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Collegium designates a structure or structures in which members have equal

authority to participate in decisions which are binding on each of them. It

usually implies that individuals have discretion to perform their main operations

in their own way, subject only to minimal collegial controls.

(Becher and Kogan, 1980, p. 67)

The collegial model is particularly evident in the extensive committee system
which operates within most universities and polytechnics. Decision are taken within
the complex network of committees instead of remaining the responsibility of the
principal or vice-chancellor. Chapter 4 by Noble an Pyn outlines this collegial approach
and shows the obfuscation which can result as responsibility for decisions is lost in a
maze of committees.

The collegial model has been adopted in most universities and in institutions
of further and higher education but its application to schools has been more
selective. In part this is because of the tradition of all-powerful heads and the
bureaucratic assumption that they alone have the responsibility for school management.
Collegial approaches constitute a major challenge to the hegemony of headteachers:

The idealised ‘collegial school’ has small working groups of teachers feeding back
suggestions for school-wide change to the collectivity of the whole staff meeting
for decision-making. These working groups are usually led by curriculum ‘leaders’
or ‘consultants’ who might also work alongside teacher-colleagues…Collegiality
is likely to reduce the predominance of the headteacher.

(Southworth, 1988, pp. 51 and 53)

Collegial theories are at an early stage of development and much of the writing
is rather tentative. In the article by Jim Campbell which constitutes Chapter 5 of this
volume, the author concedes that the analysis is speculative. However, the discus-
sion is well supported by a historical perspective and by empirical studies of primary
school practice.

Collegial models are espoused by many heads and other senior staff in schools
and colleges. They are attractive approaches because they acknowledge the skills and
knowledge of professionals and advocate the participation of staff in decision making.