Empirical research literature on the relationship between faculty bargaining and faculty reward systems was reviewed. The emphasis was on five areas that may be affected by bargaining: the rationalization of institutional policies and practicies, particularly those related to personnel issues; a rationalization of grievance procedures, with a corresponding improvement in due process; a redistribution of authority among faculty, administrators, and students; changes in the quality of relationships brought about by the adversary nature of the bargaining process; and changes in the level of compensation with possible resulting effects on resource allocations. Some problems that limit research findings are: the collective bargaining movement is still in its early stages and is characterized by a significant degree of instability and variety; there is a heavy reliance on interviews or questionnaire surveys of the perceptions of direct participants and too little use of objective information; the most systematic research has dealt with the effects of unions on salaries, but other consequences have not been balanced against economic outcomes; and studies often fail to control or at least recognize the possible effect of other forces for change in higher education, particularly affirmative action and market forces. A bibliography is included. (SW)