The collegial ideal of shared authority is needed as community colleges move into the 1990s. The impact of the Rodda Act of 1976, which introduced collective bargaining into California schools and colleges, has been significant and has changed the form and substance of collegiality to include willingness to change one's position, to seek consensus, to be open to compromise in all areas of academic life, from curriculum planning to budget and hiring. As community colleges move farther away from the secondary education model, the role of faculty must be enhanced. Continuing governance in a "business as usual" fashion with a minority of teacher activists participating in governance by means of collective bargaining will result in a strong adversarial presence in management-faculty relations and little institutional loyality among teachers. This situation could deteriorate further if academic senates and faculty committees fail to play a significant role in governance. By far the best scenario would involve faculty participation in a full range of organizational processes, and a shift in the locus of the teachers' role from the periphery to the centers of decision making and policy formation. Faculty and administrators both agree that unless collegiality becomes a part of the colleges' operational mode, the institutions would never succeed in carrying out their mission in a productive efficient manner. While these groups may differ in their recommendations concerning how collegiality can be fostered and how administrator-faculty relations can be rebuilt, both acknowledge the importance of taking the first steps toward the goal of shared authority. Appendices contain a list of 25 suggestions for the renewal of collegiality. (LAL)