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<p>This research sought to investigate the state of psychological safety of academics and its relatedness to experiences of academic freedom and collegiality in Ghanaian universities. The study deployed an enhanced Academic Freedom Scale as well as the Collegiality and Psychological Safety scales to collect data from a sample of 436 respondents surveyed from a cross section of both public and private universities. A regression of the results revealed that academics feel psychologically unsafe, and this perception of insecurity is strongly related to their low-rated experiences of academic freedom and collegiality. This is an indication that the utopian view of the university is a “sanctum of learning” where the “intellect may safely range and speculate” is no more. From the relative deprivation theory (RDT) perspective, the discrepancy between an academic’s lived reality and their a priori assumptions and expectations before or upon entering the university environment may render them disenchanted and insecure, and they may feel defective in their ability to engage with their environment, as they are deprived of a key requisite for the validation of their self-efficacy. Consequently, this may inhibit agentic propensities such as engaging in extra-role behaviors such as proffering proposals and active coworker support and interactivity, which are congruent with collegiality.</p>

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Paradise lost- the effect of the erosion of collegiality and academic freedom on psychological safety of academics

  • 期刊论文

  • 发表日期：

    2025年9月15日

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  • Frederick Doe,
  • Rejoice Esi Asante,
  • Hannah E. A. Acquah,
  • Patrick Yin Mahama

摘要

This research sought to investigate the state of psychological safety of academics and its relatedness to experiences of academic freedom and collegiality in Ghanaian universities. The study deployed an enhanced Academic Freedom Scale as well as the Collegiality and Psychological Safety scales to collect data from a sample of 436 respondents surveyed from a cross section of both public and private universities. A regression of the results revealed that academics feel psychologically unsafe, and this perception of insecurity is strongly related to their low-rated experiences of academic freedom and collegiality. This is an indication that the utopian view of the university is a “sanctum of learning” where the “intellect may safely range and speculate” is no more. From the relative deprivation theory (RDT) perspective, the discrepancy between an academic’s lived reality and their a priori assumptions and expectations before or upon entering the university environment may render them disenchanted and insecure, and they may feel defective in their ability to engage with their environment, as they are deprived of a key requisite for the validation of their self-efficacy. Consequently, this may inhibit agentic propensities such as engaging in extra-role behaviors such as proffering proposals and active coworker support and interactivity, which are congruent with collegiality.