Faculty unions have achieved a prominent place in American higher education. This study attempts to focus on the consequences arising from collective bargaining in higher education. The Stanford Project on Academic Governance was begun in 1971 as an effort to study the impact of collective bargaining on governance and decisionmaking in higher education. The two phases of the project studied 240 institutions regarding general academic governance and over 300 institutions regarding collective bargaining in particular. In addition, seven intensive case studies were conducted in institutions that were quite diverse in their characteristics and experiences. The findings of this study are examined as they relate to administrators. The discussion is in two parts: looking at the effect collective bargaining has on components within administrative ranks; and assessing the way management processes change when collective bargaining occurs. Specific areas discussed are the shifting power relationships; the thrust toward administrative power; the changing character of campus administrators; the replacement of generalists by specialists; the sharing of information with faculty representatives; the democratization of influence; and administration concern for long-range consequences. (JMF)