Managing Colleges and Universities: Issues for Leadership

By Allan M. Hoffman; Randal W. Summers | Go to book overview

8
Collective Bargaining

Allan M. Hoffman, Randal W. Summers, and Yvonne Thayer

The literature that addresses collective negotiations, or collective bargaining, in higher education can be viewed from several perspectives. For the purpose of this brief review, the literature will be considered from a process perspective. Since bargaining is a process that is utilized to facilitate an outcome-the resolution of worker and management needs in an organization-it is useful to look at higher education negotiations with the eye of an outsider who is not involved in this process. The following questions may be asked to guide this viewing: What is the context in which collective bargaining functions in higher education? What issues arise around organizing for bargaining? What is the emerging role of higher education management and leadership during this process? How does third-party intervention, specifically mediation, affect negotiations? What has been the impact of collective negotiations upon higher education.

This review attempts to look critically at the literature, noting omissions that suggest a biased or limited picture of negotiations in higher education. However, several assumptions guide this review, from the perspective of the authors as well as other writers in this field. First, collective bargaining in higher education is a process that is followed to produce positive outcomes ( Howe 1993). We, therefore, seek to find differences that have occurred because of the bargaining effort. Additionally, we believe that the bargaining parties believe in the concept of good-faith bargaining ( DiGiovanni 1993). The negotiation process should be defined, refined, and institutionalized as a repeatable process that insures quality results. If the negotiation process has been refined, and positive outcomes are not forth-

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