Collegiality and Its Implications for the Teaching-Learning Process at Higher Education Institutions (HEIS) in Ethiopia: Addis Ababa University in Focus

Abstract

This study aimed at investigating the practices of collegiality and its implications for the teaching learning process at higher education institutions with particular reference to the situations at Addis Ababa University. In doing so, the existence of desirable values, beliefs, and staff collaborations that cherish collegiality have been explored. The study is, therefore, founded on the belief that collegiality is the enabling environment for learning, improvement, and is the home for individual and institutional success particularly in achieving a university mission. This is because collegiality empowers the frontline implementers to be committed and show fidelity under whatever condition. Data were generated from 23 purposively selected academic staffs of the University by dispatching a questionnaire, by conducting an interview with three staffs, and by critically reviewing literatures. The results have shown that there were less collegial environments in general and less collaborative and supportive culture between senior and junior staffs in particular.  It seems that‘collegiality' is a word more often heard than practiced in our universities in general and at AAU in particular. The implication could be solo race, and scanty accountability for enhancing the quality of teaching and learning processes at the University. It is, therefore, recommended that the University should make relentless efforts for enhancing and strengthening a sense of shared values, collegial work cultures and spirits, collaborative, selflessness, learning and improvement orientations among academic staffs, the cumulative effect of which creates and sustains quality of teaching-learning, research, and services of the University in general and that of the staffs in particular.