How and why the CAUT became involved in collective bargaining

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.     

Why collective bargaining in higher education

Fordham University faculty members rejected collective bargaining in a National Labor Relations Board (NLRB) supervised election in the spring of 1975. The present study was conducted prior to the election. Relationships between faculty members' attitudes toward collective action and their perceptions of the quality of the organizational characteristics of the University were examined.The study was based on modern organization theory which contends that the needs of organizational participants must be satisfied and integrated with organizational goals to maximize output and to minimize the potential for dysfunctional behavior of the participants.The findings supported theory. Faculty members were less supportive of collective action when they perceived administrator-faculty and intrafaculty relationships, motivation processes, and communication processes to be at levels conducive to meeting their needs.     

Predicting faculty attitude toward collective bargaining

This exploratory study isolated factors useful for predicting faculty attitude toward collective bargaining (CB) in higher education. Research sought, first, to measure the strength of bivariate relationships between a CB attitude measure and other attitudinal and demographic variables and to investigate the nature of multivariate relationships between the former criterion and the latter predictors. Second, the underlying structure of the most useful predictor was examined. Results showed that measures of faculty perceptions of potential bargaining issues — including monetary issues, working conditions, participation in institutional decision-making and promotion and tenure policies — as well as individual faculty compensation were the most useful predictors of CB attitudes. Conclusions related these findings to alternatives for higher education faculty and administrators as well as for potential faculty organizers and bargaining agents.     

A collective bargaining election: Issues and faculty voting behavior

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.     

美国大学集体谈判制度的形成与发展

集体谈判是大学管理当局与教师代表通过协商谈判,雇佣双方达成关于各自应该履行的责任和权利、义务关系等方面的协议.美国大学集体谈判制度产生的主要原因是保障高校教师的经济、职业安全,争取学术自由与终身聘任制等方面的合法权益.美国教师联合会和全国教育协会的积极推动促成了集体谈判制度的建立,美国大学教授协会的认可则是集体谈判制度得以推行的重要影响因素.集体谈判制度在保护高校教师的学术自由与终身聘任制权利方面发挥了十分重要的作用,成为美国高校教师管理中较有特色的一种制度.     

The role of professionalization in a collective bargaining election

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.     

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

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.     

Determinants of faculty attitudes toward collective bargaining in university graduate departments: An organizational climate approach

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.     

Tenure,support of collective bargaining,and unionism in higher education: Some challenging findings

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.     

Further thoughts on unionization and university governance

David Cameron's response to Barbara Anderson's review completes the symposium on Cameron'sMore Than an Academic Question with a justification of his opposition to faculty unionization on both moral and professional principles and reiteration of the need to strengthen university governing boards.     

西方大学终身教职制度的价值分析

长期以来,终身教职制度被公认为西方大学选拔和激励教师最有效的制度安排.如今,这项制度面临来自各方的质疑和挑战,但其合法存在的价值基础依然难以撼动.保护学术自由、提供职业安全、吸引优秀人才和培育组织文化,是西方大学终身教职制度的基本价值所在;它们相互联系使终身教职制度具有体现大学治理特质的综合优势,从而为终身教职制度的合法存在提供了坚实的根基.     

Unionization,democracy, and the university

Legal status collective bargaining between faculty associations and university administrations has affected university governance and, on the whole, has done so positively by democratizing most of the procedures used to determine the terms and conditions of faculty employment. To the extent that matters hitherto within the mandates of academic senates have been removed to the collective bargaining regime, senates have been somewhat weakened. The greatest danger to democracy on the campus probably lies in the bureaucratization of faculty associations, thus leaving them open to the partial paralysis of creeping legalism.     

终身教职:一项有效激励研究型大学教师发展的制度安排——基于信息经济学的分析

终身教职作为一项大学教师自由从事科研教学活动的制度保证在高等教育领域,尤其是研究型大学中被广泛采用.但是近年来面对来自各方面的改革压力,有关终身教职制度的争议也越来越多.本文从非对称信息视角出发,利用信息经济学的委托代理理论,为终身教职制度存在的合理性及有效性提供了新的理论解说.并分析了终身教职制度有效实施的条件,进一步指出该制度对激励研究型大学教师发展更具效率上的比较优势.最后,我们还探讨了终身教职制度在中国高校实施的条件和时机.     

A Qualitative Method for Assessing Faculty Satisfaction

Universities attempt to hire the highest quality faculty they can, but they are not always successful at retaining them. Furthermore, some faculty members who do remain may not function as engaging colleagues who make others want to stay. This study investigates why some faculty members leave and why others stay by illuminating the complexities of individual experiences. Using semi-structured interviews rather than surveys, a matched cohort of 123 faculty members (half current and half former) from one institution was interviewed. Although some of their primary reasons for satisfaction or dissatisfaction (e.g., collegiality, mentoring) were predicted by general survey research, there were also unforeseeable issues that strongly influenced satisfaction and decisions to stay or leave, demonstrating the importance of institution-specific research. This paper provides a method for collecting institution-specific information as well as several arguments for conducting interviews instead of pre-defined surveys.     

Reward systems,faculty alienation,and militancy: Academic dilemmas in the middle of the academic procession

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.     

Research Circles: Supporting the Scholarship of Junior Faculty

This article describes and assesses “Research Circles” as a mechanism for enhancing faculty collegiality and research. Recently established on our campus, these circles, composed of three to four faculty members, have had a particularly powerful effect on the new faculty members' adjustment to their tenure track positions, especially since they entered a context that might otherwise have been challenging: a new interdisciplinary upper-division campus with high expectations for teaching excellence. Based on the end-of-year evaluations, journals, and focus groups, the co-authors described themes that emerged from their participation in these circles. Circle participation not only facilitated faculty writing throughout their first year, but it also fostered the development of an interdisciplinary community which nurtured creativity and risk taking in writing. All authors are currently teaching in Interdisciplinary Arts and Sciences (IAS) at The University of Washington, Bothell (UWB). Except for Diane Gillespie, Professor and Associate Director of IAS, all other authors are Assistant Professors in IAS. Diane Gillespie received her Ph.D. in cultural and psychological studies in education from The University of Nebraska, Lincoln. Her interests include critical pedagogy, narrative psychology, and cultural diversity. Nives Dolšak received a joint Ph.D. in public policy and political science from Indiana University. Her interests include public policy, environmental policy, and international relations. Bruce Kochis, received his Ph.D. in Slavic languages & literatures at the University of Michigan. He focuses on global human rights policy, discourse analysis, and political theory. Ron Krabill received his Ph.D. in sociology and historical studies from New School for Social Research. His interests include comparative media, politics and social movements with a special emphasis on South Africa, as well as the study of peace, conflict, social justice, and human rights. Kari Lerum received her Ph.D. in sociology from The University of Washington. Her interests include culture, organizations, sexuality, qualitative methods, and visual studies. Anne Peterson received her Ph.D. from Washington University. Her interests include urban politics and policy and the distribution of natural resources at the local level. Elizabeth Thomas received her Ph.D. in psychology from The University of Illinois at Urbana—Champaign. Her interests include community-based resources for adolescent development, cultural psychology, and the social context of learning.     

Unionization and the canadian university: Historical and personal observations

In 1949–50 Canadian professors, reacting to historically low salaries and inadequate pensions, founded the Canadian Association of University Teachers. Although its early concerns were economic, by the late 1950s the interest of the organization was spreading to issues of academic freedom and tenure and, related to it, university government. Having opened a national office in Ottawa, the CAUT soon championed an increased role for professors in governing their institutions. The bookA Place of Liberty (Whalley, 1964) eloquently made the claim for faculty empowerment. This movement also gained strength from the shortage of qualified staff in the 1960s and the resulting need of universities to improve terms and conditions of employment. Although faculty involvement in governance grew, by the mid-1970s many faculty members were embracing faculty unionization. This initiative had for years repelled most professors because it seemed unprofessional. However, deteriorating finances created a condition in which especially junior staff turned to faculty unions for protection. Not all Canadian universities became unionized. In spite of dire warnings about the effects of unionization, it does not seem that unionized universities today offer less scope for faculty participation in governance than the non-unionized.     

澳大利亚集体谈判制度的分析与借鉴

澳大利亚集体谈判具有受劳动者强烈支持、集体劳动关系与个人劳动关系相区分、政府密切监管的特征。我国集体协商制度与其相比,存在着制度推广的时间接近、都强调政府作用、工会职能都受到限制的共同点,同时也存在制度推广的方式不同、集体合同质量要求不同、集体劳动关系对集体合同依赖程度不同的区别。借鉴澳大利亚集体谈判制度,具体可从规范政府角色定住、适当提高集体合同的审核标准、以集体合同维系集体劳动关系几个方面进行,从而完善我国集体协商制度。     

基于竞赛模式下的模拟集体谈判实践教学研究

集体谈判是市场经济国家调节劳动关系的基本手段和重要机制,为了培养懂集体谈判、会集体谈判的专业人才,不同地区和高校都开展了集体谈判模拟的比赛和教学活动.文章通过高校大学生参与湖北省第一届高校劳资集体谈判比赛、全国第八届高校集体谈判模拟比赛的教学过程及其效果,发现分析角色找准角色定位,理解劳动关系冲突的本质,把握集体谈判过...