A Selection of Relatively "Unknown" Research Studies on Various Aspects of Campus Conflict and Conflict Resolution (mainly from UMI Dissertation Abstracts)
This selection of dissertations and theses compiled by Bill Warters (in no particular order) provides examples of the wide variety of studies that have already been conducted on university conflict resolution. Unfortunately, while there has been research going on in the area, it has remained relatively invisible and unorganized due to the lack of shared research outlets and more formally published works. Copies of most of these studies are available via UMI.
(Note: Ten additional listing were added to beginning of the list on 8/9/99)
ACCESSION NO.: AAG9830289
TITLE: RESOLVING WORKPLACE DISPUTES: THE ROLE OF ORGANIZATIONAL CULTURE IN ORGANIZATIONAL CONFLICT (CONFLICT RESOLUTION)
AUTHOR: OTTO, AMY LEA
DEGREE: PH.D.
YEAR: 1998
INSTITUTION: UNIVERSITY OF MINNESOTA; 0130
ADVISER: Adviser: MARK SNYDER
SOURCE: DAI, VOL. 59-04B, Page 1899, 00154 Pages
DESCRIPTORS: PSYCHOLOGY, INDUSTRIAL; PSYCHOLOGY, SOCIAL
ABSTRACT: In the present study university employees from 25 different departments completed a questionnaire assessment of their organizational culture. A subset of 15 departments also answered questions about their experiences and decision making in different types of conflict situations. Principal components analysis of the organizational culture variables resulted in eight culture components: quality of communication, presence of problem solving systems, consideration of interests, productivity, quality of relationships, rationality, cooperation, and directness of style. These components differentiated among departments. It was also found that departments which identified themselves as having problems with conflict management had lower quality of communication, were emotional rather than rational in their decision making, and were more likely to take a direct, or confrontational approach to solving conflict than those departments which were chosen at random. Organizational culture was related to respondents' conflict experiences. The effectiveness of informal conflict resolution techniques was the best predictor of whether or not a conflict had been resolved. Culture variables such as the quality of communication, quality of relationships, and rationality influenced the effectiveness of the informal techniques. The presence of formal systems for problem solving also influenced the effectiveness of the informal techniques.
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ACCESSION NO.: AAG9201628
TITLE: THE IMPACT OF THREE FORMS OF MEDIATION TRAINING AND PRACTICE ON UNIVERSITY STUDENTS' USE OF CONFLICT FRAMES
AUTHOR: CAMPBELL, EVELYN SUE
DEGREE: PH.D.
YEAR: 1991
INSTITUTION: THE OHIO STATE UNIVERSITY; 0168
ADVISER: Adviser: LAURINE FITZGERALD
SOURCE: DAI, VOL. 52-08A, Page 2763, 00220 Pages
DESCRIPTORS: EDUCATION, ADMINISTRATION; EDUCATION, GUIDANCE AND
COUNSELING
ABSTRACT: This study investigated whether or not students could be trained to view conflict, which necessitated the intervention of a third party, in a way which supported the use of mediation, rather than arbitration or litigation. A quasi-experimental design using a pretest- posttest data collection technique was used to compare the results obtained from four samples of students which received different types of mediation training. The four types of mediation training can be described as: (1) a twelve hour mediation training course combining lectures, discussion and role plays, (2) a twelve hour course on mediation plus the opportunity to act as a mediator, (3) a twelve hour course on mediation plus the opportunity to mediate real conflicts, and (4) a ten week academic course on "conflict resolution". Students were asked to complete a series of questionnaires which contained hypothetical dispute scenarios. Student responses were coded as "choice" frames (desired third party to decide how to resolve the conflict) or "negotiation" frames (desired third party to help the disputants come up with a solution to the conflict). The changes from "choice" frames to "negotiation" frames were tested after the administration of each training. The sample sizes in this study were too small to achieve statistical significance. However, the results suggest that it is very difficult to teach students to use a "negotiation" frame if they are predisposed to using a "choice" frame. There was a slight increase in the overall number of students who used "negotiation" frames after attending either the academic course or the twelve hour mediation session. There was a greater increase in the number of students who used "negotiation" responses after mediating real conflicts. The study suggests that education and training alone are not very effective in motivating students to change from "choice" frames to "negotiation" frames. As a corollary, the confidence levels which students had in a third party being able to either impose a successful solution or help the disputants find a satisfactory solution were measured. The results indicated that students trained in mediation lost confidence in mediation being able to successfully resolve disputes.
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ACCESSION NO.: AAG8323592
TITLE: MEDIATION PROCESS FOR STUDENTS IN HIGHER EDUCATION
AUTHOR: STEWART, TERRY
DEGREE: PH.D.
YEAR: 1982
INSTITUTION: UNIVERSITY OF MARYLAND COLLEGE PARK; 0117
SOURCE: DAI, VOL. 44-06A, Page 1708, 00169 Pages
DESCRIPTORS: EDUCATION, HIGHER
ABSTRACT: This study investigated whether dispute processing through mediation, resembling that found in the labor- management field, can be applied to two-party, minor, interdependence interpersonal disputes (TPMIID) between higher education students and between higher education students and members of the university or surrounding community.
A random sample of 150 resident juniors and 150 resident seniors enrolled full time at the University of Maryland, College Park were selected for the study. The instrument used for collecting the data was a mail questionnaire, designed by the researcher, which was self-administered by the respondents. The response rate was 70%.
The following research hypotheses were tested: (1) Students in higher education seek assistance, through mediation, for conflicts of interest (scarce commodities) rather than conflicts of values (beliefs) in TPMIID. (2) Students in higher education prefer cooperative (positive-sum) rather than competitive (zero- sum) outcomes for TPMIID.
As a secondary interest, the researcher reported the traits of the responding sample with respect to selected demographic characteristics including sex, age, marital status, major, educational level, and race to the independent variables of the study. While it is an area of interest, it is somewhat ancillary and thus no research hypothesis was offered.
In order to test the first research hypothesis, a one- tailed dependent t-test was performed. The value of the t statistic was statistically significant (19.72) and supported the research hypothesis. In order to test the second research hypothesis, a two- tailed independent t-test was performed. The value of the t statistic was not statistically significant (- 2.95) and refuted the research hypothesis.
The study found that 82.2% of the responding sample seek assistance, through mediation, for conflicts of interest and 83.2% seek assistance, through adjudication, for conflicts of values. In relation to preferences regarding dispute outcomes, 45.3% prefer cooperative and 54.5% prefer competitive. On the basis of these findings, it is possible to conclude that mediation can be useful for TPMIID between higher education students and between higher education students and members of the university or surrounding community in large, public four-year institutions of higher education. Secondly, respondent demographic traits did not influence choices related to the independent variables of the study.
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ACCESSION NO.: AAG9914585
TITLE: RESPONDING TO POTENTIALLY VIOLENT BEHAVIOR IN THE DISTRESSED COLLEGE STUDENT: A TRAINING MANUAL
AUTHOR: SCHIADA, GWEN E.
DEGREE: PSY.D.
YEAR: 1998
INSTITUTION: UNITED STATES INTERNATIONAL UNIVERSITY; 0239
ADVISER: Chairperson: JOSE LICHTSZAJN
SOURCE: DAI, VOL. 59-12B, Page 6481, 00197 Pages
DESCRIPTORS: PSYCHOLOGY, BEHAVIORAL; PSYCHOLOGY, SOCIAL; PSYCHOLOGY,
CLINICAL; EDUCATION, GUIDANCE AND COUNSELING
ABSTRACT: The United States has become an increasingly stressful and violent country in recent decades. The use of violence as a method to cope with frustration and resolve conflict has become increasingly common, not only in the larger context of society but on our college campuses as well (Whitaker & Polard, 1993). This societal trend has led to an increase in disruptive behavior reported by school personnel throughout the nation. College students are experiencing increased levels of frustration and stress due to waning economic resources, soaring costs of education, increased job competition, decreased social support, and the pressure to perform multiple roles (Nichols, 1995). The ability to recognize the signs of emotional distress in the college population and respond effectively may lead to successful problem resolution and avoidance of potentially dangerous situations. The present project consists of a training video and a manual designed to help faculty, staff, and other campus support personnel who interact directly with students in order to detect, prevent, intervene, and assist distressed students. The aim of the video and manual is three-fold: (1) to protect the individuals who may be the targets of aggressive behavior by increasing their awareness regarding the signs and symptoms of possible violent behavior; (2) to provide strategies on how to respond effectively to potentially violent behavior; (3) to detect and protect the distressed student who may become potentially violent toward himself or others by increasing the likelihood of early intervention and/or prevention by a faculty or staff member. The training manual and video highlight four potentially violent situations or case examples that may be encountered in a university setting. A description of the individual's behavior, guidelines for understanding the problem, and suggestions for responding effectively are presented.
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ACCESSION NO.: AAG8728929
TITLE: ROOMMATE COMMUNICATION AND COMPATIBILITY: A CONTRACTUAL APPROACH
AUTHOR: SMITH, CHERI
DEGREE: PH.D.
YEAR: 1987
INSTITUTION: MISSISSIPPI STATE UNIVERSITY; 0132
SOURCE: DAI, VOL. 48-12A, Page 3081, 00059 Pages
DESCRIPTORS: EDUCATION, PSYCHOLOGY
ABSTRACT: This study was designed to determine the effects of the Roommate Communication Guide and Roommate Contract on roommate communication and compatibility. The subjects for this study were 456 randomly selected full-time freshman students living in six Mississippi State University residence halls during the fall semester of 1985. Three residence halls housed freshman men and three residence halls housed freshman women. From this population 276 completed surveys were received. The treatment group received a roommate contract and communication guide that included such issues as drinking, smoking, visitors in the room, and conflict resolution through discussion. The contract and guide were used to enhance compatibility and communication between roommates. Compatibility referring to the students' degree of satisfaction or liking, for their roommates (Lapidus, Green and Baruh, 1985). The dependent variables of communication and compatibility were measured by the Roommate Survey. The Roommate Survey, consisting of the Roommate Communication Scale and the Hulick Roommate Compatibility Scale, was administered to residents in both the experimental and control groups 3 weeks before the end of the fall semester. The statistical technique utilized to analyze the data was a 2 x 2 x 2 factorial analysis of variance. The 3 factors were contract status, roommate assignment and gender. The contracted roommate pairs attained a significantly higher degree of communication than noncontracted roommate pairs. However, there was no significant increase in compatibility between the roommate pairs. Additionally, there were no significant differences in communication and compatibility between males and females.
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TITLE: A SOCIAL PSYCHOLOGICAL STUDY OF CONFLICT RESOLUTION: MAY DAY, 1970, AT YALE UNIVERSITY AND NEW HAVEN, CONNECTICUT (PEACE, NONVIOLENCE, JUSTICE, BEST CASE SCENARIO)
AUTHOR: DEAN, DOROTHY GOODRICH
DEGREE: ED.D.
YEAR: 1985
INSTITUTION: BOSTON UNIVERSITY; 0017
SOURCE: DAI, VOL. 46-02B, Page 0698, 00213 Pages
DESCRIPTORS: PSYCHOLOGY, SOCIAL
ABSTRACT: Recognition of the existence of the problem of how to control nuclear weapons and prevent mass destruction leads me to an exploration of alternatives to violence; specifically, the fields of conflict management and conflict resolution. The understanding and application of potential tools which psychologists, mediators, and others may use as resources in constructive solutions to conflict has been handicapped by inadequate research. Through the study of a specific event, a "best case scenario," the process of nonviolent conflict resolution was explored. Interviews with key participants, the use of personal documents, historical and archival materials, including tapes and transcripts enabled a systematic and comparative analysis for the purpose of documenting the skills, characteristics, and attitudes which enhanced the process. Significant themes, mechanisms, and resources emerged from this research, which may potentially contribute to the area of peace and disarmament studies.
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ACCESSION NO.: AAG8610585
TITLE: CONFLICT WITHIN A UNIVERSITY: INFORMATION ADEQUACY, ENCOURAGEMENT FOR THE EXPRESSION OF DIVERGENT VIEWPOINTS AND PERCEPTIONS OF THE HIERARCHY (COMMUNICATION)
AUTHOR: OWENS, MARY BELINDA
DEGREE: PH.D.
YEAR: 1985
INSTITUTION: SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE; 0209
SOURCE: DAI, VOL. 47-03A, Page 0710, 00137 Pages
DESCRIPTORS: SPEECH COMMUNICATION
ABSTRACT: Organizational conflict is a phenomenon that organizations formerly have regarded as totally dysfunctional. More recently, however, conflict is viewed as either functional or dysfunctional, depending, in part, on how it is managed. This research specifically investigated the extent of perceived conflict within a university, information adequacy, encouragement for the expression of divergent viewpoints and perceptions of the hierarchy within the system. Data were collected via a questionnaire which was distributed to 297 members of the university, including administrators, faculty, and students. A one-way analysis of variance, means, and a correlation statistic were used for data analysis.
Results of this study indicate that: (1) some members of the university reported a lack of adequate information from their superiors; (2) most respondents reported that they are encouraged by their superiors to express divergent viewpoints; (3) confrontation is not used to manage conflict; (4) administrators are not perceived to stimulate structural conflict; and (5) the higher an individual's position in the organization's hierarchy, the lower the levels of mystery perceived, and the more favorable the attitude toward conflict. One limitation of the study is the use of a questionnaire, which does not lend itself to the information-gathering advantages that interviews do. It is recommended that: a formal inquiry be made by the university into the adequacy of information received by individuals in certain positions and that future studies should examine the use of confrontation as a conflict management strategy.
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ACCESSION NO.: AAG8008316
TITLE: AN ANALYSIS OF ATTITUDES TOWARD STUDENT PROTEST BEHAVIORS AND PERCEIVED CONFLICT MANAGEMENT ABILITY OF NIGERIAN UNIVERSITY ADMINISTRATORS
AUTHOR: EHIKHAMETALOR, EGBE THOMAS
DEGREE: ED.D.
YEAR: 1979
INSTITUTION: TEXAS SOUTHERN UNIVERSITY; 0441
SOURCE: DAI, VOL. 40-10A, Page 5264, 00230 Pages
DESCRIPTORS: EDUCATION, ADMINISTRATION
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TITLE: COLLEGE MEDIATION PROGRAMS: DESIGN AND IMPLEMENTATION
AUTHOR: HENDERSON, HEATHER E.
YEAR: 1994
DEGREE: M.A.
TYPE: Thesis
FORMAT: v, 77 leaves, bound ; 29 cm.
NOTES: Typescript. Thesis (M.A.)--University of Montana, 1994. Includes bibliographical references (leaves 62-64).
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TITLE: EXTENSION OF RESTORATIVE JUSTICE BEYOND THE CRIMINAL JUSTICE SYSTEM: ACCEPTANCE OF RESTORATIVE JUSTICE ON A UNIVERSITY CAMPUS
AUTHOR: HAUWILLER, JESSICA P.
YEAR: 1997
DEGREE: M.S.
TYPE: Thesis
FORMAT: iii, 72 leaves ; 28 cm.
NOTES: Typescript.Thesis (M.S.)--Mankato State University, 1997. Includes bibliographical references.
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TITLE: INTERNATIONAL TEACHING ASSISTANTS: REDEFINING CONFLICT IN THE CLASSROOM
AUTHOR: WILMOT, CARINA L.
DEGREE: M.A.
YEAR: 1997
INSTITUTION: THE UNIVERSITY OF NEW MEXICO; 0142
SOURCE: MAI, VOL. 36-01, Page 0012, 00111 Pages
DESCRIPTORS: SPEECH COMMUNICATION; EDUCATION, INTERCULTURAL;
EDUCATION, HIGHER
ABSTRACT: The purpose of this study was to identify the types of classroom conflicts of most concern to international teaching assistants (ITAs). Through interviews, fifteen ITAs reported five conflict themes: (1) role expectations, (2) system, (3) language, (4) respect, and (5) evaluations. Emphasized were the teacher-student relationship and the influence of cultural characteristics such as individualism and collectivism, high and low context communication, face, power, and socialization on perceived classroom conflict. It was concluded that ITAs attribute conflict to cultural characteristics, contrasting most research done on undergraduate students' perception of language as the main cause for conflict in the ITA classroom.
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ACCESSION NO.: AAGNN11364
TITLE: COLLEGE ACADEMIC CHAIRPERSONS: CONFLICT AND CONFLICT MANAGEMENT
AUTHOR: SEKHON, DEVINDER SINGH
DEGREE: PH.D.
YEAR: 1994
INSTITUTION: UNIVERSITY OF ALBERTA (CANADA); 0351
ADVISER: Adviser: JOE FRIS
SOURCE: DAI, VOL. 57-08A, Page 3423, 00231 Pages
DESCRIPTORS: EDUCATION, HIGHER; EDUCATION, ADMINISTRATION; BUSINESS
ADMINISTRATION, MANAGEMENT; PSYCHOLOGY, INDUSTRIAL
ISBN: 0-612-11364-7
ABSTRACT: Chairpersons of academic departments colleges play an important role in running the affairs of their departments (Bennett, 1983; Tucker, 1984). This study was undertaken to determine the sources of conflict faced by the chairpersons in a medium-sized college in Alberta, the strategies they used to manage conflicts, and the values that underlay their conflict handling strategies. All the available chairpersons--former and present--were interviewed using Flanagan's critical incident technique. The data were analyzed using Miles' and Huberman's content analysis technique. The causes, the strategies, and the values that emerged were categorized. The sources of conflict were compared to the ones reported in the literature. Most of the sources identified in the present study are similar to the sources reported in the literature; however there were some differences. Disagreements over academic matters and student issues were found in this study only. On the other hand, frustration, organizational structure, deference, and non-compliance which were reported as sources of conflict in same other studies, were not identified in this study. These differences may be related to the nature of the organization. There were similarities between the strategies identified in this study and those reported in the literature but, as with sources of conflict, there were some differences too. For example, preventing or containing conflict was used quite frequently by the chairpersons, whereas it was not a significant strategy in other fields; similarly, utilizing professional help to change behavior was not reported in other fields but was used by the participants. There was a limited support for Pondy's conflict model, the "open systems" model and the "process model"" Values identified in the study could be readily categorized using Hodgkinson's threefold typology, or Ashbaugh and Kasten's typology, but they were very different from Rokeach's list. Again, the differences may lie in the nature of the organization and the group of people studied.
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TITLE: ORGANIZATIONAL CONFLICT OF ADMINISTRATORS IN TWO-YEAR COLLEGES: A DESCRIPTIVE STUDY
AUTHOR: YOUNG, BETTY K.
DEGREE: PH.D.
YEAR: 1996
INSTITUTION: OHIO UNIVERSITY; 0167
ADVISER: Director: RICHARD MILLER
SOURCE: DAI, VOL. 57-07A, Page 2825, 00191 Pages
DESCRIPTORS: EDUCATION, COMMUNITY COLLEGE; PSYCHOLOGY, INDUSTRIAL;
EDUCATION, HIGHER
ABSTRACT: The purpose of this study was to determine the nature of conflict in two-year colleges, defined by the type of conflict and style of conflict resolution, which is used by administrators in two-year colleges. Data were collected through a mail survey instrument which included a demographic questionnaire and modified versions of ROCI-I and ROCI-II, instruments for measuring type of conflict and how conflict is handled. ROCI-I and ROCI-II were developed by Dr. M. A. Rahim. The survey was completed by 274 administrators including deans, vice presidents, and directors from two-year colleges throughout the United States. The results indicated a significant difference in intergroup conflict experienced by administrators in unionized and non-unionized institutions. The analysis also revealed that administrators use all styles of handling conflict, to various degrees, when interacting with superiors, faculty, and peers. Administrators who have been in their current position for 6 to 10 years experience higher levels of intragroup conflict than any other time range before or after this range. Suggestions for future research, in the field of conflict in two-year colleges, include the effect of various styles of handling conflict on organizational effectiveness and outcomes, the role unionization plays in organizational conflict, identification of sources of conflict, the effect of education and training in conflict, the association of communication and the role of the human life cycle in conflict. In addition, a model of conflict resolution for two-year colleges may be developed.
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TITLE: WHEN CLASSROOM VOICES COLLIDE: EMOTIONS, DISCOURSE AND CONFLICT IN A GRADUATE SEMINAR (CLASSROOM INTERACTION)
AUTHOR: BEAULIEU, RODNEY JOSEPH
DEGREE: PH.D.
YEAR: 1995
INSTITUTION: UNIVERSITY OF CALIFORNIA, SANTA BARBARA; 0035
ADVISER: Co-chairs: JENNY COOK-GUMPERZ; THOMAS J. SCHEFF
SOURCE: DAI, VOL. 57-03A, Page 0971, 00274 Pages
DESCRIPTORS: EDUCATION, ADULT AND CONTINUING; EDUCATION, SOCIOLOGY
OF; SOCIOLOGY, THEORY AND METHODS; EDUCATION, HIGHER
ABSTRACT: This dissertation explores the role of shame and anger in the adult learning process through close observation of the interactional dynamics of a professor and a student in a graduate seminar. The professor-student bond is found to be based on the attachment and attunement of these two people. Through close scrutiny of the verbal, paralinguistic and behavioral expressions, the (d)evolution of this important social relationship was documented and analyzed. This study draws upon interpretive social theory and discourse analysis to advance an approach to the interactional accomplishment of actual learning encounters. The focus is on a single meeting of a graduate seminar in the social sciences in which the social bond between the professor and a student becomes severely damaged. The hypothesis of this study is that acts of disrespect and unacknowledged shame lead to anger and aggression. The plausibility of this proposition is demonstrated through detailed description and analysis of interactional cues observable in a video recording of this seminar, and through use of the two central participants' own interpretations of this session as revealed in interviews. In an attempt to investigate the politics of classroom practices, a separate chapter links this interactional analysis to broader themes emerging in critical theories of education and the balance between student voice and teacher authority. Drawing upon the interpretations of these two central participants, I explore the meanings they attached to this encounter. Topics include the role of gender and ethnic heritage in this conflictive encounter, and the participants' different pedagogical ideals. In conclusion, I advance a theory of 'emotional learning and teaching,' suggesting that learning is not only a rational, goal-oriented cognitive process, but that emotional strands are woven into the interactional fabric of any educational encounter. Mutual respect is found to be an essential precondition for maintaining the social bond between professors and graduate students. Graduate classrooms are constructed by members through their interactions and through their relationships, and these constructions shape the teaching and learning process.
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TITLE: A COMPARATIVE STUDY OF THE STYLES OF HANDLING INTERPERSONAL CONFLICT AMONG STUDENTS, FACULTY, AND ADMINISTRATORS (CONFLICT MANAGEMENT)
AUTHOR: CARDONA, FRANKLIN
DEGREE: PH.D.
YEAR: 1995
INSTITUTION: MICHIGAN STATE UNIVERSITY; 0128
ADVISER: Major Professor: LOUIS HEKHUIS
SOURCE: DAI, VOL. 57-02A, Page 0521, 00102 Pages
DESCRIPTORS: EDUCATION, ADMINISTRATION; PSYCHOLOGY, SOCIAL;
EDUCATION, HIGHER
ABSTRACT: The researcher's purpose in this research was to identify and compare the differences, if any, that exist among graduate students, faculty members, and administrators with respect to conflict management styles as measured by the Rahim Organizational Inventory II, Form A, B, and C. Form A measured conflict management styles in relationship to superiors, Form B measured conflict management styles in relationship to subordinates, and Form C measured conflict management in relationship to peers. The population for this study consisted of graduate students, faculty members and administrators recruited from Tennessee State University, Western Kentucky University, and Vanderbilt University. The total population was 137 respondents, employed or enrolled during the Summer/Fall term of 1994. Data was collected by personal visitation, appointments and referrals. Each participant was given a letter of transmittal with the questionnaire, ROCI II, with complete instruction and assurance of anonymity and confidentiality. An interview was additionally conducted to elicit responses from the various groups on their perception of conflict management styles. Data was analyzed with a one-way analysis of variance to test the hypothesis. Interviews were also analyzed by individual answers and compared to the ANOVA findings. Statistical significance was found in six sub- hypotheses. Faculty were found to be more compromising and avoiding in their conflict management style than students. Students were found to be more obliging and avoiding in their conflict management style than faculty members. Females were found to be more avoiding in their conflict management styles than males. The results of the statistical data and interviews rendered support for further research in the following areas: (1) studies to predict choice of conflict style among faculty members dependent upon decisional variables such as (a) desire to remain, (b) superior- subordinate congruence, and (c) protection from arbitrary action; (2) further research to find out the kinds of conflict management training among Administrators, Faculty members and Students; (3) since the research rendered an additional finding on gender differences, further research on conflict management styles among males/females with follow-up interviews is encouraged, and (4) studies could be conducted to incorporate direct observation of administrators, faculty members, and students in actual conflict situations.
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TITLE: STRUCTURALLY-BASED CONFLICT IN ORGANIZATIONS: A CASE STUDY OF A METROPOLITAN COMMUNITY COLLEGE (URBAN EDUCATION)
AUTHOR: WOLF, S. ROWAN
DEGREE: PH.D.
YEAR: 1995
INSTITUTION: UNIVERSITY OF OREGON; 0171
SOURCE: DAI, VOL. 57-01A, Page 0469, 00176 Pages
DESCRIPTORS: SOCIOLOGY, INDUSTRIAL AND LABOR RELATIONS; EDUCATION,
ADMINISTRATION; EDUCATION, COMMUNITY COLLEGE
ABSTRACT: Conflict in organizations is expensive. Research has pointed to costs in effectiveness, time, and morale. Researchers posit various remedies such as improving communication, strengthening procedural justice systems, and improving the management of organizational interfaces. This study focuses on structurally-based conflict and its impact across the organization, drawing on literature from organizations, organizational conflict and justice, and organizational citizenship behavior. Structurally-based conflict consists of features of the organization such as formal and informal policies, structural complexity, stratification, and history. This study used a modified form of Rahim's (1983) Organizational Conflict Inventory (ROCI-I) as the foundation for structured interviews with administrators at the largest campus of a metropolitan community college. I interviewed union grievance chairs and informants for comparison and background information. The goal of this study was to learn the impacts of structurally-based conflict on levels of intragroup conflict and grievance activities. I found that organizational factors have variable impacts on conflict levels and perceptions across the organization. Further, history, educational orientation of the unit, and management level were involved in conflict levels and perception of conflict. These findings are basically consistent with predictions from process and structural models of conflict, structural differentiation, and issues of perceived fairness. Primary among these is the differential impact of structural variables across organizational units. Those units with the weakest ties to the central theme of the organization typically had higher conflict ratings, and different organizational experiences, than those more closely tied to the central theme. These differential impacts suggest that organizational values have significant impacts on both group interactions and change/conflict management effectiveness.
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TITLE: DISPUTE RESOLUTION STUDIES IN THE INSTITUTIONS OF HIGHER LEARNING: AN INITIAL INVESTIGATIVE STUDY OF PROFESSORS' ATTITUDES (CONFLICT RESOLUTION)
AUTHOR: GHADRSHENASS, DELAVAR
DEGREE: PH.D.
YEAR: 1987
INSTITUTION: UNIVERSITY OF NORTH TEXAS; 0158
ADVISER: Major Professor: JAMES KITCHENS
SOURCE: DAI, VOL. 49-06A, Page 1591, 00138 Pages
DESCRIPTORS: SOCIOLOGY, INDUSTRIAL AND LABOR RELATIONS; SOCIAL WORK;
EDUCATION, ADMINISTRATION; EDUCATION, HIGHER
ABSTRACT: Conflict is present in all human relationships and societies. Throughout history, fighting has been more notable than peacemaking. Only recently have conflict resolution studies entered the mainstream of academia. Since peace is no longer an option, but a necessity, educators must become actively engaged in promoting the importance of peacemaking skills among their students. In 1986, the National Institute for Dispute Resolution funded a study of conflict resolution in higher education. Results disclosed a proliferation of courses but little about their quality. The present study evaluates the status of alternative dispute resolution (ADR) in the curricula of three major universities in North Texas and compares it with results from four other universities which were reported to have the heaviest concentration of ADR courses. A questionnaire was constructed to collect data in the following areas: place, significance of ADR in contemporary curricula, important factors determining attitudes toward ADR, and expectations/aspirations of faculty concerning teaching of ADR. Using a Likert scale, attitudes toward ADR were measured through regression analysis. Four of seven independent variables (age, sex, political orientation, and ADR training) were significant at $p$ =.05. Forty ADR-related courses were identified in seven universities. The concentration of ADR courses was management (35%), law (28%), sociology (23%), business (8%), and political science (8%). No courses were identified by anthropology departments. Results also reveal that the older, liberal, female, and ADR-skilled individuals exhibit more favorable attitudes towards ADR. The study concludes that (a) concentrated efforts should be increased to teach and train educators in ADR, (b) mediation centers should be created on university campuses, and (c) an ADR communications network and data bank should be established among universities in order to allow faculty, students, practitioners, and administrators to share information. A partial list of organizations involved in peace issues and resources for establishment of campus and community-based peace mediation centers are also provided. ftn*Originally published in DAI vol. 49, no. 1, in a different subject category.
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TITLE: TEACHER-STUDENT CONFLICT: AN EXPLORATION OF STUDENT PERCEPTIONS (TEACHERS, STUDENTS)
AUTHOR: WILLIAMS, KATHLEEN WHALEN
DEGREE: PH.D.
YEAR: 1993
INSTITUTION: SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE; 0209
ADVISER: Major Professor: BRYAN CROW
SOURCE: DAI, VOL. 55-09A, Page 2643, 00199 Pages
DESCRIPTORS: SPEECH COMMUNICATION; EDUCATION, TEACHER TRAINING;
EDUCATION, SOCIOLOGY OF; EDUCATION, HIGHER
ABSTRACT: This study explored college students' (N = 277) perceptions of conflict with college instructors based on data collected from open and closed ended questionnaires and interviews. More specifically, it examined the connection between students' expectations of teacher competence, students' perceptions of teacher immediacy, and the likelihood of conflict based on these variables. In addition, this study also examined what attributions students make in conflict, what conflict strategies students use to resolve conflicts and what effect conflict outcome has on students ratings of expectations and immediacy. Results indicate that teacher immediacy behavior and evaluation of instructional competence impact the likelihood of conflict with a teacher. The results also show that students have varying perceptions of conflict that are, overall, very troubling events that they do not wish to occur in the future. The majority of respondents placed the burden of responsibility of conflict resolution on the professor for the simple reason that many of the students perceived themselves as powerless to affect the outcome of the conflict. Implications for the college classroom and related bodies of theory are discussed.
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TITLE: REALITY VERSUS PERCEPTION: THE PROCESS OF RESPONSE TO HATE SPEECH IN HIGHER EDUCATION
AUTHOR: FLOYD, JANET MAE
DEGREE: PH.D.
YEAR: 1994
INSTITUTION: UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN; 0090
ADVISER: Advisers: JO ANN FLEY; PAUL THURSTON
SOURCE: DAI, VOL. 55-09A, Page 2657, 00074 Pages
DESCRIPTORS: EDUCATION, ADMINISTRATION
ABSTRACT: Since the mid-eighties, incidents of discriminatory harassment and intolerance have occurred randomly on campuses throughout the country. The episodes, often reflecting undesirable behaviors including incivility and intolerance toward a variety of minority clusters, have generated significant concern among administrators as well as members of the academic community in public and private institutions throughout the United States. Although institutions combined many elements to combat increasing campus conflict and tensions, two approaches emerged with some alacrity. The community-based approach relied predominantly on required coursework, an ambitious extracurricular program of lectures and special events, or some combination of the two to promote and increase awareness related to individual and cultural diversity. The more legalistic, policy-driven approach typically resulted in the implementation of a "hate speech" code. The Universities of Michigan at Ann Arbor and Wisconsin at Madison, both having implemented speech codes, experienced immediate legal challenges to their respective codes based on conflict with First Amendment guarantees of free expression. In its attempt to ascertain a more effective means of combating conflict and tensions resulting from increasing campus diversity, this exploratory research uses a case study format to explore the approach(es) used at the University of Illinois at Urbana-Champaign and the University of Michigan at Ann Arbor. One element of particular interest in exploring the respective approaches was the sense and use of community by those campus administrators who had the ability to impact their institution's policy-making processes.
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TITLE: MICROPOLITICS IN A UNIVERSITY: A CASE STUDY OF CONFLICT BETWEEN THE ACADEMIC SENATE AND ADMINISTRATION OVER CAMPUS PARKING POLICIES
AUTHOR: BENNETT, CHARLES COOPER
DEGREE: PH.D.
YEAR: 1994
INSTITUTION: UNIVERSITY OF CALIFORNIA, SANTA BARBARA; 0035
ADVISER: Chairperson: LAURENCE IANNACCONE
SOURCE: DAI, VOL. 55-08A, Page 2219, 00368 Pages
DESCRIPTORS: EDUCATION, ADMINISTRATION; EDUCATION, HIGHER
ABSTRACT: This exploratory case study examines politicized interaction between the Academic Senate and administration over parking policies at the State University, Summerville (SUS). Qualitative research methods were used to emphasize the participants' (versus the researchers' or other theoreticians') perspectives, which in turn drove the direction of analysis and construction of analytical tools. The primary data sources were documents and interviews. In general, the former provided historical details necessary for the reconstruction of the story line, while both provided insights on what happened and why. Although the analysis and findings presented throughout this study were grounded in descriptive data, they illuminated successively more abstracted relationships. In the final chapter, a simple, explanatory model is presented that may act as a potential springboard for broader generalizations and future research efforts. The constitutionally established, dual-track "shared governance" system in which parking policies were fashioned acted as the primary point of interface between the Senate's bottom-up/representative and administration's top-down/non-representative governance systems. This point of interface marked the key "fault line" cleaving the Senate and administration into policy making groups with divergent, and often mutually exclusive, values and interests. Although Senate and administration political strategies were comprised of at least several components, their chief strategic instrument seemed to be the manner in which they defined the preeminent topics driving the parking dispute. In general, the group framing the dispute around issues that were more comprehensive and consistent with their respective group values: garnered more participants on their behalf, presented their position with more passion and, concomitantly, applied more pressure on their opponents. As long as this group maintained such an escalated context or a credible escalatory threat in its absence, policy changes usually were implemented in their favor. The analysis and findings from this research hopefully illuminated useful concepts and methodological tools that may be applied in future research on organizations comprised of representative and non-representative governance systems. This may be particularly useful given the increasingly more frequent calls from all sectors of society for more democratic organizations and policy making processes.
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TITLE: OVERT BLACK/WHITE RACIAL CONFLICT IN HIGHER EDUCATION IN THE UNITED STATES, 1983-1992: AN ANALYSIS
AUTHOR: JONES, EVONNE PARKER
DEGREE: ED.D.
YEAR: 1994
INSTITUTION: MORGAN STATE UNIVERSITY; 0755
ADVISER: Adviser: JOSEPH DURHAM
SOURCE: DAI, VOL. 55-05A, Page 1199, 00293 Pages
DESCRIPTORS: EDUCATION, HIGHER; EDUCATION, HISTORY OF; SOCIOLOGY,
ETHNIC AND RACIAL STUDIES
ABSTRACT: This investigation studied the extent, nature and causes of overt black/white racial conflict in higher education in the United States, January 1, 1983-December 31, 1992, and measures to alleviate these conflicts. Its four research questions addressed the nature and extent of the racial conflicts; their characteristics, as derived from their analysis; economic, political, and social- cultural factors appearing to have influenced these campus incidents; and measures suggested to alleviate them. The study discovered two hundred racial incidents, twenty-nine (14.5%) in oral slurs, epithets, taunts, and lewd and/or obscene remarks; eighty-eight (44%), in writing, pictures, and other symbols; forty-five (22.5%), through sit-ins, marches, building occupations, etc.; and thirty-eight (19%) through violent physical assaults; individual, small- and large-group fights; tire-slashing; arson; and firebombing. Such conflicts occurred in all four geographic regions: sixty-two (31%) northeastern; fifty-four (27%) north central; sixty-two (31%) southern; and twenty-two (11%) western. Of the sixty-eight institutions involved, thirty-five were public (51%); and thirty-three, private (49%). Economic factors undergirding recent campus racial conflicts included feelings of deprivation among many middle- and lower-class whites when Blacks make economic and/or educational gains, a feeling rooted in America's unequal distribution of wealth, and many white students' prejudice and greater indebtedness for their educations than that of foregoing students. Political factors were the shifting of the nation's political climate from the 1960's idealism to today's "me-first" ethic, buttressed by the Reagan and Bush administrations' undermining of civil rights that has encouraged social acceptance of racial prejudice. Social-cultural factors included the status consciousness of the majority group, its highly negative reaction to competition, its perception of threats to its power, the frictions accompanying societal change, and the silence of higher education officials on frequent, clearly visible, campus racial conflicts. Alleviative measures to address these problems included Ford Foundation and Lilly Endowment Fund grants, the Carnegie Foundation's "Campus Compact" of relevant tactics for institutions, the National Institute Against Prejudice and Violence's monitoring of such ethnoviolence, and numerous excellent references citing relevant insights, strategies, methods, models, and resources. (Abstract shortened by UMI.)
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TITLE: A PHENOMENOLOGICAL EXPLICATION OF FEMALE MANAGERS' EXPERIENCE OF HANDLING CONFLICT IN THE WORKPLACE
(CONFLICT MANAGEMENT)
AUTHOR: HELSEL, CHRISTINE ROHR
DEGREE: PH.D.
YEAR: 1993
INSTITUTION: SOUTHERN ILLINOIS UNIVERSITY AT CARBONDALE; 0209
ADVISER: Major Professor: THOMAS PACE
SOURCE: DAI, VOL. 54-08A, Page 2798, 00164 Pages
DESCRIPTORS: SPEECH COMMUNICATION; WOMEN'S STUDIES; EDUCATION,
BUSINESS; BUSINESS ADMINISTRATION, MANAGEMENT
ABSTRACT: The experience of conflict handling by female managers in higher education administration is investigated in this study. The purpose is to describe and explicate a fundamental definition by examining the experiences of female managers. A phenomenological procedure using reflected narrative accounts is used to collect the data. The method employed is the in depth interview with the researcher functioning as co-researcher. A fundamental definition of the experience emerged from the re-collected accounts. The definition contains six constituents which represent the experience of female managers handling conflict in the workplace. This study can lead to better understanding of the conflict process for female managers in the organization and the role of communication in relationships with others.
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TITLE: POWER, COMMUNICATION, AND COLLEGIALITY: MINNESOTA COMMUNITY COLLEGE SYSTEM CHIEF ACADEMIC OFFICERS' EXPERIENCES WITH CONFLICT
AUTHOR: NELSON, KATHLEEN L. KNIGHT
DEGREE: ED.D.
YEAR: 1992
INSTITUTION: UNIVERSITY OF ST. THOMAS (ST. PAUL); 1064
SOURCE: DAI, VOL. 54-06A, Page 2070, 00204 Pages
DESCRIPTORS: EDUCATION, HIGHER; EDUCATION, ADMINISTRATION; EDUCATION,
COMMUNITY COLLEGE
ABSTRACT: This dissertation describes the conflict experiences of chief academic officers within the Minnesota Community College System. Little research has focused on understanding how chief academic officers define conflict and engage in its resolution. The conflict literature itself describes conflict, its resolution and the measurement of resolution styles but does so from a quantitative perspective only. A body of literature suggests the emergence of a new leadership paradigm. Within this new paradigm, leaders view conflict differently than from within older hierarchical paradigms. This research combines the need for qualitative conflict research with the need to understand the role of conflict in the lives of chief academic officers. It places these experiences within the realm of a shifting leadership paradigm. The chief academic officers in this study describe conflict using a variety of metaphors, i.e., war and peace, illness and pain, gamesmanship, a performing art, daily challenges and family disagreements. They describe conflict as taking place within personal, interpersonal and systemic spheres. These descriptions reveal the role of power and communication within the participants' conflict experiences, emphasizing the influence of various forms of power and the importance of open, collegial communication systems. Based on interviews, informal discussions and a focus group meeting with thirteen chief academic officers in the Minnesota Community College System, the conflict stories within this dissertation portray leaders caught within a process of change. They are caught between the attitudes and behaviors of leaders within a hierarchical paradigm and leaders within a collaborative, people- centered paradigm. The participant leaders explore their conflict experiences and draw pictures of individuals struggling to push beyond the limits of old ways of viewing leadership and the important task of engaging conflict.
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TITLE: ACADEMIC DEANS AND CONFLICT MANAGEMENT: THE RELATIONSHIP BETWEEN PERCEIVED STYLES AND EFFECTIVENESS OF MANAGING CONFLICT
AUTHOR: DONOVAN, MARY MARCIA
DEGREE: PH.D.
YEAR: 1993
INSTITUTION: MARQUETTE UNIVERSITY; 0116
ADVISER: Director: JOHN J. AUGENSTEIN
SOURCE: DAI, VOL. 54-04A, Page 1252, 00211 Pages
DESCRIPTORS: EDUCATION, HIGHER; EDUCATION, ADMINISTRATION; BUSINESS
ADMINISTRATION, MANAGEMENT
ABSTRACT: This study identified which of five styles of managing conflict is the predominant style of academic deans in Wisconsin colleges and universities, as perceived by the deans and a systematic sample of their subordinates. The relationship between the deans' conflict management style and their effectiveness in managing conflict was also investigated. Finally, the relationship of demographic characteristics to the deans' style of conflict management was investigated. Fifty deans and 104 subordinates participated in the study. The questionnaire consisted of a 28-item modified version of the Rahim Organizational Conflict Inventory- II; a single question which measured the dean's effectiveness in managing conflict; and, 15 questions soliciting demographic information. Data was collected over a three month period in a two-step process. A list of subordinates' names was supplied by the deans. A systematic sample of the subordinates provided the subjects for the second step of the survey. The SPSS-X program was used for data analysis. Correlation coefficients were computed between the styles of conflict management and the deans' effectiveness in managing conflict. Cross-tabulation of demographic characteristics yielded chi-square values. The effect of demographic characteristics on conflict management styles was determined through analysis of variance testing. The integrating style of managing conflict was identified as the predominant style of the deans, with compromising being the second most predominant style. A high degree of correlation existed among the styles integrating, compromising and obliging, all of which had significant positive correlations with effectiveness. The dominating style had a significant negative correlation with the variable effectiveness. Demographic characteristics had little effect on the use of the styles, although gender and length of time in present position were factors in the use of the dominating style. While the integrating style is viewed as the most effective, the deans in this study use a variety of styles to manage conflict and are perceived to manage conflict in a constructive manner. A recommendation for future study would be to replicate the study with a larger sample of deans from more diverse areas of the country.
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TITLE: A CASE STUDY OF THE MICROPOLITICS OF A HIGHER EDUCATIONAL SUB-UNIT (ORGANIZATIONAL POLITICS)
AUTHOR: BAROTT, JAMES EDWIN, III
DEGREE: PH.D.
YEAR: 1992
INSTITUTION: UNIVERSITY OF CALIFORNIA, SANTA BARBARA; 0035
ADVISER: Chair: LAURENCE IANNACCONE
SOURCE: DAI, VOL. 54-02A, Page 0379, 00224 Pages
DESCRIPTORS: EDUCATION, ADMINISTRATION
ABSTRACT: The target of this study was the development and application of a system of explanation to make sense of the micropolitics of organizations. The research sought to determine whether, how, and with what effect a combination of relevant micropolitical concepts could be woven together on the way to coherent theory. An organizational sub-unit and its politics were examined to uncover the policy development processes. The organization selected for the study was the Graduate School of Education (GSE) at the University of California, Santa Barbara (UCSB). The research was a case study of a single, relatively small unit of a larger complex organization. Because the focus of this research was the social context and its patterns, field study research was used as the methodology to best answer the research questions. Unobtrusive measures such as documents, written records, and space utilization were the principle data base used in this case study. Initial categories examined were derived primarily from an initial exploration of the data. These categories were then used to guide further data collection. This case study was an indepth analysis of some aspects of the history of this organization. The assumption was that you cannot understand the current crises or competencies of an organization without seeing how the organization has been shaped over time. In addition, the critical moments and conflicts that resulted both in shaping the policy making system as well as the basic values that were maximized by that system were identified. This study located and examined three general areas or dimensions of organizational conflict. A number of other areas could have been used, but this study focused on these three. The first was between two competing core technologies of the organization's system of production. The second was between top-down and bottom-up systems of governance. The third was between the organization and its relevant environments. All three areas were arenas of potential and periodic conflict in this organization. There was an inherent tension that existed on all sides of these cleavages.
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TITLE: EFFORTS TO CHANGE LABOR RELATIONS STRUCTURES AND RELATIONSHIPS (THE VERMONT STATE COLLEGES)
AUTHOR: WILLIAMS, MARGARET (PEGGY) RYAN
DEGREE: ED.D.
YEAR: 1983
INSTITUTION: HARVARD UNIVERSITY; 0084
SOURCE: DAI, VOL. 44-06A, Page 1710, 00312 Pages
DESCRIPTORS: EDUCATION, HIGHER
ABSTRACT: The paper describes and examines a multi-faceted approach to improving the labor relations climate, between faculty and management, in a state college system. Through an in-depth case study of nine years of faculty unionization in the Vermont State College (VSC) system, from 1973-1982, the research describes how unionization began, how labor problems developed between the parties, how those problems were identified, as well as how the problems were addressed. Throughout the first eight years of unionization, VSC faculty and managers developed a combative relationship. Their approach to labor matters resulted in an inability to effectively resolve their differences. Their approach led to a high number of faculty grievances, appeals of grievance decisions to the Vermont Supreme Court by both parties, and declaration of impasse in every round of contract negotiations. By 1981, VSC officials had come to believe that the state labor law was the reason for their difficulties, while faculty were frustrated with day-to-day practices under that law. As a result of their joint frustration, faculty and managers made significant attempts to change their overall approach to labor relations and the legal framework for same, during 1981-1982. Their efforts included attempts to revise the Vermont statute that governed faculty bargaining, to resolve their own differences at the negotiating table, to reduce the number of grievances filed, and to seek early resolution of those filed. Through this in-depth study of labor experiences in a state- wide public system, readers can learn how faculty and management cast aside practices which had outlived their usefulness and adopted new practices. Many issues surfaced in that process, including: the appropriate role for state legislatures in public sector faculty bargaining; "ability to pay" consideration in contract arbitration awards; the impact of including faculty in an "omnibus" state employee labor bill; the relative importance of personalities and statutes in the bargaining process; the use of the collective bargaining process and the labor contract as vehicles for management changes; the appropriate scope of bargaining subjects; and effective resolution procedures, including a right to strike for faculty. The paper ends with some recommendations for changes in the Vermont labor statute, in the areas of dispute resolution and scope of bargaining. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI
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TITLE: DISPUTE RESOLUTION IN HIGHER EDUCATION: THE USE OF OMBUDSMANSHIP, MEDIATION AND ARBITRATION IN THE SETTLEMENT OF FACULTY GRIEVANCES
AUTHOR: PERSICO, SEBASTIAN THOMAS
DEGREE: ED.D.
YEAR: 1990
INSTITUTION: HARVARD UNIVERSITY; 0084
SOURCE: DAI, VOL. 51-11A, Page 3586, 00243 Pages
DESCRIPTORS: EDUCATION, ADMINISTRATION; EDUCATION, HIGHER; SOCIOLOGY,
INDUSTRIAL AND LABOR RELATIONS
ABSTRACT: The purpose of this thesis is to help institutions of higher education better understand the nature of faculty disputes, and better determine which dispute resolution methods are most effective in resolving faculty grievances. It represents the first comparative study of the impact of three distinct dispute resolution methods--ombudsmanship, mediation and arbitration--on the resolution of a common body of faculty disputes. The study first examines the underlying causes of faculty disputes through a review of the literature concerned with the state of the academic profession. It then reports on what little is known about faculty grievance procedures in higher education. It concludes with an extensive examination of the effectiveness of ombudsmanship, mediation and arbitration as methods for resolving faculty disputes through a detailed investigation of 94 grievances filed at Northeastern University in Boston from 1974-1984. The study's primary findings and conclusions include these observations concerning faculty grievances at Northeastern University: The introduction of an ombudsman function was found to significantly reduce the frequency with which faculty grievants advanced into the latter stages of the grievance procedure. In addition, the use of an ombudsman in combination with an appeal to grievance mediation produced a grievance settlement rate of 80 percent; that is, 80 percent of all faculty grievants chose not to advance their grievance beyond the ombudsman/grievance mediation stage, and into third-party arbitration. Finally, three approaches to grievance mediation were discovered. Grievance mediators were found to act in either an arbitration, conciliation or mediation mode; that is, they considered their primary role as either: (1) ruling on the substantive issues in dispute and recommending a settlement (arbitration mode), or (2) affecting a reconciliation between the disputing parties primarily by facilitating communication (conciliation mode), or (3) helping facilitate negotiation between the parties to help them realize a mutually acceptable outcome (mediation mode). Grievances whose mediators acted in either an arbitration or mediation mode were more likely to produce outcomes that were mutually acceptable to the disputing parties, and less likely to advance into arbitration, than grievances whose mediators acted in a conciliation mode.
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TITLE: JUSTICE IN ACADEME: THE STRUCTURE AND FUNCTION OF A UNIVERSITY JUDICIAL SYSTEM
AUTHOR: GROSSI, ELIZABETH LYNN
DEGREE: PH.D.
YEAR: 1992
INSTITUTION: INDIANA UNIVERSITY OF PENNSYLVANIA; 0318
ADVISER: Chairman: W. TIMOTHY AUSTIN
SOURCE: DAI, VOL. 53-06A, Page 2115, 00207 Pages
DESCRIPTORS: SOCIOLOGY, CRIMINOLOGY AND PENOLOGY; EDUCATION, HIGHER;
LAW
ABSTRACT: This study examines the structure and function of a university justice system. Using a case study design, in- depth interviews were conducted with key members of the university judicial system as well as with various members of the judicial board. The analysis focuses on describing and analyzing the nature of the university's response to student misconduct. In addition, this study addresses several policy implications of university judicial affairs (especially in cases involving violations of criminal law) and provides suggestions for future research. The analysis of the data indicates that the university justice process is grounded in educational and legal theories. These theoretical underpinnings allow for minimal due process protection in an effort to protect, and subsequently develop the moral character of the student. However, the findings also indicate that these theoretical orientations, applied by the higher courts through the "in loco parentis" doctrine, do not adequately address the complex and occasionally violent nature of student misconduct that has appeared on the contemporary college campus. The findings further suggest that the university's response to student misconduct lacks clearly defined goals and objectives. The current system is confusing and suffers from a variety of inconsistencies that permeate all levels of the justice process. The confusion created under the present system, in turn, creates conflict for members of the campus community who are involved with university judicial affairs. The results indicate that measures should be taken to restructure the university justice process. This would entail the modification of judicial objectives and goals as well as revision of policies and procedures used to adjudicate cases of student misconduct. While the present system may provide for convenient disposition of cases the complex nature of student misconduct begs for a more clearly defined and executed judicial system.
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TITLE: CONFLICT IN COLLEGE TEACHING: A CRITICAL THEORETICAL FRAMEWORK FOR INDIVIDUAL ACTION, ORGANIZATIONAL FORM, AND IDEOLOGICAL STRUCTURE (TEACHING CONFLICTS)
AUTHOR: RANDO, WILLIAM CHARLES
DEGREE: PH.D.
YEAR: 1992
INSTITUTION: NORTHWESTERN UNIVERSITY; 0163
ADVISER: Adviser: ROBERT MENGES
SOURCE: DAI, VOL. 53-06A, Page 1819, 00274 Pages
DESCRIPTORS: EDUCATION, HIGHER; EDUCATION, TEACHER TRAINING;
EDUCATION, CURRICULUM AND INSTRUCTION; EDUCATION,
PHILOSOPHY OF
ABSTRACT: First year college teachers came together in the Program for Reflective Practice to discuss and solve problematic aspects of their work. Discussions were transcribed and analyzed from three perspectives according to an interpretive framework from the critical theoretical literature in education: an individual perspective, an organizational perspective, and an ideological perspective. Data consist of forty hours of audio-taped small group discussion as well as participant-authored cases. Three teaching problems were selected for analysis: The Case of the Grade Grubber, a conflict about grading; The Case of the Persistent Plagiarist, a conflict about plagiarism; and The Case of the Fledgling Facilitator, a conflict about small group leadership. Three levels of analysis were applied to each case. The perspective of individual intentions and actions relies on an action science analysis of teachers' defensive routines--patterns of contradiction between what the teachers say they want to do and what they actually do. The organizational perspective of discourses, practices and formal roles relies on an action research analysis of the institutionalization process. The ideological perspective of teachers as mediators of social forces relies on a critical pedagogical analysis of competing meaning structures. Results suggest (1) at the individual level, these college teachers were rendered less effective through their tacit patterns of withholding information, misinterpreting intentions, ignoring information, reframing situations, and controlling students, (2) at the organizational level, tacit organizational contradictions in language use, professional practices and authority roles, compelled teachers to violate their own intentions and beliefs, and (3) at the ideological level, these teachers struggled with competing social ideals but tended to reproduce established patterns of authority. This study suggests that college teachers experience conflict around shared control of the learning environment. The study recommends that teachers be given opportunities to reflect upon their own responses to tacit individual, organizational and ideological structures.
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TITLE: RACE RELATIONS AND INSTITUTIONAL POLICY: THE CULTURAL POLITICS OF AN INSTITUTIONAL ANTI-HARASSMENT POLICY
AUTHOR: GOSS, JOHN REED, III
DEGREE: PH.D.
YEAR: 1991
INSTITUTION: THE AMERICAN UNIVERSITY; 0008
ADVISER: Chair: CHARLES A. TESCONI, JR.
SOURCE: DAI, VOL. 53-05A, Page 1416, 00455 Pages
DESCRIPTORS: EDUCATION, HIGHER; EDUCATION, ADMINISTRATION; SOCIOLOGY,
ETHNIC AND RACIAL STUDIES
ABSTRACT: As a qualitative investigation of the cultural politics of race relations on a particular college campus, social actors' perceptions of the meaning and impact of a racial anti-harassment policy served as the focus of analysis. Rather than attempting to measure quantitative degrees of difference in perceptions on a pre-existing scale, perceptions were revealed through a form of discourse analysis. The relationship between individual and group experiences and the perceptions of the policy was revealed using informal, semi-structured and structured interviews of members of student groups, administrative personnel and key informants, focus group sessions, a quasi-experimental video-teleplay situation, and institutional documents to generate data for analysis. Both in-vivo categories and sociological categories were used in data analysis: in-vivo categorizations are taken directly from the language of the actors themselves; sociological categories were codes formulated by the researcher. The questions which shaped this study were: How do the perceptions of different individuals influence both the intent and the outcome of public policy? How does the adoption and enforcement of a racial anti-harassment policy affect the social relations of a particular college or university? How do the perceptions of institutional subgroups shape the unintended consequences of this policy? Findings suggested that actors' perceptions of the anti- harassment policy were shaped by socially constructed perspectives defining actors' operative concepts of equality, their sources of individual and collective empowerment, and the extent of their understanding of others and their experiences with them. Identification of contradictions between the perceived ends and operative policy means revealed social actors' "structures of expectation" lead to an understanding of the impact of an anti-harassment policy in the campus community. The policy per se had little impact on the perspectives held by individuals, only on their behaviors. The policy, as seen by participants, was designed to eliminate conflict, yet it was also believed to be inadequate to promote understanding among groups, the most important identified outcome of such a policy. Recommendations include the development of opportunities for students and faculty members to confront the meanings of the underlying differences in perspectives, and that educational administrators recognize the potential to undertake organizational research in the context of their administrative duties.
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TITLE: DEVELOPMENTAL VARIABLES OF UNDERGRADUATE RESIDENT ASSISTANTS WHEN NEGOTIATING CONFLICT WITH PEERS
(CONFLICT NEGOTIATION)
AUTHOR: BLOOMFIELD, MICHAEL IVAN
DEGREE: ED.D.
YEAR: 1992
INSTITUTION: UNIVERSITY OF MASSACHUSETTS; 0118
ADVISER: Director: MAURIANNE ADAMS
SOURCE: DAI, VOL. 53-02A, Page 0417, 00177 Pages
DESCRIPTORS: EDUCATION, HIGHER; PSYCHOLOGY, DEVELOPMENTAL; EDUCATION,
PSYCHOLOGY; PSYCHOLOGY, SOCIAL
ABSTRACT: The role of the Resident Assistant (RA) has assumed special prominence during the last thirty years, as theories of student development have promoted the practice of peer education, particularly in residence halls. RAs have been given a long list of tasks and job expectations that can be generally categorized within peer counseling and policy enforcing functions. Some researchers and writers in the field of student development and residence hall ecology have argued that with proper training and supervision, RAs can adequately fulfill their assigned duties while simultaneously matriculate, fulfilling their own personal undergraduate academic and social needs. This assumption is presently under scrutiny, as information from cognitive development regarding late adolescent epistemology questions the readiness of these students to be able to perform simultaneously in all of their roles. In particular, the role of enforcing university rules and regulations with many floormates who are also peers and friends presents RAs with levels of conflict that may stem from their current cognitive developmental level, thus limiting the ways they negotiate conflict during enforcement activities. The result may be a mis-match of person to task. Some undergraduate RAs may not be ready to carry out their most developmentally challenging task of enforcing campus policy with peers to whom they have ties of support and friendship. The purpose of this study is to investigate the possibility of certain behavioral trends in the ways RAs negotiate conflict with their peers while enforcing university policy based on their tested cognitive developmental level. By administering two production- type developmental assessments and one preference-type conflict mode inventory, as well as performing individual interviews of selected RAs, I examine possible mis-matches and matches of RAs with their roles, particularly that of policy enforcement with peers.
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TITLE: CONTENTION IN THE ACADEMIC COMMUNITY: AN EXAMINATION OF DEFINITIONS, EVALUATION, AND SUPPORT OF FACULTY SCHOLARSHIP
AUTHOR: WILLEKE, CAROL BLOMQUIST
DEGREE: PH.D.
YEAR: 1991
INSTITUTION: MIAMI UNIVERSITY; 0126
ADVISER: Adviser: RICHARD A. QUANTZ
SOURCE: DAI, VOL. 53-01A, Page 0085, 00159 Pages
DESCRIPTORS: EDUCATION, HIGHER
ABSTRACT: Higher education is under intense scrutiny and criticism for the perceived failure to provide quality education to students and the lack of responsiveness to critical social and economic problems. Colleges and universities are also experiencing internal conflict and tension over the roles and expectations for faculty performance, the measurement and evaluation of faculty contributions, and the distribution of resources and rewards. Central to these debates are the place and importance of scholarship in the life of colleges and universities. Disparities in the way faculty conceptualize research and scholarship, the way scholarly performance is evaluated, and the way these activities are supported contribute to a contentious environment in colleges and universities. As higher education institutions have responded to the demands and concerns from both within and outside the academy, they have narrowed the definition of scholarship and research, established research as the dominant criteria in tenure and promotion, and have sought external funding to support the growing research role. Findings from the literature on faculty scholarship and data from a national survey of faculty perceptions and behavior were analyzed to identify factors in the institutional environment that affect the ability of faculty to carry out their scholarly roles. Problems and contradictions in the institutional environment for scholarship were analyzed in the context of the paradigm shift taking place in our understanding of society. Recommendations for institutional policies and practices that would better support faculty scholarship are discussed, along with suggestions for further study.
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TITLE: THE STUDENT-COLLEGE RELATIONSHIP: AN APPLICATION OF A CONFLICT MODEL (INTEREST CONFLICTS)
AUTHOR: WHITE, LYNNE M.
DEGREE: PH.D.
YEAR: 1991
INSTITUTION: STATE UNIVERSITY OF NEW YORK AT BUFFALO; 0656
ADVISER: Adviser: WALTER C. HOBBS
SOURCE: DAI, VOL. 52-11A, Page 3840, 00262 Pages
DESCRIPTORS: EDUCATION, HIGHER; SOCIOLOGY, THEORY AND METHODS
ABSTRACT: A conflict sociology model is used as a conceptual framework for identifying potential sources of conflict between students and their colleges. Collins (1975) describes conflict theory as individuals pursuing their own interests, using the resources available. When these interest pursuits clash, conflicts may result. Panels of students and administrators at three western New York colleges were asked to identify their interests regarding Career/Professional Development, Intellectual Development, Academic Services, Personal Growth, Governance, and Administration. The Delphi technique was employed to determine panel consensus regarding interests. To identify resources controlled, panelists also listed actions they take to realize their interests. Responses of student panels were compared with those of the administrative panels. Differences among the college panels existed, but collectively students rated more interests in the Career/Professional Development, Personal Growth, and Administration clusters than did administrators. Students also agreed on their lack of interest in the Governance cluster. Administrators placed more emphasis on the Academic Services and Governance clusters than did students. Both students and administrators collectively agreed on the relative importance of Intellectual Development. Although resource control is difficult and subjective to assess, the actions administrators take to realize their interests reflect greater control over tangible resources (financial, personnel, facilities) than students have. Students rely heavily on intangible resources (time, energy, motivation) as well as services and facilities provided by the college to fulfill their interests. Combining interest differences and resource control yields theoretical bases for conflict in the student- institution relationship. Two such bases include the usage of resources to further one party's interest at the other party's expense; and the "misperception" of resource control. Differences of interest may not materialize into conflicts; and conversely, harmonious interests may prove conflictful. External forces, such as budget cuts and socio-political issues, may have a great impact on the materializing of conflict between students and colleges. This conflict model is useful in examining the student- college relationship, but in this research its application is limited by the roles imposed upon each party by the very nature of the relationship.
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TITLE: A STUDY OF RELATIONSHIPS AMONG CONFLICT HANDLING STYLES, LEVELS OF EXPERIENCED CONFLICT, AND JOB OUTCOME VARIABLES IN UNIVERSITY RESIDENCE HALL ASSISTANTS
AUTHOR: SEDLACEK, JEANNETTE GEHRING
DEGREE: PH.D.
YEAR: 1991
INSTITUTION: UNIVERSITY OF MARYLAND COLLEGE PARK; 0117
ADVISER: Director: JOAN HUNT
SOURCE: DAI, VOL. 52-09A, Page 3188, 00227 Pages
DESCRIPTORS: EDUCATION, GUIDANCE AND COUNSELING; PSYCHOLOGY,
INDUSTRIAL; BUSINESS ADMINISTRATION, MANAGEMENT
ABSTRACT: The purpose of this study was to examine the relationships among conflict styles (as measured by two forms of the ROCI-II), levels of experienced conflict (as measured by the ROCI-I), and job criterion variables. Subjects were 102 residence hall assistants. A major focus was the testing of three theoretical assumptions. In partial support of the first assumption, subjects who scored high on the integrating style and low on the dominating style were found to have greater overall task satisfaction. However, conflict style was not related to overall task performance as rated by immediate supervisors. Performance ratings were more affected by the subjects' length of employment and supervisors' perceptions of the amount of conflict present on residence hall units than by any other variable. A second set of hypotheses tested Rahim's postulation that the relationship between level of experienced conflict and job outcome variables is a curvilinear one, with those experiencing moderate amounts of conflict being more satisfied and performing better on the job. The results of the present study did find a curvilinear relationship between conflict level and overall task satisfaction, but the curve of the regression line was contrary to that proposed by Rahim. This assumption, which had not been previously tested statistically, clearly requires further examination. The third assumption tested and accepted was that subjects would prefer different conflict styles with supervisors and subordinates. These resident assistants scored significantly higher in terms of obliging with their supervisors and compromising with their unit residents. Additional research questions examined the effects of job experience and sex on conflict and criterion variables. In terms of the ROCI instruments, the present study found subscale correlations and internal reliabilities to be similar to those found in previous studies. The most serious limitations of the study had to do with the required use of 16 different performance raters and the high subscale correlations on the criterion measures developed for the study.
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TITLE: "ETHICS FROM BELOW": AN EXPLORATORY STUDY OF THE ETHICAL NORMS OF SENIOR FACULTY IN SELECTED DISCIPLINES (ACADEMIC ETHICS)
AUTHOR: LEE, LINDA SUSAN
DEGREE: PH.D.
YEAR: 1991
INSTITUTION: THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL; 0153
ADVISER: Director: DAVID D. DILL
SOURCE: DAI, VOL. 52-07A, Page 2427, 00193 Pages
DESCRIPTORS: EDUCATION, HIGHER; EDUCATION, PHILOSOPHY OF
ABSTRACT: Professional ethics have received much attention, yet in the professional literature in higher education, moral discourse dominates; few empirical studies appear regarding ethical issues in academic life. The purpose of this study was (1) to obtain information regarding values underlying the resolution of ethical conflicts confronting faculty and the situations in which conflicts emerge so that disciplinary comparisons could be made, and (2) to compare these manifest values to professed values. This task was accomplished by interviewing 32 senior faculty in biology, chemistry, English, and sociology at two research universities, utilizing a variant of the critical incident method. These major findings emerged from analysis of critical incident data and value statements generated during the interviews: (1) Eleven values emerged in the ethical dilemmas described by faculty: Professionalism, integrity, fairness, conformity, collegiality, compassion, health/safety, loyalty, personal relationships, self-interest, and trust, of which the first four were especially potent. (2) Value statements by subject faculty supported traditional conceptions of academic values, extended beyond them to the human dimension of academic work, but did not include the majority of values manifested in conflict resolution. (3) Ethical dilemmas emerged most often in relationships with students, particularly in instructional activities, and to a slightly lesser degree, with departmental colleagues. Few research-related conflicts were described. Conflict resolution was confounded in a majority of situations by concern for the careers of those involved. (4) More similarities than differences emerged in the manifest values and situations in which they conflicted among faculty in the four disciplines sampled. (5) An ambiguity regarding the recognition of and definition of ethical conflict was apparent. Due to the small sample size and the possibility of bias resulting from subjects self-selecting the information provided during the interviews, broad generalizations of the findings are not warranted. The study is preliminary and replicative research is needed in other disciplines and academic settings, with faculty of different ranks, gender, and ethnic origin, to refine the method and to test the reliability and validity of the findings and discovered frameworks.
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TITLE: THE EMPLOYMENT OF CONFLICT MANAGEMENT IN SMALL LIBERAL ARTS INSTITUTIONS
AUTHOR: MCFADDEN, CHERYL CULLEY
DEGREE: ED.D.
YEAR: 1991
INSTITUTION: WIDENER UNIVERSITY; 1063
ADVISER: Chairman: KENNETH SCHULER
SOURCE: DAI, VOL. 52-07A, Page 2428, 00188 Pages
DESCRIPTORS: EDUCATION, HIGHER; EDUCATION, ADMINISTRATION
ABSTRACT: The purpose of this study was to compare nine small liberal arts institutions in order to test the hypothesis that the application of conflict management strategies and techniques increases the likelihood that conflict will produce positive outcomes for the organization. The researcher selected nine liberal arts institutions in Ohio with student populations of less than 3000 and administered the Thomas-Kilmann Conflict Mode instrument, which assesses an individual's behavior in conflict situations, to three individuals from each of the institutions. These individuals represented various levels within their organizations. In addition, the researcher administered a questionnaire which attempted to ascertain whether conflict management strategies and techniques were employed at their particular institutions. Follow-up techniques included individual interviews and telephone conversations with the respondents. There were eight significant findings from the Thomas- Kilmann Conflict Mode Instrument. Some of these findings are listed below: (1) The two modes of preference for handling conflict in small liberal arts institutions are compromising and collaborating respectively. (2) Faculty members prefer both the collaborating and compromising modes in handling conflict situations. (3) Within small liberal arts institutions, competing is the least preferred mode in handling conflict situations. (4) Tenured personnel prefer both the compromising and collaborating modes in handling conflict situations. (5) Conflict preference styles are a function of position in an organization more than the type of organization to which one belongs. The following are some of the findings derived from the questionnaire. (1) The primary sources of conflict are similar among small liberal arts institutions. (2) The three most common sources of conflict at small liberal arts institutions are between faculty members, between administrators and faculty members, and internal communication barriers throughout the organization. (3) Individuals in small liberal arts institutions are unable to identify specific conflict management strategies and techniques. (4) Small liberal arts institutions do not actively engage in conflict management. In part this hypothesis was proven, as stated in the positive outcomes identified by the respondents. The findings from this study identified a lack of effective employment of conflict management strategies and techniques in the participating small liberal arts institutions.
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TITLE: SELF-PRESERVING: PATTERNS GUIDING THE EXPERIENCE OF INTERPERSONAL CONFLICT FOR FEMALE NURSING FACULTY
(NURSING FACULTY)
AUTHOR: HARR, KATHLEEN L.
DEGREE: D.N.SC.
YEAR: 1991
INSTITUTION: UNIVERSITY OF SAN DIEGO; 6260
ADVISER: Adviser: PATRICIA ROTH
SOURCE: DAI, VOL. 52-03B, Page 1352, 00184 Pages
DESCRIPTORS: HEALTH SCIENCES, NURSING; WOMEN'S STUDIES; EDUCATION,
HIGHER; PSYCHOLOGY, INDUSTRIAL; SOCIOLOGY, INDUSTRIAL
AND LABOR RELATIONS
ABSTRACT: The purpose of this study was to identify a substantive theory to explain and predict interpersonal conflict as it is experienced by nursing faculty. Gaining an understanding of this process may assist faculty and administrators of nursing education programs in dealing with interpersonal conflict in more constructive and helpful ways. It may also provide the basis for further development of formal theory and the potential for theory testing. The grounded theory method described by Glaser and Strauss (1967) and Glaser (1978) guided data collection and analysis. The sample was comprised of 18 full-time nursing faculty members from the field site and five other schools of nursing. Data were collected over the course of an academic semester using methods common to field research. The constant comparative method to data analysis was used. As the process evolved it was taken back to informants for further verification and validation of its accuracy. Nursing faculty respond to conflict using four response patterns that are selected based on a careful risk/benefit analysis of the interpersonal dynamics of the situation. The four-stage process of experiencing, making sense, responding, and working through conflict was carried out within the context of the basic social process, self-preserving. Surviving conflict over the long term is viewed as a growth process that includes the learning of behaviors that are self-preserving. The implications of this study are that it provides a basis for further theory development related to how people experience interpersonal conflict. It describes the process used by nursing faculty when interpersonal conflict occurs and identifies interpersonal conflict as a stressful component of the work environment for faculty. Further, it identifies low self-esteem as a possible factor in the development of conflict and in the way it is worked through.
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TITLE: PRODUCTIVE CONFLICT: EXPLORING THE SIGNIFICANCE OF THE CONCEPT IN THE ACADEMIC WORKPLACE (ORGANIZATIONAL CONFLICT)
AUTHOR: PITNEY, JUDITH ANNE
DEGREE: PH.D.
YEAR: 1991
INSTITUTION: THE UNIVERSITY OF MICHIGAN; 0127
ADVISER: Chair: ROBERT T. BLACKBURN
SOURCE: DAI, VOL. 52-03A, Page 0768, 00204 Pages
DESCRIPTORS: EDUCATION, ADMINISTRATION; EDUCATION, HIGHER
ABSTRACT: Many authors argue that there are no significant differences between faculty and academic administrators in their views of the academic workplace and, that if such differences did exist and manifested themselves in organizational conflict, that conflict would be dysfunctional for colleges and universities. The central purpose of this study was to determine if differences exist in 60 baccalaureate-granting institutions in the values, perceptions, and frames of reference of the two groups. Data were drawn from two parallel surveys conducted by the National Center to Improve Postsecondary Teaching and Learning (NCRIPTAL) in 1987- 88. A particular focus of the study was to investigate the potential relationship of organizational conflict and organizational effectiveness, with an inverted-U relationship hypothesized between these two constructs. It was found that faculty and administrators are in conflict on numerous substantive issues such as credible sources of faculty performance feedback, the adequacy of the faculty work environment, and faculty self efficacy relative to student and departmental matters. There were no differences by institutional type or control (public or private) in the patterns of administrator/faculty conflict. However, while there were no significant differences between male and female administrators, there were several between male and female faculty, with the greatest difference being on their developmental goals for students. It was also found that both faculty and administrators report high levels of job satisfaction. Analysis of the relationship of their job satisfaction and organizational conflict level yielded inconclusive results. Regression analyses using numerical indices for faculty/administrator conflict intensity and a systems resource model of organizational effectiveness did not confirm the predicted relationship between organizational conflict and organizational effectiveness. A slight positive association between conflict and effectiveness levels was found for liberal arts colleges. The implications of these findings for future research and for the management of higher education institutions are discussed. It is suggested that better measures of organizational conflict and organizational effectiveness must be developed before investigators can draw causal inferences on the conflict/effectiveness relationship.
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TITLE: A COMPARISON OF VALUES OF TWO SUBCULTURES WITHIN HIGHER EDUCATION: ACADEMIC ADMINISTRATORS AND STUDENT AFFAIRS ADMINISTRATORS
AUTHOR: DICKERSON-GIFFORD, DENISE
DEGREE: ED.D.
YEAR: 1990
INSTITUTION: UNIVERSITY OF KENTUCKY; 0102
ADVISER: Director: LEONARD BAIRD
SOURCE: DAI, VOL. 52-03A, Page 0816, 00223 Pages
DESCRIPTORS: EDUCATION, HIGHER
ABSTRACT: Large, public, multipurpose institutions are comprised of many different subgroups with members who may, or may not, share the institutional values, practices, and beliefs. Large universities, therefore, are viewed as multicultural entities containing subcultures of academic administrators, managerial staff, faculty, student affairs staff, and students. Two university subgroups with differing histories were selected for this study: student affairs administrators and academic administrators. Values, a specific aspect of culture, was used to compare these two subcultures. Due to the cultural heritage of academic ideologies including commitment to service, research, and teaching, it was hypothesized that the academic administrators would value a campus climate reflecting academic freedom, democratic governance and research. Student affairs administrators were expected to value off-campus learning experiences and individual (student) personal development due to their historical, theoretical, student development backgrounds. The Institutional Goal Inventory was completed by the members of these two subgroups at the University of Louisville, Louisville, Kentucky. This survey was used to compare the differences and similarities of institutional values between subcultures. The findings of the study indicate that there are significant differences in the values of the subcultures. A two tailed t-test was used to determine differences, and significant differences were found in the values relating to individual personal (student) development, off-campus learning, social egalitarianism, vocational preparation, meeting local needs, humanism/altruism and providing a broad program of extracurricular activities. Student affairs administrators, as hypothesized, valued off-campus learning experiences and individual (student) development more highly than academic administrators. Academic administrators valued maintaining a campus climate emphasizing research but did not consistently value academic freedom and democratic governance more highly than student affairs administrators. The study results suggest that the cultural heritage of both student affairs and academic administrators continues to impact their values regarding higher education. University administrators should be aware of subculture value similarities and differences. Core values, those held in common by both groups, can be used as a basis for strategic planning and may form the basis of an institutional self image. Differing values may cause tension and conflict as subcultures strive to maintain their subcultural identity.
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TITLE: THE ETHNIC STUDIES PROGRAM CRISIS: CONFLICT RESOLUTION IN A MULTI-ETHNIC ENVIRONMENT, 1974-1975
AUTHOR: ZOMALT, ERNEST EARL
DEGREE: PH.D.
YEAR: 1989
INSTITUTION: UNIVERSITY OF CALIFORNIA, SANTA BARBARA; 0035
ADVISER: Chairman: NORMAN J. BOYAN
SOURCE: DAI, VOL. 51-06A, Page 1871, 00247 Pages
DESCRIPTORS: EDUCATION, ADMINISTRATION; EDUCATION, HIGHER; EDUCATION,
INTERCULTURAL
ABSTRACT: This is a study of conflict resolution in a higher education organization. From 1973-1975 the minority community at the University of California, Santa Barbara engaged in a protracted struggle with the University's Administration over the maintenance and growth of minority programs. The minority community--Blacks, Chicanos, American Indians and Asian Americans--was supported internally by radical white faculty, staff and students and externally by a newly elected governor and state legislature. The conflict reached crisis proportions in the spring of 1975 when 17 students occupied the campus Computer Center. This act stimulated the Academic Senate leadership, which had not previously involved itself in the resolution of such conflicts, to intervene in hopes of reaching a compromise and resolving the conflict. An ad hoc negotiating group, facilitated by the Chair of the Academic Senate, was formed to examine the issues and propose solutions. The group recommended that an outside professional mediator be employed to assist the negotiators in their efforts to resolve the conflict. Within 14 days, from the initial ad hoc group meeting through the conclusion of the mediation process, the negotiating group was able to resolve the differences and agree upon six formal agreements which ensured the maintenance of minority programs at UCSB. The purpose of this study is to determine what factors contributed to the resolution of this conflict. How were these negotiators, assisted by a mediator, able to reach agreement on critical issues which had been the source of the conflict for two academic years. Since no written records of the negotiations or mediation proceedings were maintained, social science field study methodology with extensive use of unstructured interviews and participant observation was employed to gather data on the internal processes of the negotiations and mediation. Documentary research on the period provided background and context. The analysis of the data, supported by organizational theory, small group theory and the principles of mediation, demonstrate that the following factors contributed to the resolution of the conflict: (1) A flexible organizational structure which allowed Academic Senate officers to take the leadership in initiating discussions which led to resolution. (2) The effectiveness of integrators in maintaining the viability of the negotiating group throughout the process. (3) The growth of respect among the negotiators through the process. (4) A change in perception and an increased level of appreciation of each others' positions. (5) The discipline provided by the mediator and the mediation process. These factors along with the intensity of the preliminary negotiations (May 10-18) and the formal mediation (May 19-24) contributed to the resolution of this conflict and the restoration of calm to the University of California, Santa Barbara.
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TITLE: FACULTY GRIEVANCES: A LONGITUDINAL STUDY OF CONFLICT ISSUES IN THE STATE UNIVERSITY SYSTEM OF FLORIDA
(GRIEVANCES)
AUTHOR: LOVELL, CHERYL D.
DEGREE: PH.D.
YEAR: 1990
INSTITUTION: THE FLORIDA STATE UNIVERSITY; 0071
ADVISER: Major Professor: ALLAN TUCKER
SOURCE: DAI, VOL. 51-04A, Page 1134, 00197 Pages
DESCRIPTORS: EDUCATION, HIGHER; SOCIOLOGY, INDUSTRIAL AND LABOR
RELATIONS; EDUCATION, ADMINISTRATION
ABSTRACT: The purpose of this study was to identify the number and types of grievances as well as the characteristics of the faculty members who filed Step Two grievances in the State University System of Florida from 1976-88. Equally important was to determine if any differences or similarities and trends or patterns could be found across the nine institutions within the system and among the academic programs. Content analysis procedures were used when reviewing the Step Two decision documents and frequency distribution techniques and Chi Square were used for data analyses. During the 12 years there were 298 faculty members in tenured or tenure-earning positions who individually filed Step Two grievances. The percent of faculty involved in conflict episodes for the 12 years was.61%. When comparing those faculty members who filed grievances to the general faculty, statistical significant differences were reported at p $<$.001 with the following overall, system-wide characteristics: (a) female faculty members filed grievances at a higher percentage than males; (b) racial minorities (nonwhite) filed grievances at a higher percentage than White faculty; (c) Assistant Professors filed grievances at a higher percentage than Associate or Full Professors; (d) tenure-earning faculty members filed grievances at a higher percentage than tenured faculty members. No difference was found in the average ages of the grievants and the general faculty. However, differences were noted in the overall average percent of salary increase received with the grievants receiving approximately two percent less than the general faculty. It was also found that faculty members in academic programs classified as Low Intensity were most often involved in filing Step Two grievances than those faculty members in the High and Average Intensity categories. Differences were noted across the nine institutions in terms of the number and types of grievances and among the characteristics of faculty members. The top five conflict issues most frequently cited included: Promotion Procedures, Assignment of Responsibilities, Tenure Procedures, Nondiscrimination, and Evaluation.
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TITLE: CONFLICT MANAGEMENT BY ACADEMIC CHAIRPERSONS IN KOREAN COLLEGES AND UNIVERSITIES
AUTHOR: KIM, YONGWOO
DEGREE: PH.D.
YEAR: 1989
INSTITUTION: THE UNIVERSITY OF IOWA; 0096
ADVISER: Supervisor: ALAN HENKIN
SOURCE: DAI, VOL. 51-02A, Page 0363, 00164 Pages
DESCRIPTORS: EDUCATION, ADMINISTRATION; EDUCATION, HIGHER
ABSTRACT: The purpose of this research is to describe conflict management by academic department chairpersons, and to explore relationships between conflict management and certain demographic and organizational variables. A survey research methodology was employed. Questionnaires were sent to chairpersons of 1,507 departments in higher education institutions in the Republic of Korea. Data were collected on sources of departmental conflict, frequency and intensity of conflict, perceived utilities of conflict, conflict management strategies, perceived effectiveness of conflict management strategies, and job satisfaction as a chairperson. To measure aggressiveness of conflict management strategies (Conflict Management Aggressiveness, CMA), an index was devised with 'avoidance' at one end of the continuum and 'confrontation' at the other end. Intermediate strategies included 'bureaucratic forcing' and 'negotiation or compromise'. Means, percentages, and standard deviations were used to describe the data. Analyses of variance (ANOVA) were computed to explore relationships between CMA and other study variables. The study findings indicated that the CMA was positively related to chairperson job satisfaction, perceived effectiveness of conflict management strategies employed, democratic mode of departmental operations, and perceived conflict utilities such as innovation promotion or problem-solving. CMA was negatively related to frequency or intensity of conflict, and level of agreement on sources of conflict. Additional research is recommended on dynamic aspects of conflict management, the relationship between conflict management and other organizational variables, and the utilities of the CMA approach in alternative organizational settings.
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