I Would Have Preferred a More Collegial Approach

This article presents data on the High Court’s decision-making in 2019, examining institutional and individual levels of unanimity, concurrence and dissent. It points out distinctive features of those decisions – noting particularly the high frequency of both seven- member benches and the number of cases decided by concurrence over 2019. The latter suggests the possibility of greater judicial individualism re-emerging on the Court despite the clear endorsement of the ‘collegiate approach’ by Chief Justice Kiefel and its practice in the first two years of her tenure as the Chief Justice. This article is the latest instalment in a series of annual studies conducted by the authors since 2003.

Contemporary universities in the developed world face a plethora of increased – and changing – responsibilities. We are the global university, responsible for the production of worker citizens who will be 'prepared' for an extraordinarily diverse set of challenges across all facets of their lives. Much of our research concentration in the academy necessarily requires a plural, diverse approach to developing the appropriate capabilities for our students. Multidisciplinarity is the simple reality of the professional world. Universities have at their disposal sophisticated self-aware multidisciplinary practitioners. Or do they? How is multidisciplinarity perceived and understood in university departments and research teams? What are the tangible measures of successful multi-disciplinary practice? Drawing on a cultural studies framework, this paper will consider the challenges to academic identity and collegiality which reside in the assumed move to multiple ways of knowing in discovery and scholarship. How do we open to, and learn from, each others' disciplinary tools, traditions and epistemologies? How are such collegial approaches – concrete collegialities – embedded in our starting discipline? What are the understandings and limitations we face in seeking to move to a rich meaningful inter disciplinary practice? I will explore these questions in relation to the UN Decade on Education for Sustainability and Sustainable Development.

A growing body of initiatives aims to connect school improvement with external actors, such as universities, by means of networks and collaborative partnerships of different kinds. Simultaneously, many schools have difficulties in assessing or predicting their needs associated with the digitalization of a specific local school practice given their lack of existing tools to articulate those needs. This has made it difficult to study digitalization in a complementary and symmetrical way between academia and practice. In this study, we used a quantitative instrument to generate findings and development needs relevant to both research and school development. The instrument, which we distributed to all school leaders in one municipality, measures perceptions of three overall areas: (a) levels of digitalization, (b) organizational digital maturity, and (c) notions of leadership. The data shows, for example, that digitalization, in this municipality, was a concern or issue on an individual level. Achieving a more complex view of digitalization as school development—a collegial approach and mindset together with leadership and organization that focuses on strategy and common goals—appears to be a high priority for research and practice. To conclude, the results generated from the instrument used in this study can contribute to a shared understanding of the findings and the needs relevant to both research and school development.

Indonesia's Directorate General of Higher Education (DIKTI) has had a concept of Faculty Workload (BKD) and faculty certification program. The implementation of the both program in our college, ITTelkom, is less effective and less able to substantially improve the performance of institutions in general and teachers in particular. The competency of human resources is the main issues being the major findings in the college accreditation by the National Accreditation Body for Higher Education Institution (BAN-PT). In this paper, we propose a concept of performance assessment that is able to substantively measure faculty performance fairly and objectively with collegial collective leadership approach. It aims to establish this college to become a talent concentration that has a growing academic and research culture. In the end, we propose the concept of Institution Management Dashboard as an information system tool for university management.

Drawing on upper echelon theory and focusing on the context of higher education reforms in Jordan within new public management in university faculties/colleges, this study investigates the diagnostic versus interactive uses of management control systems by Deans/Pro-Vice Chancellors of Faculties/Colleges (hereafter called Faculty PVCs). It seeks to identify how the professional and experiential characteristics of these senior academic executives and the structure of their Faculty, impact on their managerial and collegial orientation as reflected in their approach to using management controls. A mail survey of Faculty PVCs is conducted amongst a census of all Faculties/Colleges of all universities in Jordan. Supplementing this survey are semi-structured interviews with the PVC of the business and science Faculty at a large Jordanian university. Results reveal that PVCs who have had a longer career in higher education tend to use MCSs more interactively (or collegially). There is also evidence that as PVCs hold their current position for longer periods; they tend to move from an early diagnostic use of MCSs to a subsequent interactive use. Further, the higher the complexity of a Faculty the more PVC will adopt an interactive approach to MCS use. Other PVC and Faculty characteristics did not reveal patterns of significant influence on the interactive or diagnostic use of MCSs. A key revelation from interviews is that PVCs will give over-riding importance to meeting centrally-set diagnostically-focused KPI, but still take a collegial approach within their Faculty to the broader use of MCSs. The findings lend limited support to upper echelons theory, but provide grounding for further research into the impact that a managerial versus a collegial approach by PVCs/Deans may have on their Faculty’s growth in innovative capacities, teaching qualities or financial strength.

CHAPTER THIRTEEN I Would Have Preferred a More Collegial Approach

The question of less advanced countries participation at the WTO has been much debated in recent years. The ongoing fisheries negotiation is one such area where the role of less advanced countries promises to be crucial in influencing the framework of a future discipline. Already the Doha and Hong Kong Ministerial mandates gave sufficient impetus for less advanced countries involvement by reiterating the centrality of fisheries to their economies and directing speedy discussions respectively. Although fisheries negotiation has progressed comparatively faster than other items on the table at Doha, no consensus is on sight yet while reports of declining stocks in the less advanced countries is abound. The essay, as part of an ongoing research, evaluates how and what contribution less advanced countries have made in shaping fisheries negotiation. It focuses on Kenya as part of this group by retracing her position, if any, on fisheries in both GATT and WTO. Two preliminary conclusions are made. First that though fisheries have undoubtedly been important to Kenya’s economy, her trade policy in the sector is vague. Finally, it is observed that Kenya has abandoned an initial unilateral approach to negotiations for a more collegial approach.

One of the two key issues that were put on the agenda of the third annual judicial seminar of the International Criminal Court on 23 January 2020 was the question of the expression of dissenting views by the judges of the International Criminal Court. Traditionally, scholarly discussions on the issue of expressing dissenting opinions have focused on their perceived impact on the authority of judgments and decisions of international tribunals, and even on the authority of these institutions themselves. The article considers the optimal ideological basis for decisionmaking by a panel of judges in international criminal justice bodies. In particular, it analyzes: the history of the normative reflection of the idea of collegiality in normative acts regulating the activities of international criminal justice bodies, the main doctrinal approaches to the ideas of an individual and collegial approach in decision-making, the practice of expressing dissenting opinions when considering cases by these bodies. The authors' position comes down to considering the ideology of collegiality as a basic process that determines the most effective way of forming a unanimous opinion by a panel of judges. In this regard, emphasis is placed on the link between the objectives of the International Criminal Court and the approach to expressing a dissenting opinion. Judicial collegiality implies that judges have a common interest in the correct presentation of facts and interpretation of the law, and therefore they must be willing to interact and listen to each other, mutually convincing and being convinced by their colleagues. The legal phenomenon under consideration is analyzed through an understanding of the differences in the personal composition of judges of international criminal justice bodies, which is consistent with the idea of freedom of expression, provided for in Article 10 of the European Convention on Human Rights. The conclusion generalizes that the transformation should take place in the direction of strengthening the ideology of collegiality in the adoption of a judicial decision, including at the level of appeal against a judicial decision, which is due to the achievement of the common goals of international cooperation in the field of criminal justice: preserving peace, fixing historical conclusions. The aim of this work is a systematic analysis of collegiality in the practice of international criminal justice bodies, the mechanism of its application, the impact on decision-making and the specifics of normative consolidation. The identification and substantiation of such proposals provides for the novelty of the research. The materials and results of the study can be used as a theoretical basis for further scientific development of topics related to the development of legal regulation of the procedure for making decisions by a collegium of judges both at the international level and at the national level.

Through collegial planning, materials and teaching practices were developed that were effectively aligned with particular teachers and students. It might be argued that such alignment could only have been achieved through a collegial approach. In their article that describes a more refined approach to understanding what it means to know a (p. 59), Gina Cervetti, Jennifer L.Tilson, Jill Castek, Marco A. Bravo, and Guy Trainin trace development of a measure designed to assess multiple types of word knowledge. The study is a continuation of their work with science educators to develop science units that treat vocabulary as conceptual knowledge (p. 49), and offer[s] teachers and curriculum designers useful examples that can inform vocabulary instruction and assessment more broadly (p. 49). This research is an exemplar of increasing trend for content and literacy educators to collaborate in vital task of ensuring students' in becoming literate in academic disciplines. Diane Corcoran Nielsen and her school-based co-researchers, Lisa Dinner Friesen and Judy Fink, worked together to develop and implement an intervention with a group of high-poverty, urban kindergarten children, whose standardized test scores revealed them to be significantly behind their peers in language development. Their dual focus on vocabulary and narrative development at an early critical stage of school-based literacy learning is particularly significant. The promising outcomes of their classroom intervention support value of a team of researchers that includes practitioners. Lisa D' Souza s case study of a beginning teacher that began in final year of teacher and continued through first four years of her career as a high school teacher offers a report of a different type of collegiality, an effort centered on guided inquiry of formative assessment to inform teaching practices. This work was part of a larger university-school collaboration in an urban school setting. In a different context, for a different purpose, promise of is again validated. In next article, Matthew E. Lemberger, Greg Brigman, Linda Webb, and Molly M. Moore describe their theory of cognitive and social change and ways this theory informs a project that is intended to help students to acquire research-validated success skills that are required for academic and social success. The dialectic conversational model (p. 91) was designed to be implemented in both classroom and group counseling sessions within a student-focused learning environment. In this work, In his book, Improving Schools from Within: Teachers, Parents , and Principals Can Make Difference , published in 1990, Dr. Roland S. Barth, who founded Principals' Center at Harvard Graduate School of Education more than thirty years ago, reminds us of the fundamental purpose of schooling learning, for everyone (p. xv).To this end, he suggests that promise of reform resides within school, and can be accomplished by a spirit of collegiality (p. xi) that calls upon energy, inventiveness and idealism within schoolhouse (p. xiv). Decades later, in this double issue of Journal of Education on theme Schools and Schooling , value of among those concerned with improving quality of schooling resonates in Special Section, edited by Dean Hardin Coleman, and in articles in main section. The intent of Special Section, as Dean Coleman's letter suggests, is to offer an opportunity to reflect upon the relationship between educational research and practice of education (p. 1). The Special Section is introduced with a letter from Dean Coleman followed by a collective case study of four schools that were awarded Thomas W. Payzant School on Move Prize. The case study is work of Chad d 'Entremont and his colleagues at Rennie Center for Education Research and Policy: Jill Norton, Michael Bennett, and Peter Piazza. Their article is followed by a report of a structural analysis conducted by Alan Kibbe Gaynor who offers insights into type of school reform that will benefit all students, including those who are now denied opportunity to realize their promise. Because of remarkable similarity of findings derived from these two different approaches, we invited authors to reflect on their own work in relation to

We present a narrative around the use of a peer assisted teaching program to establish its utility in improving teaching and learning outcomes. The program is a structured and collegial approach where academics work together to reinvigorate their teaching practice through reflection and peer-assisted situated learning. The scheme involves colleagues collaborating to analyse existing course and teaching quality data, develop focussed development goals for curriculum and pedagogy, plan and execute strategies to achieve these goals, and monitor their effects and success during a teaching semester. The experience presented in this paper involved a paired peer relationship between two Information and Communication Technology (ICT) lecturers (colleagues) who taught disparate courses and who had separate goals. Despite the apparent dichotomy in the courses taught and the course outcomes, their experience with a small set of goals provided useful information about employing such a scheme, especially its effectiveness despite choosing simple goals. The partners were also inspired to use the scheme again and with a stronger sense of how they might prepare their goals and pursue better implementation thereof. The authors hope the experience will encourage others to adopt such a program or other similar peer assisted teaching schemes to improve teaching and learning outcomes, encourage collegial collaboration within departments, and foster engagement with learning and teaching scholarship.

QUALITY IN HIGHER EDUCATION: STORIES OF ENGLISH AND CZECH ACADEMICS AND HIGHER EDUCATION LEADERS

The paper assesses the communication strategies of the Federal Reserve, the Bank of England, and the European Central Bank and their effectiveness. We find that the effectiveness of communication is not independent from the decision‐making process. The paper shows that the Federal Reserve has been pursuing a highly individualistic communication strategy amid a collegial approach to decision making, while the Bank of England is using a collegial communication strategy and highly individualistic decision making. The European Central Bank (ECB) has chosen a collegial approach both in its communication and in its decision making. Assessing these strategies, we find that predictability of policy decisions and the responsiveness of financial markets to communication are equally good for the Federal Reserve and the ECB. This suggests that there may not be a single best approach to designing a central bank communication strategy.

This study reports on a collaborative teaching enhancement project at a research‐led university, within the context of a focus on the first‐year experience. It demonstrates the kind of influence which a combination of managerial and collegial approaches can have on the collaboration. It illustrates the importance of working with a conscious understanding of the academic development orientations underpinning an educational change initiative. In the study, academic developers teamed up with lecturers from eight departments to embark on change endeavours to enhance teaching and learning in the lecturers’ immediate settings. The adoption of an action research‐oriented, interdisciplinary and collaborative approach to professional development was found to be appropriate at a research‐led institution. Contextual and cultural factors inherent to the disciplines, departments and institution were shown to have an impact upon the involvement of participants in the project.

Bob Morris was elected as president of the European Association for Urban History (EAUH) ahead of its 2002 conference in Edinburgh. Bob’s presidency, and the Edinburgh conference specifically, took place at an important point in the development of urban history within Europe and further afield. First, the programme reveals several emerging themes and topics of interest that have since shaped the sub-field in new and innovative ways. Second, Bob’s informal and collegial approach towards networking is reflected in the decision to place the EAUH on a quasi-formal constitutional basis. Both of these developments reflect, in part, Bob’s own research interests, as well as the sub-field’s welcoming approach to younger researchers, including taught and research postgraduate students, interested in networking with more established scholars.

Homoeopathy is one of the most widespread forms of complementary and alternative medicine (CAM) currently used in the UK. As an overtly holistic discipline, the homoeopathic consultation process is often regarded as being intrinsically patient-centred. This paper will argue that although an underlying mutualistic or collegial approach is often evident in homoeopathy, there are certain points in a consultation where these types of behaviour are more overt. It is suggested that these points are likely to be located where there is a predictable possibility of misalignment between letting the patient set the agenda, and the practical needs of the consultation process – ie the performance of certain essential consultation ‘tasks’. In order to illustrate this, one particular aspect of the homoeopathic consultation will be examined – the ‘treatment-giving’ phase. Four broad transitional formats will be proposed: categorical; open; deferred; and reversed. The relatively dynamic sequential positioning that the treatment phase occupies in the homoeopathic context will be highlighted, as will the implications that this may have in terms of encouraging patient / practitioner negotiation over treatment decisions.