For over three decades, collective bargaining in higher education has given faculty a voice in which to be heard in decision making involving tenure, faculty appointments, salaries, and education policies. However, as recent as 2011, the voice once afforded to faculty through its collective bargaining rights has been threatened with attempts to curtail or completely eliminate it from the decision-making process in higher education in several states. The purpose of this study was to analyze critically the extent to which collective bargaining affects policy development at institutions of higher education, and to identify possible differences in policy development at institutions of higher education with collective bargaining and institutions of higher education that do not have collective bargaining. To understand the relationship between collective bargaining and policy development at public institutions of higher education, and how the elements of that relationship influence the policy development process, the researcher interviewed ten individuals from four public institutions of higher education; two of the institutions had collective bargaining agreements and the remaining two institutions did not. Additionally, a questionnaire was electronically sent out to each of the participants soliciting their responses to questions regarding their involvement in the policy development process at their respective institutions. The results of this exploration revealed meaningful information that is useful for individuals involved in the policy development process in higher education, particularly at institutions with collective bargaining. These findings indicate that the role and impact of collective bargaining help shape institutional culture and politics in higher education. A summary of these key findings may be used as a guide for current and future scholars and policymakers at colleges and universities who strive to modify and/or improve the policy development process at their institutions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]