The purpose of the study was to develop a human relations systems model for professional personnel in higher education. The model developed provided a mechanism for systematically analyzing bargaining alternatives.A review of selected literature on alternative approaches for collective bargaining and creative or innovative alternatives within collective bargaining was made. Models for bargaining in higher education, selected management strategies, union strategies, and union-management cooperation efforts were summarized. In addition, strikes, impasse procedures, state statutes involving impasse procedures, as well as proposals for federal legislation were reported. Among the strategies selected were Boulwarism, cost package bargaining, multi-employer bargaining, joint bargaining, coalition bargaining, profit and progress sharing plans, and union-management cooperation. Impasse procedures included strikes, arbitration, mediation, and fact-finding. The impasse procedures of the New York, Massachusetts, Hawaii, and Pennsylvania bargaining statutes were examined. The review consisted of an explanation of each alternative, and an evaluation in terms of the advantages and disadvantages of each alternative. A review of selectedliterature on systems theory, and models and systems in labor re-. lations was also made.A human relations systems analysis model, designed from the literature review pertaining to models and systems of labor relations, was presented. The model provided a means of analyzing alternatives and generating tailor made approaches to bargaining, and spawned new hypotheses.Practical utilization of the model by analyzing alternatives in hypothetical settings and generating tailor made approaches to bargaining was demonstrated. Important factors favoring or not favoring an alternative were reported. The efficacy of an approach was entirely dependent upon the unique educational setting.The majority of alternatives examined were judged as possessing potential for application in higher education. Of the alternatives studied all could be expected to be associated with operational difficulties in higher education institutions. Alternatives were seen as requiring varying degrees of modification before being implemented in higher education in order to minimize such difficulties. Most of the alternatives examined should not be used as the sole approach, or method in an approach, to human relations taken by an institution; but rather, should be included as part of a more comprehensive approach to human relations. Most constructive changes in collective bargaining for education were judged as being derived from strategies, mechanisms, methods, and procedures.All management strategies studied were judged to be applicable for higher education collective bargaining. Joint bargaining by unions was anticipated in states where funding for higher education was represented by a single line item in the state budget. Union-management cooperation was the alternative closest to the concept of integrative bargaining, and represented the approach most writers in the field were suggesting be pursued. Profit and progress sharing plans were thought to have limited application as principal approaches to faculty-administration relations.Many alternatives studied were best characterized as attempts to avoid or circumvent the strike. A major problem facing the education relations system appeared to be in finding an acceptable substitute for the strike in the public sector. At present no single impasse procedure appeared to be as effective as the strike in resolving labor disputes. The most viable impasse procedures were identified as procedures in which the government official responsible for settling such disputes was provided with as many alternatives as possible, including non-intervention, and was given complete freedom in making a choice of which procedure or combination of procedures were to be used in an intervention into a labor dispute. Separate legislation as well as federal legislation for education labor relations appeared inadvisable.Implications of the study were identified. Recommendations to improve bargaining, and recommendations for additional research were offered.

The study was designed to ascertain the tax supported cost of implementing collective bargaining in Indiana School Corporations in 1975. Two research questions were developed: (1) What was the statistically estimated direct cost to taxpayers attributable to implementation of Indiana Public Law 217 in 1975, and (2) what was the relationship between school corporation size and costs factors pertaining to implementation of Indiana Public Law 217.A questionnaire was designed, to obtain actual and/or estimated costs of administrative and clerical man-hours utilized to implement collective bargaining, costs of consultants and/or legal services, training workshops and materials, equipment and expendable materials. The questionnaire was sent to approximately one-half of the school superintendents in randomly selected Indiana School Corporations with large, medium and small size pupil enrollments.Useable responses were obtained from 93 out of 153 potential participants (60.7 percent), which included 13 reports that no bargaining occurred in 1975. Information from each questionnaire received was sorted and tabulated by means of a computer program especially designed for the purposes of the study. The total cost of implementing bargaining within each school corporation, the total and average cost of implementing bargaining within the groups of large, medium and small size school corporations, and within the entire set of respondents were found and analyzed.Findings derived from the present study indicate that the average cost of implementing bargaining in large size Indiana school corporations, as reported by 28 superintendents, was $10,839. The average cost of implementing bargaining in medium size school corporations, as reporter: by 32 superintendents, was $6,128 and the average cost of implementing bargaining in small school corporations, as reported by 20 superintendents, was $3,761 per school corporation. The average cost of implementing collective bargaining within the set of respondents, as reported by 80 superintendents, was $7,185 per school corporation. The total direct cost of implementing collective bargaining, determined by extending the average cost to all school corporations believed to have engaged in collective bargaining, was $2,047,725.The major conclusions were that: If all 305 Indiana school corporations had bargained and experienced expenses comparable to the reported expenses, implementation of collective bargaining would have cost taxpayers $2,191,425 and would have consumed 158,905 man-hours by administrators, clerical personnel and members of boards of trustees.

The purpose of the study was to investigate and report the effectiveness of theprofessional negotiator concerning the results of teacher-school board negotiations as perceived by randomly selected Pennsylvania school superintendents.A questionnaire was constructed and distributed to 104 randomly selected Pennsylvania school superintendents. A total of eighty-seven superintendents completed and returned the questionnaire. The responses of the superintendents to the questionnaire were used to determine: the degree to which thirty-one selected variables were negotiated into the 1973-74 teacher-school board contracts; the extent of the employment of professional negotiators by selected Pennsylvania school boards; the impact of the professional negotiator on teacher-school board contracts in selected Pennsylvania school districts and the value of the employment of a professional negotiator as perceived by randomly selected Pennsylvania school superintendents.The returned questionnaires were divided into two categories. One category consisted of responses from superintendents representing school boards who employed a professional negotiator; the second category involved responses from superintendents representing school boards who did not employ a professional negotiator. The superintendents of school districts in which a professional negotiator was employed were requested to respond to questions related to general characteristics of the school district, results of the negotiating process, and information related to the professional negotiator. The superintendents of school districts in which a professional negotiator was not employed were requested to respond to questions related to the general characteristics of the school district and the results of the negotiating process.Professional negotiators were employed by approximately 40 percent of the school boards included in the sample. The greater the pupil enrollment the greater the probability the school board employed a professional negotiator. Most professional negotiators reported in the study were trained to be attorneys. The employment of a professional negotiator by the school board delayed the date of agreement upon a contract and increased the probability that the negotiations arrived at impasse. Professional negotiators negotiated a broader range of variables into the teacher-school board contracts than other school board negotiators. The average minimum and maximum teacher salaries at selected levels were higher in school districts represented by a professional negotiator than in school districts not represented by a professional negotiator. The most frequently given reason for employing a professional negotiator was to reduce teacher-administrator tension. Over 90 percent of the superintendents included in the sample expressed satisfaction with the professional negotiator employed by the school board.

Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 204-210). Also available on the World Wide Web.

Thesis (M.Ed.(Onderwysbestuur, Reg- en Beleidstudies))--Universiteit van Pretoria, 2008. / Includes bibliographical references.

The problem with which this study is concerned was that of developing an understanding of teacher attitudes toward collective bargaining. The investigation was initiated so that members of school boards, administrators, and those associated with professional organizations could have the needed knowledge to permit them to deal realistically with employer-employee relations. There were two purposes for conducting this study. First, an effort was made to determine the specific attitudes these teachers possess toward collective bargaining. The second purpose was to analyze the teachers' background characteristics to determine whether classifications such as sex, academic degree, experience, assignment level, professional memberships, or age have an impact on these attitudes.

No description available.

By studying the evolution of :interest arbitration in the private and public sectors, this study was an attempt to examine the rationale for the infrequent use of voluntary binding interest arbitration in Pennsylvania and how it might be made a rwre viable alternative to the strike. Two questions addressed this concern: 1. Why has voluntary binding arbitration been infrequently used in public education in Pennsylvania while the strike has been the normal resolution tool in interest disputes? 2. What will make voluntary binding arbitration a more viable alternative to a strike when an impasse arises in the state of Pennsylvania? A survey instrument addressing these issues was sent to 263 school districts in the Pennsylvania public education system. These school districts were divided into three classifications: non.strikers, strikers, and voluntary binding interest arbitration users. Also surveyed were the Pennsylvania State Education Association's Uniserve Directors (N=51). Each of these groups provided unique information related to the research questions. Within each school district the questionnaire was sent to the chief negotiator for management, the school board chairperson, the superintendent, the chief negotiator for the union, and the local union president. Members of the management classification were found unwilling to rel:inquish their decision making duties to an arbitrator, a third party neutral. There was a considerable reluctance by management to use voluntary binding interest arbitration. An arbitrator was not only distrusted by management, but also by the union. Management thought they lost financially when utilizing the services of an arbitrator, since they perceived arbitrators' tended to be pro-labor when rendering interest awards. In order to make voluntary interest arbitration a more viable alternative to the strike, several areas of agreement emerged. If the settlement fonna.t was on an issue-by-issue basis then interest arbitration would probably be used more frequently. If mediation arbitration was used with an issue-by-issue settlement format then interest arbitration could be an even more viable alternative. Most groups surveyed argued voluntary binding interest arbitration would be utilized more if arbitrators were formally trained in public sector interest arbitration. In addition, 100st groups believed that voluntary binding interest arbitration would be used more if there was an appeals process through the Pennsylvania Labor Relations Board if either party alleged that the arbitrator's award was capricious. / Ed. D.

No description available.

The purpose of this dissertation was to determine the degree of acceptance of the referendum impasse resolution procedure in education and to determine under what conditions such a procedure would be most readily accepted. A survey research design was used. Teacher negotiation statutes of the fifty states were categorized into four strata. One representative state from each strata was selected (Maryland, Pennsylvania, Virginia, and West Virginia), Specific populations were assigned representation of the major interest groups in teacher negotiations (school board chairmen, local association presidents, local superintendents, and local elected officials) and were sampled within the selected states. lt was concluded from the principal findings that the degree of acceptance of the referendum procedure was generally greater than the acceptance of interest arbitration, the strike, or the absence of an impasse resolution procedure. The conditions which contributed to the acceptance of the procedure included: the district's labor relations environment; the district's financial dependency; the district's average teacher salary; the district's community type; and experience with, and the perceptions of, other impasse resolution procedures used in the district. The study provided several implications for the education profession. The referendum impasse resolution procedure is a potentially viable alternative impasse procedure for education negotiation impasse. The referendum procedure is most likely to be accepted in states or localities where interest arbitration and/or the strike are commonly used. / Ed. D.