Narrative Encounters of Pedagogic Partnership, and the Development of Collegial Capital in Higher Education

Autor/inn/en	Mariaye, Hyleen; Price, Mark; Ramasawmy, Shalini Jagambal; Melvin, Jane; Mohabeer, Tejwant
Titel	Narrative Encounters of Pedagogic Partnership, and the Development of Collegial Capital in Higher Education
Quelle	In: Journal of Professional Capital and Community, 8 (2023) 1, S.17-29 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mariaye, Hyleen) ORCID (Price, Mark) ORCID (Ramasawmy, Shalini Jagambal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9548
DOI	10.1108/JPCC-02-2022-0011
Schlagwörter	Partnerships in Education; Collegiality; Tutors; International Cooperation; COVID-19; Pandemics; Electronic Learning; Responsibility; Risk; Trust (Psychology) + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Kollegialität; Förderlehrer; Lehrender; Tutor; Internationale Kooperation; Internationale Zusammenarbeit; Verantwortungsübernahme; Zuständigkeit; Risiko
Abstract	Purpose: The study explores the relational encounters of five higher education tutors and programme leaders, working in collaboration across contrasting institutions--one, a modern, civic university in the Global North, and the other, a parastatal institution in the Global South. The purpose of the study is to deepen the understanding of evolving collegiality within a transnational partnership, stimulated by the COVID-19 pandemic related shift to online teaching and learning. Design/methodology/approach: The inquiry is informed conceptually by the concept of narrative encounter as a site of learning, with inductive, meta-analysis undertaken across our individual reflective narratives. Findings: The narratives reveal three emergent themes--shared purpose, shared responsibility -- through focus, routinised dialogue and concreteness; collective and individual risk-taking -- through negotiated decision-making; and trust in self and in peers -- through reciprocity, caring, duality and building on stable practices. Research limitations/implications: The data from which this paper is developed and its related central thesis of collegial capital are limited and partial. However, when agility within higher education partnerships is at a premium, this paper is a useful touchstone for further reflection. Originality/value: The paper seeks to further the concept of collegiality and collegial capital, a dialogical affordance which enabled the partnership to build on previous collaborative successes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01