©2021 Scienceweb Publishing Collegial Cooperation turns toxic: Its depth and breadth: What are the implications for higher education institutions (HEIs)? Maria Kaguhangire-Barifaijo • James L. Nkata Department of Education Leadership and Management, School of Management Science, Uganda Management Institute, P.O Box 20131, Jinja Road, Plot 45/52, Kampala, Uganda. *Corresponding author. E-mail: mbkaguhangire@umi.ac.ug. Accepted 29 th January, 2021. Abstract. Collegiality has been glorified as the strongest governance pillar for higher education institutions, especially in promoting independence of thought, impartial decisions on leadership, mutual respect, and providing peer support. However, the recent corporate culture recently adopted by Higher Education Institutions (HEIs) and a system that rewards individual accomplishments, together with decreased state funding had steadily weakened the collegial philosophy, while toxicity takes the center stage - thereby threatening unity, harmony and institutional visibility. As a result, institutions have turned toxic. Unfortunately, although easily identifiable, toxicity is a difficult phenomenon to deal with, especially in dynamic academia environment, performance-based pay and personal traits notwithstanding. The paper concludes that the lack of conclusive empirical research to establish the depth and breadth of toxicity has made it difficult for personnel to make defensible decisions. The paper recommends that institutions should prioritize institutional inquiry in order to address work related behavior – among others to negate unacceptable behavior that have persistently harmed individuals as well as the institutions. Finally, institutions should make collegiality part of all “Personnel decisions” that clearly stipulate flawless indicators and measures of toxic behavior, in order to enhance collegial, civil and harmonious work environment that promotes staff engagement, productivity and institutional stability. Keywords: Civility, collegiality, competition, higher education institutions, teamwork, toxicity. INTRODUCTION The phenomenon of collegiality started diminishing when universities adopted a corporate culture in the 1980s, to grapple with dwindling funding which led to increased competition for workload, and rising staff expectations (Dearlove, 1997). This kind of competition, led HEIs to operate like business entities through the promotion of performance-based pay (Cipriano, 2017; Rickless, 2011 and Sutton, 2007). Yet, whereas the corporate culture was highly applauded, it gradually diminished collegial cooperation because it was not in synch with the goals of HEIs, which are by nature social and activity systems that involve a number of interrelated variables that function within a larger dynamic environment (Saiti & Prokopiadou, 2004 and Trowler & Knight, 2010). Unlike business entities, HEIs are distinct nature which demand peculiar strategies to achieve institutional goals as well as getting the best out of staff working in those institutions (Albatch, 2007). Barifaijo and Namara (2017), proposed a more collaborative and cooperative work relations for the benefit of the students that inevitably give prominence to institutions in various ways and the human capital that increase their competitive advantage. Cipriano (2011), finds this distinct nature of staff to coexist in uneasy balance which creates a more unique mix that instigates a multitude of human conflicts and intrigue among staff in these institutions (Birnbaum, 1991). Similarly, Albatch (2005), maintains the unique leadership for universities given their multi-purpose nature of providing a public service to the community, as an extra function of which is exceptionally perplexing. In order to achieve the desired goals in such a complex Journal of Educational Research and Reviews Vol. 9(2), pp. 44-52, February 2021 doi: 10.33495/jerr_v9i2.20.189 ISSN: 2384-7301 Research Paper