Teaching Education, Vol. 14, No. 2, August 2003 An Exploratory Study of Collaboration in Higher Education From Women’s Perspectives FRANCES K. KOCHAN College of Education, Auburn University, AL 36849–0558, USA CAROL A. MULLEN Department of Educational Leadership and Policy Studies, University of South Florida, Tampa, FL 33620–5423, USA ABSTRACT This descriptive, exploratory study investigated collaboration in higher edu- cation as perceived by a select group of prolific female academics, known for their collaborative work. The results indicate that these women were influenced to work in partnership in varied ways through which they each developed an ethic of collaboration. The experience of collaboration with school and university practitioners brought many benefits to these scholars, but not without sacrifice and hardship. The authors recommend that if colleges of education are serious about promoting collaborative work, these institu- tions must become more attuned to the difficulties involved. In addition, colleges should consider providing support mechanisms for those academics seeking to engage in joint academic ventures within their institutions and with their colleagues in the field. We can’t just talk publicly about the good things in our collaborations—we must discuss all aspects, including the bad stuff that lies buried when we discuss our partnerships. (Research participant, April 2000) A Call to Change In recent years, a movement has begun to infuse collaborative cultural norms into the work of the academy (Hafernik, Messerschmitt & Vandrick, 1997; Kochan = Mullen, 2001; Mullen = Kochan, 2001). Many colleges of education have recognized the need to form strong internal and external partnerships. Teacher educators have been challenged to take leadership roles in forming collaborations through such diverse initiatives as Professional Development Schools (The Holmes Group, 1995), organizational networks with schools, teachers, school leaders, and ISSN 1047-6210 (print)/ISSN 1470-1286 (online)/03/020153-15  2003 School of Education, The University of Queensland DOI: 10.1080/1047621032000092959