In 2002, during yet another budget crisis produced in large measure by the state's tax-cutting mania, Massachusetts proposed a massive cut in the university's budget. Through an early retirement incentive, the state wanted to reduce the faculty by 10 percent. No one was prepared to fight back. Despite UMass Amherst's long history of activism, and…

As anyone who has ever defended a thesis or been on a tenure track must know, American institutions of higher education have rigorous and finely calibrated ways of according respect to those who work in them. What they do not have enough of is respect from those beyond their gates. The author argues that the system that created the two-tiered…

Reminisces about last year's educator's strike In Hawaii, the first time a strike has shut down a state's entire education system. Relishes the unity and power demonstrated by colleagues at the University of Hawaii Professional Assembly, but acknowledges that there are great differences in what different sectors of the faculty--especially research…

To provide a better sense of how academic unions handle a strike situation, examines six unions who, between 1996 and 2000, went through strikes. Discusses the key issues and outcomes of the strikes. (EV)

Explores how, in the 1990s, a new form of censorship emerged in the ever-expanding definition of sexual harassment. Asserts that no greater threat to free speech and individual rights in the university presently exists within the scope of American jurisprudence. Offers cases to support these claims. (EV)

Explores why faculty at Illinois State University rejected unionization. Highlights some lessons from the unionization effort by examining dynamics of the organizing campaign from the first meeting in July 1998 until the representation election in March 2000. (EV)

Discussion of higher education faculty and unions urges a "public professional unionism" in which faculty and staff work cooperatively with administrators to promote quality in instruction and a high level of professionalism through participative decision making. Argues that higher education unions must also pay more attention in collective…

Recounts how the part-time faculty at Chicago's Columbia College (Illinois) dramatically improved salaries and gained a strong voice in college decision making through unionization. Emphasis is on the negotiation process which worked to obtain the group's goals without undermining the "rather friendly college environment." (DB)

Describes how collective bargaining has emerged as an important factor in higher education, with some faculty resisting unionism as a threat to status and dignity. Seeks to refute the source of such resistance, the "myth of academe," or the belief that faculty lead lives devoted to selfless pursuit of knowledge in institutions carefully organized…

Describing economic and professional marginalization of adjunct faculty and reluctance of tenured colleagues and administrators to work for change, calls for institutional caps on percentage of courses taught by adjuncts, a pay rate closer to 75 percent of tenured salary rather than the current 25 percent, and time limits on adjuncts teaching full…

This paper suggests that higher education's response to declining resources (budget cuts, program eliminations, retrenchment, reallocation, curriculum reform) may seem chaotic to faculty but are not confused, short-term measures that will disappear as the economy recovers. Union tactics or other responses that are merely reactive and depend on…

College faculty suffer from loss of esteem and place in the institutional structure, discrepancies between their commitment and that of the institution, and government intrusion into the academy. Burnout is one result of this loss of power and opportunity. Faculty must not become passive or cease caring or creating. (MSE)

The role of feminist faculty and unions in forming alliances to change the traditional academic power structure and in addressing faculty issues common to women and other groups is discussed. (MSE)

The increasing numbers of independent scholars, individuals doing scholarly work outside academe, suggests three needs: a comprehensive study of this phenomenon, development of a means of communicating within and outside this group, and discussion of what independence means. (MSE)

Societal and institutional sources and appropriate interventions for faculty burnout are examined, and an approach to faculty evaluation that rewards quality instruction is recommended. (MSE)