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This study analyzed the ways the implementation of instructional technology proscribes higher-education faculty work as coded in faculty collective bargaining agreements (CBAs). This study replicates and extends the work on the production politics of teaching and technology completed by Rhoades (1998). Collective bargaining agreements were collected from the higher education contract analysis system database, state employee relations websites, and union websites. A close reading and content analysis of the CBAs focused on to what extent instructional technology has deskilled or enskilled faculty work and/or extended managerial control over faculty work. This study found instructional technology provisions in faculty CBAs increased from 37% to 96% over last 20 years. The organizational and social context effected the frequency of negotiating instructional technology provisions. Two new categories emerged regarding faculty evaluation and privacy. Finally, the findings reinforce Rhoades' contention that faculty are being marginalized to the periphery of the higher education organization and the traditional faculty duties are being assumed by contingent faculty and non-faculty professionals.
This collection of 18 papers review the fundamentals in collective bargaining in higher education. Areas discussed include arbitration, grievance preparation, the collective bargaining process, diversity, technology, staff bargaining, and faculty and staff participation in employee involvement schemes. An annual legal update is included. The papers are: (1) "Higher Education Collective Bargaining: Issues for the 21st Century" (Stephen Trachtenberg); (2) "Higher Education Unions in a Time of Change: Collective Bargaining and Affirmative Action" (Terry Jones); (3) "Recent Trends in Collective Bargaining in Canada" (Donald C. Savage); (4) "Reflections Upon 25 Years of Faculty Unionism" (Arnold Cantor); (5) "Compulsory Arbitration of Discrimination Claims under Collective Bargaining Agreements" (Nicholas DiGiovanni, Jr.); (6) "Arbitration in Faculty Higher Education" (Nicholas Russo); (7) "Grievance Preparation From the Union Perspective" (C. J. Elder); (8) "Grievance Preparation: A Management Perspective" (Esther Liebert); (9) A Union View of Faculty Collective Bargaining at the Two-Year Institution" (James Rice); (10) "A President Speaks on Faculty Collective Bargaining at the Two-Year Institution" (Salvatore G. Rotella); (11) "Bargaining Under the Shadow of Yeshiva at Hofstra University" (Estelle S. Gellman); (12) "Faculty Collective Bargaining at Adelphi University" (Stephen Goldberg); (13) "A Genuine System of Collegiality Would Tend to Confound Us" (George Sutton); (14) Staff Collective Bargaining in the California State University: Ending the Cycle of Non-stop Bargaining" (Samuel A. Strafaci); (15) "Staff Bargaining in Higher Education" (Brenda Richardson Malone); (16) "Participation in Decision-making in Higher Education: Oxymoron or Opportunity?" (Walter J. Gershenfeld); (17) "The Management Perspective" (Ira Michael Shepard); (18) "The Union Perspective" (David J. Strom and Stephanie Baxter). (LEE)
The manual is a guide for management representatives engaged in collective bargaining in higher education. It focuses primarily on faculty bargaining, but also addresses the problems of non-faculty units. It is intended for administrators, including governing board members, faced with significant responsibility for bargaining but without prior experience or training in labor relations. The first chapter outlines the university's reaction to the initial union drive to organize faculty or staff. Chapter 2 focuses on the president and board, and deals with key decisions that must be made before beginning negotiations. Beginning with chapter 3, the focus shifts to the president and chief negotiator, and covers the details of the bargaining process, including: gathering data, the first faculty contract, scope of negotiations, managing the management team, managing time and communication in negotiations, dealing with the news media, managing language in negotiations, suggestions for seven standard contract articles, getting negotiations under way, managing trade-offs in negotiation, strike preparations, dealing with third parties, coming to closure in negotiations, ratifying a tentative agreement, and living with the union. Appended materials include suggestions for further reading and a glossary. (MSE)
Managed Professionals is a source book on the negotiated terms of faculty work and a sociological analysis of the restructuring of faculty as a professional workforce. Based on a sample of forty-five percent of the more than 470 negotiated faculty agreements nationwide (which cover over 242,000 faculty), the book offers extensive examples and analysis of contractual provisions on: salary structures; retrenchment; use and working conditions of part-time faculty; use of educational technology (in distance education); outside employment; and intellectual property rights. Focused on the ongoing negotiation of professional autonomy and managerial discretion, the book offers insights into the broad restructuring of faculty, with conclusions that extend beyond unionized faculty to all of academe. Faculty are managed professionals, and are increasingly so. Managers have much flexibility, and as they seek to reorganize colleges and universities, the exercise of their flexibility serves to heighten the divisions within the academic profession and to reconfigure the professional workforce on campus.