes and Pleasures of Academic Life: Using Images, Poetry and Drama to Speak Back to the Measured University,” Higher Education Research & Development 36, no. 3 (2017): 526–40.

  2. 2.

    Ronald Barnett, “University Knowledge in an Age of Supercomplexity,” Higher Education 40, no. 4 (2000): 415, doi:https://doi.org/10.1023/A:1004159513741.

  3. 3.

    Barnett, “Age of Supercomplexity,” 415.

  4. 4.

    Barnett, “Age of Supercomplexity.”

  5. 5.

    Barcan, Ruth, Academic Life and Labour in the New University: Hope and Other Choices (London, UK: Routledge, 2013), 69.

  6. 6.

    Hil (2014, p. 66).

  7. 7.

    Frank Martela, “Sharing Well-Being in a Work Community: Exploring Well-Being-Generating Relational Systems,” Emotions and the Organizational Fabric 10 (2014): 106, doi:https://doi.org/10.1108/S1746-979120140000010012.

  8. 8.

    Giedre Kligyte and Simon Barrie, “Collegiality: Leading Us Into Fantasy: The Paradoxical Resilience of Collegiality in Academic Leadership,” Higher Education Research & Development 33, no. 1 (2014): 157–69, doi:https://doi.org/10.1080/07294360.2013.864613.

  9. 9.

    Patricia Leavy, Method Meets Art: Arts-Based Research Practice, 2nd ed. (New York: The Guildford Press, 2015).

  10. 10.

    Wendelin Küpers, “Phenomenology and Integral Pheno-Practice of Embodied Well-Be(com)ing in Organisations,” Culture and Organization 11, no. 3 (2005): 221–32. doi:https://doi.org/10.1080/14759550500204142.

  11. 11.

    Donna Adair Breault, “Van Gogh, Gaugin, and Impressions from Arles: Inquiry’s Potential Within Collegiality,” The Educational Forum 69, Spring (2005): 248.

  12. 12.

    Kligyte and Barrie, “Collegiality: Leading Us Into Fantasy.”

  13. 13.

    Bernard Burnes, Petra Wend and Rune Todnem, “The Changing Face of English Universities: Reinventing Collegiality for the Twenty-First Century,” Studies in Higher Education 39, no. 6 (2014): 905–26, doi:https://doi.org/10.1080/03075079.2012.754858.

  14. 14.

    Barcan, Academic Life and Labour.

  15. 15.

    Malcolm Tight, “Collegiality and Managerialism: A False Dichotomy? Evidence From the Higher Education Literature,” Tertiary Education and Management 20, no. 4 (2014): 294–306. doi:https://doi.org/10.1080/13583883.2014.956788.

  16. 16.

    Tight, “Collegiality and Managerialism.”; Kligyte and Barrie, “Collegiality: Leading Us Into Fantasy.”

  17. 17.

    Kligyte and Barry, “Collegiality: Leading Us Into Fantasy,” 162.

  18. 18.

    Maggie Berg and Barbara K. Seeber, The Slow Professor: Challenging the Culture of Speed in the Academy (Toronto: University of Toronto Press, 2016), 85.

  19. 19.

    Berg and Seeber, The Slow Professor; Kligyte and Barry, “Collegiality: Leading Us Into Fantasy.”

  20. 20.

    Berg and Seeber, The Slow Professor.

  21. 21.

    For example, see Donald Hall, The Academic Community: A Manual for Change (Columbus: Ohio State University Press, 2007).

  22. 22.

    Berg and Seeber, The Slow Professor.

  23. 23.

    Martela, “Sharing Well-Being.”

  24. 24.

    Adrian Jarvis, “The Necessity for Collegiality: Power, Authority and Influence in the Middle,” Educational Management Administration & Leadership 40 no. 4 (2012): 480–93, doi:https://doi.org/10.1177/1741143212438223.

  25. 25.

    Breault, “Van Gogh, Gaugin, and Impressions from Arles,”; Jarvis, “The Necessity for Collegiality.”

  26. 26.

    Küpers, “Phenomenology.”

  27. 27.

    Küpers, “Phenomenology.”

  28. 28.

    Leavy, Method Meets Art; Butler-Kisber 2010.

  29. 29.

    Tom Barone and Elliot W. Eisner, Arts Based Research (Thousand Oaks, CA: Sage Publications, 2012), 3.

  30. 30.

    Kerry S. Kearney and Adrienne E. Hyle, “Drawing Out Emotions: The Use of Participant-Produced Drawings in Qualitative Inquiry,” Qualitative Research 4, no. 3 (2004): 361–82, doi:https://doi.org/10.1177/1468794104047234.

  31. 31.

    Russ Vince and Samantha Warren, “Participatory Visual Methods,” In Qualitative Organizational Research, ed. Gillian Symon and Catherine Cassell (London: Sage, 2012), 275–95.

  32. 32.

    Robert Barner, “The Dark Tower: Using Visual Metaphors to Facilitate Emotional Expression During Organizational Change,” Journal of Organizational Change Management 21, no. 1 (2008): 120, doi:https://doi.org/10.1108/09534810810847075.

  33. 33.

    Maxine Greene, Releasing the Imagination: Essays on Education, the Arts, and Social Change (San Francisco: Jossey-Bass, 1995), 35.

  34. 34.

    Greene, Releasing the Imagination.

  35. 35.

    This is described in detail in Kirsten Sadler, Mark Selkrig and Catherine Manathunga, “Teaching Is. ‥ Opening Up Spaces to Explore Academic Work in Fluid and Volatile Times,” Higher Education Research & Development 36, no. 1 (2017): 171–86, doi:https://doi.org/10.1080/07294360.2016.1171299.

  36. 36.

    Leavy, Method Meets Art.

  37. 37.

    Teaching Heart, 2008, Reader’s theatre scripts and plays, http://www.teachingheart.net/readerstheater.htm

  38. 38.

    Leavy, Method Meets Art.

  39. 39.

    Manathunga et al., “Rendering the Paradoxes.”

  40. 40.

    Described by Sadler et al., “Teaching Is ….”

  41. 41.

    Terry Barrett, Interpreting Art: Reflecting, Wondering, and Responding (Boston: McGraw Hill, 2003).

  42. 42.

    Breault, “Van Gogh, Gaugin, and Impressions from Arles.”

  43. 43.

    Barnett, “Age of Supercomplexity.”

  44. 44.

    Barcan, Academic Life and Labour; Hil 2014.

  45. 45.

    Vivienne Elizabeth and Barbara M. Grant, “‘The Spirit of Research has Changed’: Reverberations from Researcher Identities in Managerial Times,” Higher Education Research & Development 32, no. 1 (2013): 122–35.

  46. 46.

    Küpers, “Phenomenology.”

  47. 47.

    Macfarlane (2017).

  48. 48.

    Manathunga, Catherine, “The Deviant University Student: Historical Discourses About Student Failure and ‘Wastage’ in the Antipodes,” International Journal for Academic Development 19, no. 2 (2014): 76–86.

  49. 49.

    Berg and Seeber, The Slow Professor; Kligyte and Barrie, “Collegiality: Leading Us Into Fantasy.”

  50. 50.

    Berg and Seeber, The Slow Professor.

  51. 51.

    Küpers, “Phenomenology.”

  52. 52.

    Martela, “Sharing Well-Being.”

  53. 53.

    Küpers, “Phenomenology.”

  54. 54.

    Breault, “Van Gogh, Gaugin, and Impressions from Arles,” 248.

  55. 55.

    Barone and Eisner, Arts Based Research.

  56. 56.

    Kearney and Hyle, “Drawing Out Emotions.”

  57. 57.

    Breault, “Van Gogh, Gaugin, and Impressions from Arles,” 248.

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Authors and Affiliations

  1. College of Arts and Education, Victoria University, Melbourne, VIC, Australia

    Mark Selkrig & Kirsten Sadler

  2. Melbourne Graduate School of Education, The University of Melbourne, Melbourne, VIC, Australia

    Ron “Kim” Keamy

  3. School of Education, University of the Sunshine Coast, Maroochydore, QLD, Australia

    Catherine Manathunga

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  1. Mark Selkrig
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  2. Ron “Kim” Keamy
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  3. Kirsten Sadler
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  4. Catherine Manathunga
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Correspondence to Mark Selkrig .

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Editors and Affiliations

  1. School of Education, University of the Sunshine Coast, Maroochydore, QLD, Australia

    Catherine Manathunga

  2. School of Education and Social Work, University of Sydney, Sydney, NSW, Australia

    Dorothy Bottrell

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Selkrig, M., “Kim” Keamy, R., Sadler, K., Manathunga, C. (2019). Making Visible Collegiality of a Different Kind. In: Manathunga, C., Bottrell, D. (eds) Resisting Neoliberalism in Higher Education Volume II. Palgrave Critical University Studies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-95834-7_12

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  • DOI: https://doi.org/10.1007/978-3-319-95834-7_12

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