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1.
R. Penner 《Interchange》1978,9(3):71-86
Conclusion The Kemerer-Baldridge study acknowledges that in the U.S. faculty unions have negotiated procedural protection in tenure and promotions, less arbitrariness in administrative decisions, more job security, and greater economic security in general. The authors also point out that these negotiated advantages accrue to non-unit faculty as well. In my view those conclusions apply with equal force in Canada.As noted in the introduction to this section, we still lack sufficient data to do more than generalize from impressionistic accounts. Nevertheless I feel safe in saying that, in a very short period of time, collective bargaining has enhanced true professionalism and real collegiality on Canadian campuses by moving Canadian academics from their knees (suitable no doubt for supplication) to their feet; by giving them legally enforceable job security without which the notion of academic freedom had too hollow a ring; by giving them a real and not a mythical voice in university governance; and by doing all of this and more without creating excessive bureaucracies, industrial models, unconscionable power blocks, or strangulation by legalistic formality. In the course of doing so, Canadian faculty engaged in collective bargaining have developed innovative approaches in a number of key areas, approaches which may yet have significant impact in both public and private sector bargaining. Certainly, faculty collective bargaining has gone a long way in developing a model for professional unionism in Canada. 相似文献
2.
《Journal of Higher Education Policy & Management》2012,34(2):101-107
This essay relates collective bargaining in American higher education to the evolution of collegial governance and its erosion on some campuses. The diversity of American higher education and the industrial model of collective bargaining being transplanted to campuses explain the modest contribution made by collective bargaining to university governance. Based on the author's experience as sometime General Secretary of the American Association of University Professors, he concludes that faculty should have the right to decide to bargain collectively but that the cost of collective bargaining usually outweighs its benefits. He recommends that strengthening collegial governance is a preferable strategy for the future. 相似文献
3.
Dr. Yoram Neumann 《Research in higher education》1979,10(2):123-138
This study examines the relationship between some facets of organizational climate in university departments and faculty attitudes toward various aspects of faculty unionization. The dimensions of organizational climate explored are: the perceived power structure, assessment of rewards, and perceived organizational goals. The major findings of this study are: (a) The perceived power structure is an important determinant of attitudes toward an egalitarian system, especially in the social sciences. Perceived individual power is negatively related to egalitarian attitude in the physical sciences whereas perceived faculty group power is negatively related to favorable attitudes toward collective bargaining in the social sciences. (b) Perceived emphasis on consulting activities is positively related to attitudes toward seniority-based aspects of collective bargaining in the physical sciences while perceived emphasis on personal factors is positively related to all aspects of attitude toward collective bargaining in the social sciences. (c) Inequity is positively related to attitudes toward unionization both in the physical and social sciences. The policy implications of these findings to faculty and university administration are discussed. 相似文献
4.
美国一流大学教师在院校管理中的作用分析 总被引：1，自引：0，他引：1
美国一流大学都非常重视发挥教师在院校管理中的作用。文章简要回顾了美国一流大学教师在院校管理中所起作用的演变历史,阐述了以共同治理理念为基础的教师评议会制度的形成、发展和完善的过程,并分析了美国学术职业的工会化倾向对美国一流大学中教师在院校管理中所起作用的影响。 相似文献
5.
Yoram Neumann 《Research in higher education》1980,13(4):353-369
The present study attempts to broaden Neumann's (1979) original study, which included only universities with favorable labor relations, and to assess the role of organizational climate in predicting and explaining faculty attitudes toward collective bargaining at a college facing severe labor problems. The major findings of this study are the following. First, the perceived power structure is the dominant predictor of attitudes toward unionization at the university in a labor dispute. The magnitude of relationships between perceived power and collective bargaining attitudes is noticeably stronger at the university with unfavorable labor relations than at universities with favorable labor relations. Second, inequity is related to some aspects of collective bargaining and is not related to others. Third, perceived goals do not effect faculty attitudes toward unionization. The implications of these findings are discussed and elaborated. 相似文献
6.
Questionnaire responses of a large educational faculty in a private university were used to examine support for collective bargaining and several propositions about unionism. The little existing research on specific schools within universities suggests that education faculties modestly support unionism, with tenure related negatively to it. Parametric and nonparametric analyses of data from this faculty revealed considerably different results, including far greater union support and tenure's positive relationship with unionism. This investigation suggests that theorizing about unionism and collective bargaining within the schools of universities, such as schools of education, needs to be reconsidered.An earlier version of this paper was presented at the Annual Meeting of the American Education Research Association in San Francisco, April 19–23, 1976. 相似文献
7.
Fred Wilson∗ 《Higher Education in Europe》1993,18(1):19-23
Canadian university teachers have long recognized the importance of establishing procedures for dealing with conflict of interest. More recently, they have recognized the importance of dealing with cases of academic fraud; however, compared to occurrences in universities in the United States, there seem to be few examples in Canada. Canadian academics have taken the lead in this area, securing procedures for dealing fairly with conflict of interest in the context of the needs of academic freedom through collective bargaining by faculty associations and unions under the leadership of their national organization, the Canadian Association of University Teachers (CAUT). 相似文献
8.
The study examines the effect of alienation resulting from discrepancies between departmental goals and reward policies on faculty attitudes toward collective bargaining. Analysis of structural data derived from official records of a large, public university and of attitudinal data consisting of faculty responses to a survey, shows that alienation from reward systems has a significant independent influence on faculty attitudes towards collective action. The observed trends in militancy are interpreted in terms of institutional context and framework of unionization movement. 相似文献
9.
学术权力与行政权力的对抗游戏——论美国高校教师与高等院校之间的集体谈判 总被引：2，自引：0，他引：2
20世纪80年代以来,美国高校教师面临行政权力越来越强的控制.为了维护和捍卫自身权益,高校教师不惜参与或组织工会,与校方进行集体谈判.但由于教师群体内部对组织工会持有不同意见,更是由于法院否决了私立院校教师组织工会、开展集体谈判的权力,高校教师企图通过集体谈判对抗行政权力的战略性努力遭遇了失利. 相似文献
10.
Following the election of a faculty collective bargaining agent at the 14 Pennsylvania state colleges, the authors administered a survey questionnaire to a 50% sample of the bargaining unit. The objectives of the research were to identify relationships between faculty choice of a bargaining agent and several collective bargaining issues: attitudes about the contending associations, the extent to which internal versus external governance matters influenced voting behavior, attitudes about the scope of negotiations, attitudes about the defined bargaining unit, attitudes about faculty strikes, and demographic faculty characteristics. The authors provide primarily a narrative of the research findings and end with a succinct general summary of their findings. A brief discussion is also presented on the potential impact on elections of voters who fail to vote their conscience. 相似文献
11.
Christine M. Wickens 《Higher Education》2008,56(5):545-564
The current review presents both postulated and empirically tested consequences of university unionization and labor strikes
on the North American institution’s administration, faculty, and students. The review explores the impact of collective bargaining
on employee working conditions including job security, academic freedom, university governance, and due process. More importantly,
this review examines the much neglected issue of organizational work relationships in a unionized academic environment. The
relationships discussed include those between faculty members, between the faculty and administration, between the faculty
and the university as an institution, and between the faculty and their union. The threat of unionization and labor strikes
to the professor–student or mentor–mentee relationship has been a central concern of those opposed to graduate student unions,
and this issue is also addressed here. The text concludes with the identification of potential areas for future research. 相似文献
12.
Naomi Hersom 《Interchange》1994,25(1):19-23
Is a collegial concept of decision making in a university sufficiently robust to ensure that the governance of the institution may be termed democratic? In the case of one Canadian university, the decision by faculty to enter into collective bargaining as a trade union demonstrated that a notion of democratic governance does not hold up under the pressures of confrontation among the groups comprising the total university community. 相似文献
13.
H. Kent Baker 《Community College Journal of Research & Practice》2013,37(1-4):193-204
This study examines the impact of collective bargaining on faculty compensation at two‐year colleges over the period 1970‐81. The results show that faculty at unionized community colleges have not experienced significantly greater increases in compensation than their nonunionized brethren. In fact, the nonunion institutions actually experienced higher relative gains in compensation for the first three years after the unionized colleges first engaged in collective bargaining. 相似文献
14.
A model of the formation of faculty attitudes toward collective bargaining is developed which reflects recent developments in theory and research in organizational behavior. The model is an alternative to those grounded in need-satisfaction theories and takes into account interaction effects among variables. Hypotheses are formulated which explore how faculty members develop: (1) beliefs about, and effective responses toward, their work environment; and (2) propensities to wish to change that environment by implementating collective bargaining. Empirical data are analyzed to assess the main effects of, and interactions among, organizational commitment, perceived personal efficacy, and expectations with respect to the impact of bargaining.An earlier draft of this article was presented before the Association for the Study of Higher Education, Chicago, March 1978. 相似文献
15.
Julie Rowlands 《British Journal of Sociology of Education》2015,36(7):1017-1035
This article draws on Bourdieu’s theorisation of domination and Gramsci’s notions of hegemony within the context of a larger empirical study of Australian university academic governance, and of academic boards (also known as academic senates or faculty senates) in particular. Reporting data that suggest a continued but radically altered form of collegial governance in which hegemony is exercised by management rather than by the professor, it theorises the domination of academic boards within western democratic universities. However, traditional collegial governance is also dependent upon a community of scholars, a role historically played by the academic board. In view of the suggested transition in collegial governance and the resultant convergence of academic work and management, the article concludes with questions about whether academic boards can continue to serve as communities of scholars in future. 相似文献
16.
Terry H. Smith Wallace 《Research in higher education》1976,4(4):381-392
While the need for community college faculty development has evolved into a top priority issue over the last decade, collective bargaining has become a significant influence on the programs and policies of two-year campuses in many states. The following study examines the trends of collective negotiations as they affect inservice education, through an examination of collective bargaining agreements. The findings indicate that few colleges declare the purpose of faculty development to be increased teaching effectiveness or link participation in professional growth activities with reward for that participation. Few colleges include faculty on inservice planning bodies. However, facilitating policies for staff development exist in significant numbers of agreements, providing for inservice days, leaves of absence, sabbaticals, tuition reimbursement for formal study, and released time for innovative program development. In all, the trend is presently one of negotiation of provisions in a piecemeal fashion rather than one with the goal of establishing comprehensive professional improvement programs. 相似文献
17.
Collective bargaining goals of university faculty 总被引：1，自引：0，他引：1
This paper examines the collective bargaining goals of 1,800 faculty members at eight Canadian universities. A particular focus of the study was the relationship between bargaining goals and traditional academic governance. The results of the analysis showed that faculty distinguish firmly between academic and nonacademic issues and deliberately choose to restrict the scope of bargaining to a relatively narrow range of issues involving money, job security, and grievance procedures. A major factor influencing this restricted bargaining scope was the confidence with and perceived influence of the traditional system of academic governance. The way in which the governance system functions helps determine whether academic and policy issues reach the bargaining table, suggesting that strong governance structures are not threatened by the advent of collective bargaining. 相似文献
18.
This study examined a university's faculty voting in a collective bargaining election. Not only were the votes for and against bargaining collected, but also relevant demographic data were includedon each ballot. These data permit analysis of which specific faculty members at a comprehensive university tend to favor or oppose faculty bargaining. The variable of professionalization is identified as being important to the faculty members' decision. The findings have ramifications for faculties, governing boards, and governmental labor-relations agencies in considering how bargaining units should be composed and imposed. 相似文献
19.
Willis A. Jones Neal H. Hutchens Azalea Hulbert Wayne D. Lewis David M. Brown 《Innovative Higher Education》2017,42(5-6):505-519
Non-tenure track faculty members (NTTF) constitute what has been referred to by scholars as the new faculty majority. The growing numbers of NTTF have led to debates about the role they should play in shared governance. Currently, however, an overall lack of empirical knowledge exists regarding the status of their involvement in institutional governance. Using data from highest research activity doctoral universities, this study investigated current standards related to NTTF eligibility for election to institution-wide faculty senates. We also explored what these faculty governance standards and criteria reveal about the status and position of NTTF within the professoriate. 相似文献
20.
Donald C. Savage 《Interchange》1994,25(1):55-63
Despite a persistent belief to the contrary, most Canadian universities prior to the 1960s did not operate collegially. They were run autocratically. Collective bargaining arose as a means of ensuring true collegiality through negotiations between equals, legally entrenching due process and academic freedom, and providing a clearer and stronger mechanism for dealing with salaries and benefits. This was a revolution from below in the governance of universities. Although the sixties are widely regarded as the age of student revolt, in Canada it was the faculty, not the students, who secured a dramatic change in the power structure of the university through collective bargaining. 相似文献