Faculty Unions Research Articles

Impact of faculty unionization on institutional practice

AAHE-ERIC/Higher Education Research ReportVolume 7, Issue 5 p. 18-50 Article Impact of faculty unionization on institutional practice First published: May 1978 https://doi.org/10.1002/aehe.3640070506AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume7, Issue5May 1978Pages 18-50 RelatedInformation

Legal structure and development of faculty unionization

Legal structure and development of faculty unionization

Toward a Sociological Theory of Labour Relations

During the 1970's unionization among professional employees in Canada has increased and this trend has been evident among university faculty members. The case study of unionization of faculty at "Eastview University" shows that the literature of voluntary associations and consideration of the historical, political and economic environment of unionization is relevant to the study of unionization in Canada. The literature of labour relations has emphasized economic considerations and been dominated by practitioners. The case study shows that the university's faculty association was an expressive type of voluntary association. Changes in the university's environment led to increased pressures on faculty members and they experienced a sense of powerlessness. The faculty association became a faculty union, an instrumental association. Both faculty association and faculty union performed functions common to voluntary associations, conferring status and integrating the group. Economic factors were not the major factors for unionization at Eastview and the socio-psychological factors of insecurity and lack of full status as professionals were more influential. Further consideration of socio-psychological factors, following the model given in the article, will lead to fuller understanding of unionization and the role of professionals in bureaucracies.

Faculty Unions in Higher Education: Problem or Possibility?

Faculty Unions in Higher Education: Problem or Possibility?

Dental faculty and labor unions: the perils of passivity

Dental faculty and labor unions: the perils of passivity

Faculty Unionization – Expected and Unexpected Realities

Many University and College faculties throughout the Northeast and nation have addressed, debated, accepted or rejected unionization. Within the past year numerous faculties or state universities that are represented by the Northeast Agricultural Economics Council have voted yea or nay on the issue of union representation.

The "Unionization" of College Presidents — Their Response to Faculty Unions

The author explores the impact of faculty organizations at eleven Illinois community colleges, seven of which have union contracts. The response of the college presidents to interactions with faculty organiza tions suggests that presidents view the totality of their relationships with faculty as strategic and a potential influence on the union- management relationship. This, in turn, suggests that bargaining is not confined to the negotiating table. Patterns of strategic response found at various colleges are described. Charles T. Kerchner is Assistant Professor, Education Faculty, Claremont Graduate School. He was formerly Assistant Director for Academic Affairs, Illinois Board of Higher Education.

Will Unions Make Us Less Professional?

Opponents of faculty unionization and collective bargaining have a large assortment of arguments which, although typically not supported by any substantial evidence, are of sufficient merit to deserve close attention. Paul L. Dressel and William H. Faricy, in Keturn to Responsibility, have written what can be taken as a standard critique of unionism among professors.1 To begin with, they say, unionism will create an unhealthy schism between professors and students aid/or professors and administrators, and may even tarnish the professor's image in the public mind. Such disunity could occur even among unionized professors if, as is the case in the City University of New York, full-time and part-time professors are represented by two competitive, jealous unions. And if unity is an important dimension of a community, then a second and broader consequence of unionism is its alleged tendency to undermine professional integrity. The issue of the supposed incompatibility between unionism and professionalism is one of complexity and is interpreted in different ways by the authors who have written on the subject. In the words of Dressel and Faricy:

Research: The Impact of Faculty Unions on Governance

seventh of the colleges and universities in the country. Some 12 percent of all professional staff and over 20 percent of the full-time teaching faculty in American higher education are currently represented by unions. One recent study revealed that 7 out of every 10 faculty members now say they would vote for a collective bargaining agent if an election were held on their campus. While a number of facts about the causes of this unionization and the

The Faculty Unionization Challenge

The recent rise of collective bargaining among faculty in higher education has prompted numerous studies of the factors affecting faculty interest in collective bargaining, the competition among various bargaining agents for recognition, the impacts on campus governance and the contract negotiation process. Few studies have recognized the variations in local context as important factors, nor have many sought to assess the role of the administration prior to and during the campaign. This paper presents a case study of one administration's opposition to collective bargaining in an effort to describe the complexity of the situation and the unusual degree and kind of attention required from campus administrators.

The Legal Framework of Faculty Collective Bargaining: Some Short Questions and Some Long Answers

When it applies for certification, faculty union has to satisfy the provincial labour relations board on at least three counts. First, it be union. In the words of the Nova Scotia Trade Union Act, which reflect the law across Canada, this merely means that it have a constitution and rules or by-laws setting forth its objects and purposes and defining its membership requirements, and that those objects include regulating relations between employers and employees. Second, once it has established its status as trade union, it prove that it has majority support in the unit of employees it seeks to represent. Third, and again in the terms of the Nova Scotia statute, which are relatively precise and relatively liberal on this matter, its administration, management, or policy must not be dominated or influenced by an employer, so that its fitness to represent employees for the purpose of collective bargaining is impaired . . . 3 In other words, because collective bargaining is deemed to be an adversary process, the union be in position to be true adversary of the employer.

Faculty Unions and Collegiality

Faculty Unions and Collegiality

Sources of Misconception on the Role of Science in the Nineteenth-Century American College

Previous articleNext article No AccessSources of Misconception on the Role of Science in the Nineteenth-Century American CollegeStanley M. GuralnickStanley M. Guralnick Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Isis Volume 65, Number 3Sep., 1974 Publication of the History of Science Society Article DOIhttps://doi.org/10.1086/351303 Views: 16Total views on this site Citations: 12Citations are reported from Crossref Copyright 1974 History of Science Society, Inc.PDF download Crossref reports the following articles citing this article: Bibliography, (Oct 2015): 566–665.https://doi.org/10.1002/9781119072218.biblioKatherine E. Chaddock, Anna Janosik Cooke Endurance Testing: Histories of Liberal Education in U.S. Higher Education, (Dec 2014): 187–244.https://doi.org/10.1007/978-3-319-12835-1_5Timothy Reese Cain ‘Learning and labor’: faculty unionization at the University of Illinois, 1919–1923, Labor History 51, no.44 (Nov 2010): 543–569.https://doi.org/10.1080/0023656X.2010.528992Howard Schweber Law and the Natural Sciences in Nineteenth-Century American Universities, Science in Context 12, no.11 (Sep 2008): 101–121.https://doi.org/10.1017/S026988970000332XKennard Bork Correspondence as a Window on the Development of a Discipline: Brongniart, Cleaveland, Silliman and the Maturation of Mineralogy in the First Decades of the Nineteenth Century, Earth Sciences History 18, no.22 (Nov 2007): 198–245.https://doi.org/10.17704/eshi.18.2.e250tuw214t1l808Emanuel D. Rudolph INVITED SPECIAL PAPER: History of the botanical teaching laboratory in the United States, American Journal of Botany 83, no.55 (May 1996): 661–671.https://doi.org/10.1002/j.1537-2197.1996.tb12752.xD. G. Hart , Religion and American Culture: A Journal of Interpretation 2, no.11 ( 1992): 49.https://doi.org/10.1525/rac.1992.2.1.03a00030Karen Hunger Parshall America's first school of mathematical research: James Joseph Sylvester at The Johns Hopkins University 1876–1883, Archive for History of Exact Sciences 38, no.22 (Jun 1988): 153–196.https://doi.org/10.1007/BF00348456Bernard Spilka Religion and Science in Early American Psychology, Journal of Psychology and Theology 15, no.11 (Feb 2018): 3–9.https://doi.org/10.1177/009164718701500101Edward R Hogan Robert Adrian: American mathematician, Historia Mathematica 4, no.22 (May 1977): 157–172.https://doi.org/10.1016/0315-0860(77)90109-4Geraldine Joncich Clifford 6: Education; Its History and Historiography, Review of Research in Education 4, no.11 (Jun 2016): 210–267.https://doi.org/10.3102/0091732X004001210 The Morleys, (): 9–45.https://doi.org/10.1007/1-4020-4089-X_2

Faculty Unions and Collective Bargaining.

Faculty Unions and Collective Bargaining.

Faculty Unions and Collective Bargaining

Faculty Unions and Collective Bargaining

Faculty Unions and Collective Bargaining

Faculty Unions and Collective Bargaining

Democracy in Education

Next article FreeDemocracy in EducationDavid KinleyDavid Kinley Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 6, Number 8Apr., 1906 Article DOIhttps://doi.org/10.1086/453559 Views: 11Total views on this site Citations: 1Citations are reported from Crossref Journal History This article was published in The Elementary School Teacher (1902-1914), which is continued by The Elementary School Journal (1914-present). PDF download Crossref reports the following articles citing this article:Timothy Reese Cain ‘Learning and labor’: faculty unionization at the University of Illinois, 1919–1923, Labor History 51, no.44 (Nov 2010): 543–569.https://doi.org/10.1080/0023656X.2010.528992