“…The collegium is grounded in a claim of expertise that implies legitimate group oversight, peer review, and governance (Pieber, ). According to Downey (), the collegium is the complex network of assumptions, traditions, protocols, relations, and structures within the university which permit the professoriate to control and conduct the academic affairs of the institution, determining, among other things, who shall be admitted, who shall teach and research, what shall be taught and researched, and what standards shall be set for which rewards. (p. 75) The collegium is, in short, the space in which collegiality (via trust, open debate, prosocial behavior, etc.)…”
Section: Defining and Contextualing Collegiality And The Collegiummentioning
confidence: 99%
“…Nevertheless, these senates were formed for one of two reasons: to further initiatives by presidents who sought to encourage and empower faculty in their areas of expertise in order to distinguish the institution from others, or as a response to faculty members’ distrust in the president, as a venue for professors to share their opinions (Geiger, ). Speaking to the importance of this participatory form, Downey () notes that the faculty senate is “the heart of the collegium” (p. 4). The rise of faculty senates shaped the form of the collegium in America, since it provided faculty with an arena where a collective voice could be developed by expressing ideas and concerns about the institution.…”
Section: The Fragmented Origins Of the Collegiummentioning
“…The collegium is grounded in a claim of expertise that implies legitimate group oversight, peer review, and governance (Pieber, ). According to Downey (), the collegium is the complex network of assumptions, traditions, protocols, relations, and structures within the university which permit the professoriate to control and conduct the academic affairs of the institution, determining, among other things, who shall be admitted, who shall teach and research, what shall be taught and researched, and what standards shall be set for which rewards. (p. 75) The collegium is, in short, the space in which collegiality (via trust, open debate, prosocial behavior, etc.)…”
Section: Defining and Contextualing Collegiality And The Collegiummentioning
confidence: 99%
“…Nevertheless, these senates were formed for one of two reasons: to further initiatives by presidents who sought to encourage and empower faculty in their areas of expertise in order to distinguish the institution from others, or as a response to faculty members’ distrust in the president, as a venue for professors to share their opinions (Geiger, ). Speaking to the importance of this participatory form, Downey () notes that the faculty senate is “the heart of the collegium” (p. 4). The rise of faculty senates shaped the form of the collegium in America, since it provided faculty with an arena where a collective voice could be developed by expressing ideas and concerns about the institution.…”
Section: The Fragmented Origins Of the Collegiummentioning
“…James Downey (1995) asserted that it is impossible to understand a large research university as a single culture. Rather, he conceptualized the university as "three simultaneous incarnations in one.…”
The qualitative study on which this article is based examined key individuals' perceptions, both within a research university community and beyond in its external governing board, of how to improve benchmarking as an accountability method in higher education. Differing understanding of benchmarking revealed practical implications for using it as an accountability tool. A change model is presented for enhancing the effectiveness of benchmarking in higher education communities.
“…Tasker and Packman (1994: 182) point out that for many people, 'the relationship between higher education, industry and the government is still seen by many as unproblematic: industry needs highly trained employees and it is the function of government to see that universities provide them'. Turning to the private sector in order to fund higher education is perceived by many to be a practical alternative in the face of huge government deficits (Downey 1996). Students who are worried about employment prospects when they graduate are anxious to obtain job-related skills and information.…”
Section: The Corporate Climate In Academiamentioning
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