An analysis of change in faculty influence over academic issues in the collective bargaining agreements of selected Washington State community and technical colleges Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/qn59q640m

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  • The intent of the study was to determine if the language related to twenty academic variables in the faculty collective bargaining agreements at selected community and technical colleges in Washington State had shifted to favor faculty influence during the decade from 1985 to 1995. Additionally, speculation on the reasons for observed patterns of change in language in both individual academic variables and at individual colleges was sought. Longitudinal content analysis and interviews with individuals possessing long-term state-wide perspectives and knowledge of the colleges were employed as research methodologies. Contract language did change toward greater levels of faculty influence Those issues related to faculty employment and security increased the most; while issues related to teaching load increased negligibly. Five issues not reported in earlier content analysis research were prominent in these contracts. These issues were post-tenure evaluation, remediation of faculty performance, selection of part-time faculty, lecture/lab/credit equivalence, and academic calendar. The degree of change was found to be dependent on circumstances both external and internal to the colleges. Statutory change relative to employment decisions (tenure, post-tenure evaluation, and remediation of faculty performance) resulted in overall increases in faculty influence. The level of increase, however, was not uniform for all colleges. It appears that the variable levels of change were due to internal political, social, and historic factors. Stability in the level of faculty influence in contract language was found in colleges that had both high and low levels of faculty influence in 1985. These colleges were generally described as having well-respected presidents who were at the colleges for a long time. Colleges where there was dramatic change toward faculty influence were generally described as having experienced turmoil, instability or negative faculty/administrative relations over the decade. Overall, the picture emerges that administrative style or the relationship between the administration and faculty over time influences the language that is negotiated for inclusion in collective bargaining contracts.
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