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Collegiality is at the heart of the academy's collective endeavour. It is central to how we think about academic governance structures, academic cultures, as well as the norms guiding academic work. This paper examines the less-explored affective dimensions of collegiality, probing the relationship between the collegial affect and the power and hierarchy in modern corporate universities. Three interview accounts describing academic practices in Australian universities are analysed to examine collegiality as academics' capacity to attune to certain collective affects. This analysis demonstrates how collegial relations can reproduce exclusion in universities. Alternative types of relations that are attentive to differences are then examined, charting possible new directions for a more inclusive academy.

This study draws on the tradition of transdisciplinarity to extend the boundaries of interdisciplinary educational work. In this paper, we apply the concepts of liminality and third space to examine a case of a professional immersive experience (PIEx), designed in response to the catastrophic disruption of work-integrated learning opportunities by the COVID-19 pandemic. The study uses a participatory reflexive methodology to interrogate the range of ways liminality was manifest in PIEx. First, we examine liminal learning in the virtual environment, which facilitated the unfolding of connections between different spaces, locations and people. Second, we seek to understand the PIEx experience through the concept of third space, highlighting the fluidity of roles, where educators, students and industry partners generate new knowledge and practices together. Lastly, we examine the experience through the boundary-crossing lens of transdisciplinarity. We conclude by gesturing towards a new understanding of work integrated learning, as it could take place in the future, well beyond the walls of the university.

Work-integrated learning (WIL) is widely used to connect students with the world of work and authentic industry practices. WIL research and practice is primarily focused on the benefits to students and universities, whilst the value of WIL to partner organisations remains relatively underexplored. This study takes an industry, government and community partner-centric perspective to examine learning in partner organisations stimulated through engagement with transdisciplinary WIL. A case study of a transdisciplinary, innovation-focused project-based WIL subject at one Australian university is interrogated through the theoretical lenses of practice theory and mutual learning. Fifteen interviews with stakeholders in partner organisations are analysed against the three dimensions of practice articulated by Kemmis et al. (2014): sayings, doings and relatings. The analysis shows that through engagement with university-led transdisciplinary WIL partners were able to advance their learning projects, disrupt and reconfigure organisational practices, and legitimise experimentation within their organisations. The study builds the case for conceptualising WIL engagement as a professional learning opportunity for partner organisations, in addition to the well-documented benefits to students and universities. [ABSTRACT FROM AUTHOR]

Relationships between students and external partners in work-integrated learning can vary and power dynamics, hierarchies and student agency have been under explored in research to date. Integrated research involving workintegrated learning, students as partners and transdisciplinarity presents an opportunity to enrich each of these fields. This paper presents the results of a case study of transdisciplinary project-based work-integrated learning in Australia. Our results highlight that reciprocity and the valuing of student knowledge are key elements in breaking down traditional power dynamics and enabling student agency, in line with the transdisciplinary principle of mutual learning. Participants who valued these elements in their relationship were less likely to frame the relationship in hierarchical terms and were more open to learning from one another. By empowering students to draw on their expertise and reframe challenges while also preparing partners for this kind of relationship, all parties can be positioned as learners within work-integrated learning. [ABSTRACT FROM AUTHOR]

The benefits of student–staff partnerships are widely reported in the Students-as-Partners literature. It is envisaged that partnership initiatives can have a transformative effect on institutional cultures, however, how this transformation might be achieved is less clear. Building on transdisciplinary and systems change perspectives, we propose a Partnership Outcome Spaces framework to develop an understanding of how student–staff partnerships might influence institutional cultures. We identify four outcome spaces: situation, knowledge, learning and relationships, with reflexivity and a structured partnership methodology as key enablers of these outcomes. This framework is applied to a case study examining a Student Services Hub project in one Australian university. Through this analysis, the importance of less tangible and relational outcomes arising from student–staff partnerships are highlighted. To influence institutional culture change, we encourage student–staff partnership practitioners to purposefully negotiate the various possible outcomes of their initiatives as an integral part of the partnership process. [ABSTRACT FROM AUTHOR]