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ERIC Number: ED203746
Record Type: RIE
Publication Date: 1981-Feb-19
Pages: 13
Abstractor: N/A
Reference Count: 0
Collective Bargaining in Higher Education: Its Impact Upon Leadership Styles, Quality Faculty and Programs.
Moore, Arnold J.
The effects of collective bargaining in higher education on quality faculty, leadership, and programs are assessed. It is suggested that labor contracts tend to function without much direct relation to quality, but that educational management has attempted to address quality as part of the labor contract. Much of the content of an agreement is devoted to routine and the process associated with salaries and job security, but provisions are made for committees devoted to peer review, including lists of criteria, and the required due process procedures. Implementing the labor contract leads to the establishment of a minimum acceptable performance, and anything beyond that basic expectation is a quality bonus for which there is no reward. In the academic community, scholarship is accomplished by time-defined criteria. It is suggested that time is a labor measure, not a professional quality determinant, and that attempts to define, proceduralize, and quantify the activities of higher education faculty has no empirical basis for validity. Collective bargaining tends to move an institution toward standardization in practically all aspects with the concomitant inhibition of diversity of instructional design and innovation. Typically, the collective bargaining process results in more direct control by central administration, especially in matters of the university budget. In a collective bargaining agreement, there is less administrative autonomy at the respective academic levels. Additionally, the style of leadership needed in the administration of an agreement or contract is often influenced by the milieu in existence during the negotiating process. Since an antagonistic, political environment is established, there is accompanying distrust. (SW)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Detroit, MI, February 1981).