ERIC Number: ED145753
Record Type: RIE
Publication Date: 1977-Sep
Reference Count: 0
Collective Bargaining Perspectives. Part-Time Faculty.
Goodwin, Harold I., Ed.
There is a range of topics in union agreements in which part-time faculty are addressed. Statements of recognition in agreements may do one of three things: (1) note the inclusion of part-time faculty; (2) define the term part-time; or (3) specifically exclude the union's right to represent these faculty members. The nature of the appointment and its source is usually defined, including the assignment of workloads and the institution's responsibility (or lack of it) to convert to full-time positions. Part-time faculty rarely enjoy tenure status, and their employment has only a marginal status with respect to seniority in the college. The issue of retrenchment is usually addressed in terms of the tradeoffs between full- and part-time positions and the sequence of faculty reduction. Teaching load specifications include load limits and assignment of full- and part-time faculty to different programs. Rates of pay are defined in dollar terms, in terms of the previous year's pay, or in relation to full-time pay. The fringe benefits available are usually minimal. However, much of the part-time faculty story is of exclusion from decisionmaking. Passages taken from collective bargaining agreements are sometimes explicit on this subject. A court case brief is included on the issue of tenure or probationary status as a matter subject to arbitration. (MSE)
Descriptors: Arbitration, Collective Bargaining, College Faculty, Contract Salaries, Court Litigation, Decision Making, Faculty Workload, Fringe Benefits, Higher Education, Negotiation Agreements, Part Time Faculty, Probationary Period, Retrenchment, Seniority, Teacher Placement, Teacher Salaries, Tenure, Unions
Department of Educational Administration, College of Human Resources and Education, West Virginia University, Morgantown, West Va., 26506
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Authoring Institution: West Virginia Univ., Morgantown. Dept. of Educational Administration.