Abstract

Collegiality is growing as an official criterion for promotion, retention, and merit evaluations in education. It has become a somewhat controversial “fourth” criterion in various evaluations of faculty in higher education. While the “three pillars” of teaching, research, and service pose their own administrative ambiguities, the addition of collegiality has driven much discussion and some research relating to the concept. The changes in higher education make collegiality an even important requirement at each level of a university. A recent conceptual paper identifies three primary dimensions of collegiality in the literature. These dimensions are explored in this paper and used to organize a set of structural procedures and practices administrators and leaders in higher education can use to increase collegiality in their units.