ABSTRACT
Purpose: The study explores the relational encounters of five higher education tutors and programme leaders, working in collaboration across contrasting institutions--one, a modern, civic university in the Global North, and the other, a parastatal institution in the Global South. The purpose of the study is to deepen the understanding of evolving collegiality within a transnational partnership, stimulated by the COVID-19 pandemic related shift to online teaching and learning. Design/methodology/approach: The inquiry is informed conceptually by the concept of narrative encounter as a site of learning, with inductive, meta-analysis undertaken across our individual reflective narratives. Findings: The narratives reveal three emergent themes--shared purpose, shared responsibility -- through focus, routinised dialogue and concreteness;collective and individual risk-taking -- through negotiated decision-making;and trust in self and in peers -- through reciprocity, caring, duality and building on stable practices. Research limitations/implications: The data from which this paper is developed and its related central thesis of collegial capital are limited and partial. However, when agility within higher education partnerships is at a premium, this paper is a useful touchstone for further reflection. Originality/value: The paper seeks to further the concept of collegiality and collegial capital, a dialogical affordance which enabled the partnership to build on previous collaborative successes.