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The increasing push towards centralisation and bureaucratisation in higher education, further exacerbated by the disruption caused by the COVID-19 pandemic, calls for a better understanding of the nature of collegiality in contemporary universities. We address this issue by looking into the necessary conditions and barriers to sustaining a collegiate environment. The empirical focus is on academics, academic leaders and professional support staff at Anonymous Business School (ABS), a department in a large civic UK university. We interviewed 32 participants across the school, ranging from early-career academics to experienced professors and members of department leadership teams. The findings suggest multiple emerging perspectives on collegiality, with features of horizontal collegiality perceived as key to successful academic responses to the crisis. The findings also indicate how sustaining a collegiate environment within the department requires both choice and effort from leadership and from staff, particularly when decision-making is primarily located at the centre of the university. The choice and effort made across different collegiate pockets contribute to the department becoming an ‘island of collegiality’ within the increasingly centralised and bureaucratised university hierarchy. In this sense, the actions of the department leadership to establish supporting mechanisms, and the actions of the staff to, in turn, embrace and build interpersonal relationships and professional identities, are key to sustaining a collegiate environment.

Makes clear the distinction between second versus third‐wave management in higher education. The former management school was developed in the industrial age. The latter doctrine has evolved in the information age where universal accountability will be achieved with computer technology. Second‐wave management is associated with an authority structure, referred to as a political system, bureacratic methodology, hierarchical organizations and situations ethics. Third‐wave management includes an authority structure, described as a management system, systems methodology, human‐scale organizations and moral absolutes. The elements of these will be combined in universities to achieve high output through the pedagogical process.

Black professionals in predominantly white workspaces must often make use of the professional pose – styles, behaviors, and practices meant to help navigate middle-class white professional settings – to assuage interactions with white colleagues and clients at work. Previous research has noted the emotional toll this often takes upon black workers. Based on two years of observations and interviews with a college organization of black men, this project builds upon previous work and investigates how collegiate black men frame those practices associated with the professional pose. Instead of framing these behaviors as only being emotionally taxing, these college men expressed that these behaviors were a necessity meant to prepare them for the real world of working alongside white coworkers, as a performance they could take pride in, and as a way to combat negative stereotypes regarding black men. These behaviors, though not necessary for their white peers, were necessary for the men if they sought to find success in the labor market they were preparing to enter.

The purpose of this paper is to demonstrate how service user involvement for people living with a diagnosis of dementia can contribute to innovate ways of training and educating a skilled healthcare workforce.

The paper uses a case study approach, including interviews observations and reflections from facilitators and members of a service user group for people living with dementia in a recovery-based older adult service in East Kent, UK. In total, 11 people were involved in this study: five people are living with a diagnosis of dementia, two are clinical psychologists, two are trainee clinical psychologists and two are placement year psychology undergraduates.

The paper shows how service user involvement groups can enable people with dementia to train a wide range of healthcare professionals in different areas, from the perspective of people living with dementia and healthcare professionals. It also reflects on the challenges that can arise through working with patients in a more collegiate way.

This paper demonstrates that people with dementia can be involved in the training of healthcare professionals in innovative ways. It therefore suggests new ways of working with people with dementia to develop staff skills.

With colleges under constant pressure to keep tuition down, it's not surprising that many are looking for a prescription for cutting costs in their student health programs. For the past three years, Collegiate Health Care has offered them just such an option. The only managed healthcare company specializing in the college market, Collegiate Health helps schools privatize their student health centers and run them more efficiently and businesslike. Since signing its first client, Connecticut's Sacred Heart University, in 1993, Collegiate has won management contracts at 13 schools and less formal relationships with six others. Most are small colleges like the University of Hartford in Connecticut and Cedar Crest College in Pennsylvania. This year, Collegiate Health jumped a grade, signing up Idaho's Boise State University, with a student body of 15,000.

This study explored the impact of emphasis on the group development process on the perceived importance of and confidence in group work skills and students’ perception of group work use in the collegiate classroom as developed by Tuckman and Jensen (1977). The purposive sample utilized in this study included 33 undergraduate students enrolled in an introductory leadership and service course at a southern, land-grant institution. Knowledge of the group development process enhances a student’s perceived importance and confidence in group work skills. The emphasis on group development process also positively impacted students’ perception of group work being utilized in the collegiate classroom. The importance of group work skills continues to be reflective of the demand from employers; therefore, educators must continue to develop these transferable skills in today’s students. Although relevant across disciplines, leadership educators should take a leading role in developing such skills in students.

This conceptual work synthesizes the experiences of Black men who are collegiate athletes and introduces new theoretical considerations on the formation of their leadership identities in predominantly white institutions. This scholarship focuses on historical understandings of how race and gender influenced the creation of the current Black man in collegiate identity. This work expands on Du Bois' (1903) concept of double consciousness, Fanon's (1952) views on Blackness, and Bertrand Jones and colleagues' culturally responsive leadership learning model (2016). Collectively, the three frameworks highlight the significance of leadership in the development of Black men who are student-athletes. The conclusion includes implications and recommendations for future research as we work to support and develop Black men beyond their athletic identity.

In this chapter, the authors interrogate the structures, natures, processes, and variables that shape globalized collegiate desegregation. The authors pay attention to the history of segregation in South African culture, then proceed to current efforts to dismantle and rebuild the country’s educational enterprise. Drawing parallels with segregation policy in the United States, the authors argue that both nations may draw from global lessons about systemic global anti-Black oppression and its structural forms (e.g., apartheid, inequities in higher education). More specifically, the authors ground arguments in an analysis of the linguistic hegemony that continues to inculcate the college-aspiring students of South Africa. Understanding fundamental desegregation characteristics of racial hegemonic nations (e.g., United States) vis-à-vis racial and linguistic hegemonic nations (e.g., South Africa) is imperative to increase understanding of democratization of educational systems throughout the world.

This paper aims to demonstrate how Alayah, a 16-year-old African American girl, leverages multiple expressive modes for intersectional self-representation as speculative design. Here, speculative design refers to a multimodal composition (i.e. digital collage) which leverages multiple expressive modes for intersectional self-celebration in possible futures.

Informed by intersectional multimodal literacy frameworks and analyses, this paper addresses the question, “How does Alayah represent her college and career futures in her speculative multimodal design? To address this question, the author analyzed Alayah's digital collage using an intersectional multimodal analysis template complemented by a thematic analysis of her interview data and the narrated explanation of her collage.

In a speculative design composed of 15 images and words, Alayah agentively determined and critically celebrated her intersectional college and career futures through four interrelated themes: Black girl affirmation; Collegiate success; “Sweet” work; and Black livingness.

By centering Black girls’ speculative multimodal designs in college and career curricula, ELA educators (re)imagine college and career pedagogies to critically celebrate Black adolescent girls as intelligent, empowered and literate young women worthy of the futures that they desire.

The purpose of this paper is to discuss “system transformation” in the context of different workforces and organisations seeking to support people experiencing multiple exclusion homelessness (MEH). From a relational and integrated care perspective it aims to identify barriers to achieving more effective ways of working in the prevailing context of “managerial domination”. Communities of practice (COPs) are evaluated to identify their potential to overcome some of these barriers.

The paper presents a theoretical and conceptual discussion of a project in which a number of COPs were established and evaluated to ascertain their value in developing more relational ways of working in the context of MEH. Case studies of COPs operating in the context of MEH are explored and discussed.

It is concluded that COPs have the potential to deliver small-scale changes (“little miracles”) which are characteristically more subversive than transformative. Nevertheless, the authors still see these small gains as significant when compared to the inertia that is often found in local systems of care where more traditional management techniques (such as “payment by results”) prevail. The authors also draw attention to the scope for much improved service quality which flows from moving beyond the “tick box” and into the realms of what it really takes to tackle homelessness and multiple exclusion. In other words, although often requiring considerable amounts of “craft and graft” to deliver seemingly very small amounts of change, these “little miracles” may actually be more conducive in the long run to delivering the kind of tangible “real” change that is often aspired to by both workers and service users and their carers.

The COPs project was limited in terms of time and scale and, hence, further research would be needed to, for example, ascertain their longer-term potential.

There is merit in the theoretical perspectives discussed and, from these, of understanding how best to establish and operate COPs as a vehicle for achieving better outcomes through integrated or collaborative working.

There is much scope for better integrated or more collaborative working in the context of MEH and this paper draws attention to how COPs could be one means of achieving better outcomes for people experiencing MEH.

This is the first paper to set out the theoretical analysis of COPs as a means of achieving better integrated or collaborative working.