Collegiality as a Component in Faculty Development

Document Type

Article

Journal/Book Title/Conference

Journal of Family & Consumer Sciences

Volume

110

Issue

3

Publisher

American Association of Family and Consumer Sciences

Publication Date

6-1-2018

First Page

58

Last Page

62

Abstract

Failure to meet university standards for research, teaching, and service requirements often results in an adverse decision for tenure and promotion. Usually, college and university committees define the parameters of teaching, research, and service for their institution. However, there is one dimension sometimes included in annual evaluations or merit reviews for which there are no written rules. Some academic institutions call it “citizenship” (McFarlane, 2005), or “civility” (Haney, 2012), and others call it “collegiality” (Balsmeyer, Haubrich, & Quinn, 1996; Schmidt, McNutly, Howard-Baptiste, & Harvey, 2017). But, how is collegiality defined? What behaviors are associated with it? Although there is no consensus on how to measure or nurture collegiality in academia, some assessments are available. Collegiality is important because it leads to positive and affirming careers; the lack of it can have an impact on the academic environment, turning it toxic or fostering faculty disengagement.

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