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In the present discourse of university politics, collegiality has come to be viewed as a slow force – seemingly inefficient and conservative compared to popular management models. Concerns have thus been raised regarding the future prospects of such a form of governance in a society marked by haste and acceleration. One way to bring perspectives on this contentious issue is to perceive it in the light of the long history of the university. In this article, I derive insights about the shifting state of collegial governance through a survey of an intense period of reforms in Sweden c. 1850–1920 when higher education was allegedly engaged in a process of modernization and professionalization. Drawing on recent work in historical theory and science and technology studies (STS), I revisit contests and debates on collegiality in connection to a number of governmental commissions. Focusing on the co-existence – and collisions – of multiple temporalities reveals that overcoming potential problems associated with heterogeneous rhythms required an active work of synchronization by universities in order to make them appear timely, as higher education expanded along with the mounting ambitions of national politics, focused on centralization, efficiency, and rationalization. The analysis is structured around three focal issues for which collegial ideals and practices, including their temporal characteristics, were particularly questioned: (a) the composition of the university board, (b) the employment status of professors, and (c) hiring or promotion practices. Pointing at more structural challenges, this study highlights how collegiality requires a constant maintenance paired with an awareness of its longer and complex history.

Reports an initial study to validate a brief instrument which could be useful as a tool to permit researchers to gain insight into a construct termed QM maturity – the quality of an organization’s adoption of (QM) programs. Notes that investigators have frequently confounded the length of time an organization reports that it has “been on” QM with the quality of its QM adoption. Yet it is entirely possible that an organization that reports that it has had quality programs in place for a considerable period of time may have adopted those programs poorly and superficially. The researchers were aware that a significant research stream was in place and investigating these issues, but were concerned that the available instruments tended to be extremely lengthy, aimed at top management rather than the workforce as a whole, or oriented toward a manufacturing rather than service environment. Reports initial work to validate a brief instrument that is potentially useful at all organizational levels and in both service and manufacturing. Suggests that the findings indicate that the instrument is consistent with an instrument from the existing research stream and that it also shows relationships to worker perceptions of organizational culture, Baldrige criteria, and job enrichment in directions that would be expected in the quality environment.

The purpose of this paper is to expose the impact of the shortage of senior academics, particularly professors, in Australian accounting schools, to relate the way one school addressed this shortage through a mentoring scheme, and to challenge existing institutional arrangements.

This is a contextualised qualitative case study of a mentoring scheme conducted in an Australian accounting school. Data collected from semi‐structured interviews, personal reflections and from Australian university web sites are interpreted theoretically using the metaphor of a “green drought”.

The mentoring scheme achieved some notable successes, but raised many issues and challenges. Mentoring is a multifaceted investment in vocational endeavour and intellectual infrastructure, which will not occur unless creative means are developed over the long term to overcome current and future shortages of academic mentors.

This is a qualitative case study, which, therefore, limits its generalisability. However, its contextualisation enables insights to be applied to the wider academic environment.

In the Australian and global academic environment, as accounting professors retire in greater numbers, new and creative ways of mentoring will need to be devised. The challenge will be to address longer term issues of academic sustainability, and not just to focus on short‐term academic outcomes.

A mentoring scheme based on a collegial networking model of mentoring is presented as a means of enhancing academic endeavour through a creative short‐term solution to a shortage of accounting professors. The paper exemplifies the theorising power of metaphor in a qualitative study.

The purpose of this paper is to examine the differential effect of reciprocal and negotiated social exchanges in establishing workplace relationship cohesion, providing a mediating influence between social constructed initiatives (i.e. internal socialization and support) and internal customers’ psychological connectedness.

Data were gathered via a national online survey of service employees in Australia, representing a diverse range of service industries (e.g. retail (food/non-food), health, financial, administrative support, real estate, household, insurance, education and training, etc.).

Reciprocal-exchange relationship quality fully mediates the relationship between internal socialization and psychological connectedness; and negotiated-exchange relationship quality partially mediates the relationship between internal support and psychological connectedness of internal customers.

While the findings reported herein support the salience of interpersonal relationship quality enhancing the internal performance of the organization, it is essential to consider how the findings link to externally perceived performance (i.e. from the customer’s perspective). Future research is guided by a framework that the authors propose as a result of the study’s findings to facilitate research in this under-researched area.

The development of sound socially relevant internal marketing strategies is vital to the long-term health and prosperity of the firm and its internal counterparts necessitating a move beyond transactional internal marketing, reflecting “pay for service” organizational thinking.

The examination of internal relationship cohesion and how this effects internal customers’ allegiance to their organizations addresses an important research gap and, thus, provides a significant contribution to both theory and practice.

The conceptual foundations of trust as a multi‐dimensional construct are reviewed, and relevant related issues are discussed with a focus on trust in schools. An empirical analysis of faculty trust in colleagues and trust in the principal demonstrates that faculty trust is an important aspect of the openness and health of school climate. It is related to the authenticity of both the principal’s and the teachers’ behavior; however, elements of climate and behavior that predict trust in the principal are different from those that predict trust in colleagues. Finally, a research agenda for the study of trust in schools is sketched.

Mentoring programmes for school administrators aim to facilitate learning by mentor‐protégé pairing. Selected vice‐principals are paired with experienced principals in protégé‐mentor pairs, for eight weeks of intensive mentoring in Singapore. Research suggests that mentoring programmes can be designed to benefit both mentors and protégés. Presents the results of a study on mentoring in Singapore. It highlights the benefits from mentoring and its correlates. Findings indicate that the behaviours and personal qualities of mentors and protégés could determine the benefits of mentoring.

This chapter investigates the relationship between organizational climate, social support, and loneliness in the workplace. Data were collected from 362 employees from various occupational groups. Regression analyses presented support for predicted links between community spirit at work, a climate of fear in an organization, work-based support from co-workers and supervisors, and loneliness at work. The results support the hypothesis that a negative emotional climate and lack of collegial support adversely influences the experience of loneliness in workers. The results suggest that addressing interpersonal problems in the workplace and improving the psychological work environment within an organization may enhance the social and emotional well-being of employees.

This study aims to explore the instructional leadership practices implemented by academic professionals and leaders to enhance the curriculum of Islamic economics and finance (IEF) in two public universities in Saudi Arabia.

This study used a qualitative approach, using a case study methodology that focused on two meticulously chosen universities in Saudi Arabia. A total of 21 academics from two public universities in Saudi Arabia who worked in IEF schools were selected for semi-structured interviews.

The findings showed that two universities in Saudi Arabia that offer degrees in IEF exhibited limited instructional leadership. The findings indicate four apparent barriers that may explain the lack of involvement in instructional leadership and fair practices in the IEF curriculum at Saudi Arabian universities. According to this study, a positive collegial climate in Saudi universities’ IEF promotes shared instructional leadership.

The use of a limited qualitative method and small sample of respondents in this study may not provide enough evidence to generalise the findings to all universities and higher education schools in Saudi Arabia. Although a case study was used to describe IEF curriculum management and implementation at the two universities, caution should be exercised when applying these findings to other institutions.

IEF schools in Saudi universities need to leverage their positive, collaborative and relationship-building environments to develop activities that promote shared instructional leadership.

The research findings can offer valuable insights and examples for school leaders to develop instructional activities and promote the concept of “shared instructional leadership”. This approach involves delegating responsibilities and actions to others to enhance the IEF curriculum’s quality. Policymakers and university officials can use these findings to enhance strategic policies.

This study aims to explain the primacy that rapid, centralised decision-making gained in higher education institutions during the COVID-19 pandemic, with a particular focus on Australian universities.

This paper draws on discussions regarding policy problems of an international, purpose-convened on-line policy network involving over 100 registrations from multiple countries. It analyses emerging institutional policy governance texts and documents shared between network participants, applies policy science literature regarding traditional institutional policy-making routines and rapid decision-making, and references media reportage from 2020. The paper traces how higher education institutions rapidly adjusted to pandemic conditions and largely on-line operations.

The study finds that higher education institutions responded to the COVID-19 crisis by operationalising emergency management plans and introducing rapid, centralised decision-making to transition to remote modes of operation, learning and research under state-imposed emergency conditions. It highlights the need to ensure robust governance models recognising the ascendance of emergency decision-making and small-p policies in such circumstances, notwithstanding longstanding traditions of extended collegial policy-making routines for big-P (institutional) Policy. The pandemic highlighted practice and policy problems subject to rapid reform and forced institutions to clarify the relationship between emergency planning and decision-making, quality and institutional policy.

In covering a range of institutional responses, the study advances the possibility of institutions planning better for unexpected, punctuated policy shifts during an emergency through the incorporation of rapid decision-making in traditionally collegial environments. At the same time, the paper cautions against the normalisation of such processes. The study also highlights key practices and policies that require urgent reconsideration in an emergency. The study is designed as a self-contained and freestanding narrative to inform responses to future emergencies by roundly addressing the particularities of the 2020 phase of the COVID-19 pandemic as it affected higher education.

There is only limited research on policy-making in higher education institutions. This research offers an original contribution on institutional policy-making during a prolonged emergency that deeply changed higher education institution’s governance, operations and outlook. Particularly significant is the synthesis of experiences from a wide range of sector personnel, documenting punctuated policy shifts in policy governance (meta-policy), institutional policy-making routines and quality assurance actions under great pressure. This paper is substantially developed from a paper given at the Association for Tertiary Education Management Institutional Policy Seminar, 26th October 2020.

Leadership was the central issue of concern when academic governance regulations were introduced at Lincoln Institute of Health Sciences in 1978. At the time there was considerable debate about the leadership role of Heads which surfaced again in 1981–82 when the authors undertook a review of the regulations. In this paper the authors analyse the review findings and relate these findings to contemporary theory which sees leadership in terms of the nature of the relationships between leaders and followers. They report that in spite of the existence of a uniform set of regulations the leadership styles of Heads of Schools and Departments varied considerably. Nevertheless it was only in those Schools and Departments where discordancy existed in the leader‐follower relationships that dissatisfaction was expressed about the regulations. The authors conclude that regulations by themselves do not determine the quality of leadership and decision‐making even though they may be intended to settle an agreed organization for decision‐making. However, the introduction of regulations can lead to beneficial modifications to hierarchically based superior‐subordinate relationships with more collegial forms of shared responsibility. “A larger slice of the cake isn't enough — we want a share in the ruddy bakery.” (Mrs. Sheila Egan, East Lancs representative at the 1972 National Conference of Technical Teachers, speaking about Academic Government.)