COMMITMENT COMPETENCIES

Healthy work relationships in a university setting are a bit like good Wi-Fi-when they work well, everything runs smoothly; when they don't, even simple tasks become unnecessarily frustrating. As a lecturer, your colleagues are not just people you share a corridor with; they are collaborators in teaching, research, and the broader academic project.

Positive relationships built on respect, trust, and open communication make it easier to coordinate modules, align assessments, share resources, and support one another during high-pressure periods in the academic calendar.

At the departmental level, where collaboration is most frequent, strong collegiality is especially important. Working closely with colleagues on curriculum design, moderation, and student support requires a shared sense of purpose and mutual accountability. When relationships are healthy, there is greater willingness to exchange ideas, offer constructive feedback, and step in when challenges arise.

It also creates a more supportive environment for early-career academics who may rely on mentorship and guidance from more experienced colleagues.

Across broader institutional levels, collegial relationships contribute to a culture of professionalism and collective responsibility. Universities function best when academics move beyond silos and engage as part of a scholarly community. In the South African higher education context-where institutions often navigate resource constraints, transformation imperatives, and diverse student needs-collaboration and collegial support become even more critical.

Ultimately, healthy relationships with colleagues enhance not only individual well-being and job satisfaction but also the quality of teaching, research, and service delivered by the department. And, on a practical note, it certainly makes those long meetings and busy semesters far more manageable when you're working with people you respect and get along with.

• To what extent do I actively collaborate with my colleagues in planning, teaching, and assessment, rather than working in isolation?
• How open am I to receiving constructive feedback from colleagues, and do I respond in a way that strengthens professional relationships?
• In what ways do I contribute to a supportive and respectful departmental environment, especially during periods of high workload or stress?
• Do I make an effort to share knowledge, resources, and good practices with others, or do I tend to keep these to myself?
• How effectively do I communicate with colleagues across different roles and levels, and do my interactions promote trust, clarity, and mutual respect?
• How often do I attend work social gatherings to get to know others in my department, faculty and greater institution?

Kyambade, M., Nkurunziza, G., Sewante, L., Namatovu, A., & Tushabe, M. (2024). Servant leadership and healthy work relationships in university context: a moderated mediation analysis of psychological safety and socially responsible leadership. Cogent Education, 11(1).

DOI:https://doi.org/10.1080/2331186X.2024.2418802