Sandstedt, Thomas (2013) – On Recruitment in Academia in the Cases of Department Heads and Research Students   This thesis study how academic and scientific culture act and handle the balance between different interests, demands and preferences and what is considered central and valuable in the leading and managing within universities in Sweden. These are set against each other whenever department heads and research students are to be recruited.  Questions are asked whether procedures come into play when recruiting heads of department, and whether the final choice is determined by regulations and/or academic norms. There has only been marginal research in the field. The recruitment of department heads has not been statutory since 1993, while admission to research studies is regulated in detail.  The study was implemented before the autonomy reform of 2011. Central and local regulatory systems between 1993 and 2011 form the juridical framework of the study.       My frame of reference is a New Institutional Theory approach together with studies of the environment, history and traditions of academia.  The basis of the studied context is the scholarly community of academics.  Demands from government and parliament as expressed in regulatory systems, general guidelines, funding, policies and letters of regulation have also been taken into account within the reference frame.  The empirical material consists of interviews with professors including associate professors conducted in seven universities and eight departments between 2007 and 2009. The results show that there are certain rules of the game that are applied when department heads and research students are being recruited, which give an indication of what is considered valuable for internal management within Swedish universities. The recruitment processes are informal, collegial and institutionalized. When department heads are recruited all colleagues have the possibility to participate, whereas when research students are recruited the group involved is more limited.  In the latter case it is financing as well as the role of the supervisor that seem to play the crucial role in finding the most suitable doctoral student. Internal criteria are reformulated into rules of the game by colleagues and the process is situation-bound. These rules are based on collegial and scholarly interests, demands, norms, traditions and values. Informal criteria offer the opportunity for flexibility and situational adaptation when departments choose their head. These criteria contribute to limiting the number of candidates, which may make it difficult to find the right person. The students admitted to research education are expected to be able to profit by such education and to possess a scientific attitude. These requirements may vary from one admission to another, and the impression is that the circle of potential research students is limited.

La présente vise à étudier le rôle que jouent les groupes dans les Sénats universitaires en période de restrictions budgétaires. En utilisant le cadre d’analyse des conflits fourni par Bélanger et Lemieux (2002), en développant une typologie dérivée de celle de Hardy (1996) et en se basant sur les constats empiriques de Jones (2001, 2004) concernant les perceptions des participants à cette instance, nous avons analysé le déroulement de l’Assemblée universitaire de l’Université de Montréal au cours de l’hiver 2008. Les résultats montrent que les groupes syndicaux et associatifs collaborent peu, que la direction réussit à tirer son épingle du jeu en formant des alliances ponctuelles avec les différentes factions et que l’Assemblée ne joue plus efficacement le rôle pour lequel elle a été créée. Cette étude montre l’importance de continuer la recherche sur la micropolitique universitaire afin d’appuyer la recherche actuelle portant sur les meilleures pratiques en enseignement supérieur. / The aim of this study is to evaluate the role that groups play in the academic governance of Canadian universities, through the university Senate, during a period of financial retrenchment. Using a theoritical framework taken from Belanger & Lemieux (2002), Hardy (1996) and Jones (2001, 2004), the analysis focuses on the 2008 Winter semester sessions of the University Assembly of Université de Montréal. The results show that unions and associations did not show inter- and intra-group cohesion strong enough to counter the administration’s cohesiveness and ability to make alliances. The Assembly itself has seen its share of formal responsibilites wither and was, during the observation, little more than a soapbox for groups who wanted to place an item on the institutional agenda. The study highlights the importance of further study of inter-groups relationships in higher education, in parallel with the wider scientific trend of revision of management practices in universities.

[pt] O presente estudo tem por objetivo discutir a existência da colegialidade no Supremo Tribunal Federal. Inicialmente, utilizou-se de fontes bibliográficas como dados de pesquisa capazes de reconstituir o discurso jurídico acerca da colegialidade enquanto categoria autônoma no discurso jurídico. Origens, fundamentos e suas funcionalidades são alguns dos aspectos que são destacados na pesquisa. Em seguida, procedeu-se a uma pesquisa em fontes primárias, utilizando-se do método histórico, para organizar o discurso produzido na História acerca do mesmo objeto de pesquisa. Como resultado, é possível identificar, origens, fundamentos e funcionalidades bastante distintas do discurso jurídico, além da proposição de um entendimento que preza pela existência da colegialidade. Após, e utilizando como fontes de pesquisa os depoimentos orais concedidos por atores sociais que compõem ou compuseram um colégio de julgadores, buscou-se dar voz a esses atores por meio da atribuição de sentido ao discurso por eles produzido, principalmente no sentido de não existir uma colegialidade, ou apenas existir informalmente. A utilização de diferentes métodos e saberes na identificação e produção de cada um dos discursos foi fundamental à ampliação do poder explicativo da colegialidade nos tribunais brasileiros, principalmente a exercida pelos ministros do Supremo Tribunal Federal, conforme poderá ser notado nas páginas a seguir. / [en] This study aims to present multiple discourses which are capable of explaining the same phenomenon: the practice of collegiality in the Brazilian Supreme Court. Initially, a bibliographical research has been used to reconstitute the legal discourse about collegiality as an autonomous category. Origins, foundations and functionalities are some of the aspects that are highlighted in the research. Then, using the historical method, a documentary and bibliographical research has been done to organize the discourse produced about collegiality in history. As a result, it is possible to identify different origins, foundations and functionalities for these legal discourses. Also, using oral history interviews with Brazilian Supreme Court judges, one sought to give voice to these social actors through the attribution of meaning to the discourse produced by them. The use of different methods to identify and produce each of these discourses has been essential for the expansion of the explanatory power of collegiality in the Brazilian courts, especially the Supreme Court. / [fr] L étude vise à présenter différents discours capables d expliquer une même phénomène: l exercice de la collégialité par la Cour Suprême du Brésil. Dans um premier temps, nous avons utilisé la recherche bibliographique pour reconstituer le discours juridique sur la collégialité comme catégorie autonome dans le discours juridique. Les origines, les fondamentaux et la fonctionnalité sont quelques-uns des aspects qui sont mises en évidence pendant la recherche. A ensuite, l étude a procédé a une recherche documentaire et bibliographique, en utilisant la méthode historique pour organiser le discours produit dans l histoire du même objet de recherche. À la suite, il est possible d identifier les origines, les fondations et les caractéristiques bien distinctes du discours juridique. Après, et en utilisant comme source de recherche les témoignages orales donnés par les acteurs sociaux qui composent ou ont composé un collège de juges, ce présent travail a cherché à donner la parole a ces acteurs par l attribution de sens au discours par eux produit. L utilisation de différentes méthodes et de connaissances dans l identification et la production de chacun de ces discours a été essentiel à l extension du pouvoir explicatif de la collégialité dans les tribunaux brésiliens, principalement exercées par les juges de la Cour Suprême Fédérale, comme on peut le constater dans les pages suivantes.

Notion fondamentale du droit des sociétés, la collégialité est souvent réduite aux organes sociaux, voire cantonnée au processus de formation des décisions collectives. L'étude tend à dépasser la dimension institutionnelle du pouvoir collégial. Il s'agit de rechercher, en dépit de la diversité des collèges, les fondements, l'unité, le régime, les limites et la valeur de la collégialité en tant que notion et pratique. À cette fin, il convient d'envisager autant l'organisation collégiale que le fonctionnement collégial. Il en résulte que toute collégialité suppose une pluralité de personnes ou des collèges (au moins deux) (1) qui ensemble et à égalité par voie de délibération en concertation (2), poursuivent la réalisation d'un projet commun ou l'exécution d'une mission commune (3). Toutefois il existe deux catégories de collégialité selon ce qui fait l'unité du collège: projet commun (associés) ; fonction ou mission commune (autres organes). Ce qui fait l'unité du collège influence la nature et l'intensité des droits et obligations que toute organisation collégiale suppose pour ses membres. Il en est de même du fonctionnement. Unitaire en ce qu'il renvoie au processus de formation de l'acte collectif unilatéral, le fonctionnement collégial suppose des techniques variables selon chaque figure. Enfin, la collégialité est-elle un principe du droit des sociétés ? Pour les associés, cela est certain : la collégialité renvoie au groupement qu'ils forment, organisation et fonctionnement, sans qu'une prévision en ce sens ne soit nécessaire. Pour les autres organes la réponse est variable. Elle n'est un principe d'organisation et de fonctionnement qu'autant qu'une norme l'impose. / Collegiality, as the pivotal concept in corporate law, is often limited to the corporate bodies, if not confined to the collective decision-making process. The study tends to go beyond the institutional dimesion of the collegial authority. The aim is to investigate the foundations, the unity, the ambit, the limits and the value of collegiality as both a notion and a practice, in spite of the variety of colleges. To this end, the collegial organization and function should be considered equally. As a result, collegiality means a plurality of persons or colleges (at least two) (1) who, together and equally by conciliated deliberation (2), promote the realization of a collaborative project or the performance of a shared mission (3). However, there are two types of collegiality as defined by the college's unity itself: there are collaborative projects (partners) ; and shared missions or functions (other bodies). The essence and the strength of rights and obligations to each of the members is influenced by what makes the unity of a college. The same thing goes for the way in which the collegial organization functions. It will function in a unitary manner for unilateral establishment and collective acts. A collegial functioning, on the other hand, supposes flexible and adjustable techniques. Finally is collegiality a principle of corporate law ? For the partners this is obvious: collegiality is intrinsic to the group they constitute, to the organization and to their functioning, without having to plan it. For the other bodies the answer may vary. Collegiality is only a principle of organization and functioning if a norm requires it to be.

This study concerns school reform in Malta. Under the policy framework ‘For All Children to Succeed’ (Ministry of Education, Youth & Employment, 2005) [henceforth referred to as FACT], Maltese state schools embarked on the process of being organized into networks called ‘colleges’. These consisted of primary and secondary schools according to geographical location, under the leadership of the Principal – a newly-designated role hierarchically above that of the individual Heads of School. The purpose of my research is to explore relations of power in a Maltese college. My study gives prominence to both theory and methodology. The theoretical research question investigates how networking unfolds among the various leadership hierarchies in school governance in a Maltese college. This is explored through the performance of policy-mandated collegiality; the circulating relations of power; and leadership distribution. My study is framed within a postmodern paradigm and adopts a Foucauldian theoretical framework, more specifically his concepts of power, discipline, governmentality, discourse, and subjectification. Data for my case study are collected through semi-structured, in-depth interviews; observation of a Council of Heads meeting; and a documentary analysis of FACT. Narrative is not only the phenomenon under exploration, but also the method of analysis, and mode of representation. Thus, I attempt to answer my methodological research question that investigates the ways a researcher negotiates the methodological tensions and contradictions in the conduct of qualitative inquiry in order to construct knowledge differently. The Maltese college is viewed as a surveillance mechanism by both the Principal and the Heads, with collegiality being regarded as a straitjacket imposed by the State through a policy mandate. However, there is unanimous agreement on conscription being the only way forward for Maltese state schools. Different degrees of ‘support’ and empowerment exist, according to the directives of the Principal and the State. College setup is problematized on geographical clustering and college streaming, due to which it may end up defying the primary aim of networking by clustering students from particular areas in isolation, resulting in social injustice and educational inequality. This study exposes a strong sense of sectoral isolation among the Heads – a situation being mirrored at macro-level with very few opportunities for inter-networking among colleges. There is an asymmetrical power flow among the college schools, both within the same level and across different levels. Despite the policy FACT mandating distributed leadership, hierarchical forms of accountability are still inherent within the system, bringing out a tension between autonomy and centralization.

Univerzita Karlova v Praze Filozofická fakulta Katedra pedagogiky Abstrakt Diplomové práce Bc. Eva Mikšovská Kolegialita a spolupráce učitelů v základní škole speciální Collegiality and cooperation of teachers in basic special school Praha 2013 Vedoucí práce: doc. PhDr. Hana Kasíková, CSc. This thesis focuses on teachers' collegiality and cooperation in order to map their current possibilities and needs in this field. On the basis of acquired knowledgecontribute to better understanding, improving and extending the cooperation andcollegiality of teachers, as well. The theoretical part deals with the cooperation in general and defines the basic terms. It provides the information about the typical shapes and forms of cooperation within the school environment and about the teachers' cooperation at Czech elementary schools. It also discusses the factors facilitating cooperation, the instruments for the development of teachers' cooperation and school management's role during the cooperation. It describes a teacher's personality, his competencies, the environment and the organization of a special basic school.The empirical part looks into the specific level of teachers' collegiality and cooperation at the special basic school in Kolín. Keywords: collegiality, cooperation, teacher, basic special school, colleague,...

La synodalité paraît être aujourd’hui un thème très actuel, tant pour le dialogue théologique bilatéral entre les Églises catholique et orthodoxe, qu’à l’intérieur de chaque Église. Le pontificat du pape François a mis l’accent sur la synodalité et l’Église orthodoxe vient de réaliser son Grand et Saint Concile (Crète, juin 2016). Le Concile Vatican II en 1964 a promulgué la doctrine de la collégialité épiscopale (les évêques constituent un collège qui succède au collège des Douze Apôtres), doctrine qui devait rapprocher les ecclésiologies catholique et orthodoxe. Cependant, les théologiens orthodoxes ne se sont pas retrouvés dans cette doctrine. Cinquante ans après sa promulgation, on remarque par ailleurs que la mise en œuvre de la collégialité épiscopale dans l’Église catholique est plutôt limitée. Cette étude a tenté de confronter les notions de collégialité épiscopale et de synodalité épiscopale, en vue d’une compréhension commune, entre catholiques et orthodoxes, de la place des évêques au sein de l’Église entière. Partant du constat que la synodalité épiscopale, comme l’entendent les orthodoxes, ne coïncide pas avec la doctrine de la collégialité épiscopale comme elle a été formulée au concile Vatican II, le présent travail s’est penché sur les fondements de cette dernière, afin de rechercher comment la tradition commune originelle des deux Églises conçoit la synodalité épiscopale. Le retour aux sources communes, à savoir bibliques, patristiques et dogmatiques, est proposé comme la base d’une entente sur les questions du ministère épiscopal et de la synodalité des évêques. Une telle entente s’avère indispensable afin d’aborder d’autres questions controversées, notamment celle de la primauté romaine. / Synodality seems to be a very current topic, both for the bilateral theological dialogue between the Catholic and Orthodox Churches, and for each individual Church. The pontificate of Pope Francis has emphasized synodality and the Orthodox Church has just convened its Great and Holy Council (Crete, June 2016). The Second Vatican Council in 1964 promulgated the doctrine of episcopal collegiality (the bishops are organized in a college which succeeds the Quorum of the Twelve Apostles), a doctrine which was to bring closer Catholic and Orthodox ecclesiologies. However, the Orthodox theologians did not appreciate the value of this doctrine. Fifty years after its promulgation, it is also noted that the implementation of episcopal collegiality in the Catholic Church is rather restricted. This research attempts to compare the notions of episcopal collegiality and episcopal synodality, exploring a common understanding between Catholics and Orthodox of the place of the bishops within the whole Church. For Orthodox theologians, episcopal synodality does not coincide with the doctrine of episcopal collegiality, as it was formulated during the Second Vatican Council. This research focused on the common tradition of the two Churches regarding episcopal synodality. The study of common sources, namely biblical, patristic and dogmatic, is proposed as the basis for an agreement on the issue of episcopal ministry and the synodality of bishops. Such an agreement is essential to address other issues, especially that of the Roman primacy.

This thesis investigates representations of dynastic legitimacy and imperial power in the later Roman Empire (AD 284-337). It explores the continuity and change in expressions of dynastic legitimacy by, for and about the emperors of this period, which were presented in coinage, panegyrics, and other literary and material evidence. I argue that familial relationships were used throughout this period to make legitimation claims or to counter claims made by rivals, rejecting the notion of clear breaks between the third century, the Tetrarchy and the reign of Constantine. The Tetrarchy’s creation of familial links through adoption and marriage led to a web of inter-familial relationships that they and later emperors used in promoting their own claims to imperial legitimacy. At the same time, the presentation of these imperial colleges as harmonious co-rulership relied heavily on the adaptation of pre-existing strategies, which in turn would be adapted by the emperors of the early fourth century. This thesis proceeds roughly chronologically, focusing on the regimes of individual emperors and their collaborators when possible. Chapter 1 examines the creation of the Tetrarchy as an extended ‘family’ and the adaptation of ideologies of third-century co-rulership. Chapter 2 explores the changes in the Second Tetrarchy, with an especial focus on the ‘Iovian’ family of Galerius and Maximinus Daza. Chapter 3 looks at Maxentius’ claims to both ‘retrospective’ and ‘prospective’ dynastic legitimacy. Chapter 4 examines Licinius’ legitimacy both as a co-ruler and brother-in-law of Constantine, and as the beginning of a new ‘Iovian’ dynasty. Chapter 5 delves deeper into the different claims to dynastic legitimacy made by Constantine over the course of his thirty-year reign. Taken together, these chapters offer a new approach by arguing against the dichotomy between ‘dynasty’ and ‘collegiality’ that tends to dominate scholarship of this period. Instead they focus on the similarities and continuities between the representations of imperial families and imperial colleges in order to understand how perceptions of dynastic legitimacy evolved in the third and fourth centuries.

The general purpose of this thesis is to contribute to further understanding of the academic appointment process explored and defined as participation in a collegial educational process. The appointment process for academic positions has historically been regulated by state authorities ever since the first university was established in Sweden and has continuously been questioned for necessity, procedure etc. The object of study is the appointment process focusing the consideration of teaching skill in appointing academic teachers. A theoretical construction is used as a method in order to grasp what the experts and applicants consider. The thesis draws theoretical inspiration from the French sociologist Pierre Bourdieu especially his work on social practice and his explanations within praxeological knowledge. In this thesis cultural capital, habitus and doxa are used as concepts for constructing a social practice. Inspired by Bourdieu’s concepts, the appointment process is made visible grounded on documentation: judgments of qualifications written by external experts and the applicants’ documentation in their applications. The empirical material on merits is analyzed according to Bourdieu’s indicators on symbolic capacities. The disposition of habitus (as an inner organizing principle) is limited to cultural capital and background demographic data. The indicators on scientific skill are also transmitted into symbolic capacities on teaching skill. Three appointments as assistant professors are analyzed, framed by information on advertisement, description of documentation, time lapse and final decision in appointment committees. The main conclusions are that the experts select whom to appoint using their practical sense unaware of the driving forces, explained as social practice. The experts act in line with the purpose of the assignment and they follow all the rules and instructions. Teaching skill is focused by the applicants and experts as practical mastery in the subject field (pedagogical authority). Selection is explained by the concept of habitus. Another conclusion is the tendency to “nuanced” co-optation similar to when appointments were made by self selection and teaching ability was important in early 19th century. A final conclusion is that in positioning of arguments in shared beliefs (doxa) in questioning the appointment process, researchers in the early years of this century represent heterodox opinions.

Le sens de l’exercice soignant se fonde sur le “vivre ensemble” et se nourrit d’un important besoin de réflexion éthique que l’on retrouve tant chez les étudiants qu’auprès des professionnels de santé. Pour autant, l’exercice de la réflexion et le développement de la formation à l’éthique ont été peu présents en formation initiale et dans le parcours de la majorité des professionnels en activité. La posture individuelle réflexive ne suffit pas et doit être complétée par une démarche collective de réflexion éthique associant le patient, sa famille ou ses proches, au dialogue interdisciplinaire. La commission « éthique et professions de santé » (rapport A Cordier 2003) a identifié un manque de lieux et de temps pour les soignants, leur permettant de « formaliser » leur réflexion éthique. Cette thèse se propose d’identifier les dispositifs à construire, au travers de séquences de simulation en santé, afin d’accompagner les acteurs du soin dans cette démarche de questionnement à priori mais aussi à postériori,.Des questionnaires seront utilisés afin d’enrichir et de conforter l’hypothèse centrale.Un autre axe de recherche tentera d’objectiver les variations du niveau de pertinence des principes éthiques en jeu, en fonction des contextes et ceci au travers d’observations menées lors de réunions pluridisciplinaires, entre professionnels du soin..Enfin et en réponse à la question de départ, il apparait qu’un programme de Développement Professionnel Continu (DPC), conçu comme « nouvel espace de la réflexion » semble être une opportunité à saisir, pour aider les acteurs du soin à clarifier les situations et à construire en collégialité, le sens de leur pratique. / The meaning of the nursing exercise is based on the notion of “living together” and feeds on an important need for ethical reflection both from students and healthcare professionals. However, the reflection exercise and the development of training in the field of ethics have been scarce in initial training and in the career path of most of professionals in service. The individual reflexive position is not sufficient and must be completed by a collective approach of ethical reflection in which the patient, his/her family or his/her close relations are associated with interdisciplinary dialogue. The “Ethics and Health Professions” committee (as per the A Cordier report in 2003) pointed out a lack of locations and time for the nursing staff, which could allow them to “formalize” their ethical reflection. This thesis suggests identifying the systems to be created in order, for example of the sequences of simulation in health, to accompany nursing players in this questioning approach a priori but also exposit. Questionnaires will be used to enhance and consolidate the main assumption. Another research focus will attempt to objectify changes in the level of relevance of ethical principles involved, according to contexts and through observations conducted during multidisciplinary meetings between health professionals. This approach will attempt to validate another hypothesis. Finally, to answer the initial question, it appears that a Continuous Professional Development program (DPC), designed as a “new area for reflection” seems to be an opportunity that must be seized, to help care providers to clarify situations et build their practice purpose in a collegial manner.