Inner-city economic development as well as educational reform is essential for empowering poor urban residents to compete in the economy and polity. Increasingly, the notion of local control over economic development, and education to that end, has arisen as a critical concern among theoreticians and practitioners. A model that inextricably entertwines economic control with education is worker-controlled and -owned enterprise. Such enterprises can provide jobs and income for often-unemployed urban residents who have been particularly hard-hit by economic restructuring, recession, and racism. Within such enterprises, poor and low-skilled workers are challenged by and imparted dignity through participation in policy decision-making and work design. A focus on economic development moves the civil rights agenda of the 1960's and '70's to confrontation with contemporary economic and racial realities, while collective (albeit private) control of enterprise challenges conservative, traditional approaches to community economic development. A highly successful home-health care enterprise in New York City which has created a substantial number of high-quality, low-skilled jobs for inner-city residents utilizing the worker-controlled and -owned model was studied. A case-study approach to determine the historical sequence of events was employed. A qualitative methodology involving interviews with individual workers and managers as well as statistically-compiled responses from virtually all workers to determine worker participation and satisfaction was utilized. The enterprise was compared with other traditionally-structured New York City home health care agencies as well as with another worker-controlled and -owned enterprise which was not a home health care agency. The study concluded that the worker-controlled and -owned model can be effective in addressing both urban poverty and poor education. Six essential elements for achieving democratic urban economic development are: (1) job creation; (2) service to local low-to-moderate income constituency; (3) design of challenging, full-time, tenured work; (4) democratization of workplace decision-making and profit; (5) payment of reasonable wages and benefits; and (6) contribution to further community economic development. The model studied introduced worker-ownership only after the enterprise had stabilized out of consideration for poor workers' financial limitations as well as a need for managerial control in establishing a viable enterprise. A nonformal educational method proved highly effective with low-skilled workers.

The many competitive challenges facing U.S. industry today are increasingly impacting the teaching, research, and service mission of institutions of higher education and affording unprecedent opportunities for entrepreneurial involvements beyond the campus. Fueled by higher education's dwindling fiscal resources, outreach to industry is viewed as essential to maintaining state-of-the-art curricula, equipment, and research. Bridging the gap between campus and corporate cultures, however, remains an enigma. This dissertation seeks to contribute to an understanding of the art and science of campus outreach by providing an in-depth look at partnership building--i.e., at the methods and process used in building a partnership between the University of Massachusetts and General Motors Framingham for the comprehensive provision of human resource development (HRD) programs and services aimed at improving the automobile assembly plant's competitive position. Chapter I describes the context of the dissertation, its purposes, significance, and limitations. Chapter II introduces the case study, describing the purposes and rationale underlying the organizational inquiry aimed at assessing the plant's HRD needs, the conceptual framework of the study, its research design and methods, and the vast body of multidisciplinary literature that informed the study and partnership implementation. Data collection included interviews with 95 salaried and 125 hourly personnel, an HRD questionnaire survey administered to the 4,300-member workforce, extensive review of plant records, and participant observation at the plant over the course of the 1-year study. Chapter III presents the study's non-proprietary product and process findings. Chapter IV explores what was learned from the case study concerning university-industry partnership building, draws certain parallels between the case study findings and conditions prevalent in the nation's higher education system and public K-12 schools, and urges closer collaboration between education and industry as they each struggle with restructuring.

An established faculty union affects the administration of an academic institution. To examine how it impacts on the role of the dean, these basic questions were used to guide the study: (1) What are the perspectives of the deans on the impact of faculty collective bargaining on the role of the dean? (A) Faculty personnel policies and procedures? (B) Budget and resource acquisition and allocation? (C) Planning and curricular program development? (2) What views do the deans have for improving the administration of unionized, academic institutions, especially the state colleges and universities? Using a qualitative research method and nine academic deans, I explored the above issues. Tape recorded, in-depth, personal interviews, consisting of open-ended questions, provided the data. The institution's governance documents, academic personnel policies, union contracts, and other publications were reviewed, and information from them used in analyzing and interpreting the data. Some significant results were: (1) Faculty collective bargaining has made deans cautious, careful, conservative and safe in making personnel decisions, and ultimately made the campus less daring, bold, flexible, and innovative. (2) It has contributed to clear, precise, and detailed personnel procedures, limited arbitrariness in decision making, increased faculty involvement and cooperation in certain decisions, and limited them in others. (3) It has curtailed deans' roles in decision making for faculty salary, reduced the percentage of money for merit pay, and limited deans' ability and discretion to use merit pay to reward faculty. (4) It has not contributed to increased time or administrative skills that the majority of the deans require to perform their duties in personnel administration. (5) The financial condition of the institution has the greatest impact on the role the deans play in the budget, while federal/state regulations have the least impact, followed by faculty collective bargaining. (6) Faculty collective bargaining has not caused any shift in the roles and responsibilities of the deans compared with those of the faculty in academic program planning. (7) The academic personnel policy changes implemented before the establishment of the union reduced the impact of faculty collective bargaining on the roles and responsibilities of the deans.

This study provides a description of how 12 first year physical education teachers perceived their workplace, how they believed it affected their first year of work, and how they understood the role of that workplace in shaping their induction into the social and organizational context of the school. All of the participants had some experiences that were similar to those encountered by beginning teachers in every area of public education. They had other experiences, however, that were different from those commonly reported in the literature concerning first year classroom teachers. The evidence suggests that such differences were a consequence of the nature of physical education as a subject, as well as its place in the school curriculum and the social fabric of the workplace. This conclusion is based on the analysis of data derived from two interviews conducted with each participant. The interviews were conducted at the end of the participants' first year of teaching. The profiles of each participant describe the interactions between the participants and their workplaces. There were commonalties that cut across all cases. All participants reported that the following workplace factors operated to shape their first year of teaching: the physical education facilities, the presence or absence of teaching colleagues, the scheduling of physical education classes, the community environment, and the students. In addition, several "unarticulated" (Schein, 1988) factors were identified which represent generic themes of influence in the process of learning to teach physical education in their schools. These included: the status of physical education in the schools, the teachers' sense of efficacy, the testing of values, and the realities of the school as a social institution. The results of this study, when added to the information provided in the literature, suggest that despite modest efforts, many schools provide inadequate support for beginning teachers. First year physical education teachers, like other beginning teachers, still "learn the ropes alone" (Deal & Chatman, 1989). Moreover, the subject matter of physical education presents unique problems in accomplishing the transition to professional teaching.

Thesis (Ed.D.)--Teachers College, Columbia University, 1972. / Typescript; issued also on microfilm. Includes tables. Sponsor: James A. Kelly. Dissertation Committee: Walter I. Garms, Jr., Harold J. Noah. Includes bibliographical references (leaves 181-190).

The administration of basic education and training in South African mines lacks democratic participation, among other problems. This is because stakeholders like worker-learners, educators, and trade unions are mostly not involved when employers plan, implement, and evaluate programs. Currently, the Congress of South African Trade Unions (COSATU) is exploring ways in which the Adult Basic Education and Training (ABET) system can be transformed. This case study explains strategies and proposals of the National Union of Mineworkers (NUM). Qualitative research methods were used in data gathering. From 1993 to 1994, on-site, I observed and participated in NUM and national ABET activities; interviewed labor and liberation leaders and educators, managers, worker-learners, and NGO adult educators; and analyzed union resolutions, an agreement between NUM and the Chamber of Mines, and national ABET policy proposals. Through workshops, NUM is in the process of building the capacity of mineworkers to participate in the running of programs. Through negotiations with management, an ABET framework has been agreed. Through COSATU and the African National Congress (ANC), NUM contributes in national efforts for reconstruction and development. The defining characteristics/principles of the new industry and national ABET framework are: ABET qualifications will be equivalent to ten years of free and compulsory schooling, leading to a General Education Certificate; both general education and technical training will be certified in a common integrated framework; a national core curriculum, in a competency-based modular format, will allow for assessment and recognition of prior learning and experience. Negotiations are continuing between unions and employers about paid education and training leave, and how education and training can relate to job grading systems. ABET provision, within a national qualifications framework, is intended to: redress the apartheid legacy, and respond to economic and social needs by offering both technical and social skills. Consequently, the ABET framework more than combines the formal, functional, and Freirean adult literacy models. In conclusion, the study highlights some major labor accomplishments, challenges, and questions of this transitional period. It is recommended that, in implementing the ABET vision, joint workplace partnerships/forums be pursued as viable vehicles for learner empowerment.

The problem that was addressed in this study were differences in job expectations, rewards, perceived criteria for promotion, and relations with supervisors and staff among black and white middle-level managers in health care. Assessments on the influences of perceived expectations on job satisfaction, satisfaction with rewards, and self-perceived job performance were conducted. The sample included 153 middle-level managers from hospitals and health agencies in the United States. The sample consisted of 104 (68.0%) females and 49 (32.0%) males. Ninety-one (59.5%) respondents were white, 51 (33.3%) were African-American, and 11 (7.2%) were of other racial or ethnic origins. The hypotheses of the study were: (1) The variables of expectation of rewards, perceived criteria for promotion, and relations with supervisors and staff, will differentiate between black and white middle managers. (2) The greater perceived expectations the greater the job satisfaction. (3) The greater the perceived expectations the greater the satisfaction with rewards. (4) The greater the perceived expectations the greater the self-perceived job performance. The four hypotheses were confirmed by the data. Black managers tended to view management's behavior relative to perceived expectations as less inclusive of staff, less fair, less concerned, and less competent than did white managers. Job satisfaction, extrinsic, intrinsic, social, and influence reward satisfactions were all related to perceived job-related expectations, with the sole variable of reward expectations being constant in each instance. The similarities among extrinsic, intrinsic, and influence reward satisfactions were their relationship to management allowance of staff involvement. Extrinsic and social rewards were related to management fairness; intrinsic and influence rewards were related to the perception that promotion was based on performance, and social and influence rewards were related to staff productivity. Social reward satisfactions were related to staff problem solving and staff concern. Job satisfaction was related to staff competence and staff problem solving behavior. Intrinsic reward satisfactions were related to staff participation, staff competence, management competence, management control and management orientation. Quality of work as perceived by the respondent was not strongly related to the perceived job-related expectation variables. However, it was related to the perception that promotion was based on performance.

The purpose of this study is to increase what is known about higher education collective bargaining provisions that impact on part-time faculty. In addition, the study explores whether these contract provisions result in flexible personnel policies and procedures which are responsive to the differences among part-time higher education faculty. The study involves a content analysis of 1988 higher education collective bargaining agreements, using a modified Ikenberry coding instrument. The analysis was conducted in two phases. First, all 1988 higher education collective bargaining agreements (453) were reviewed to determine the total number of agreements that include part-time faculty in the recognition statement. In the second phase 190 of the 205 agreements including part-time faculty were content analyzed for information on employment conditions, personnel policies, access to facilities, compensation, and fringe benefits. Data collected from 1988 higher education contracts was compared to data collected by Ikenberry on 1977 higher education contracts. Also, data on 1988 contracts with part-time only units was compared to 1988 contracts with part-time/full-time units. Changes in 1988 contracts, when compared to 1977 contracts, were toward providing part-time faculty with temporary employment only and developing provisions which result in policies and procedures which are different for part-time faculty than they are for full-time faculty. Generally, 1988 contracts with part-time/full-time units were found to be more suitable for the person who depends on his part-time position for the necessities of life and can commit to not only teaching but also other faculty duties. 1988 contracts with part-time only units appear to be more suitable to the person who has a full-time commitment elsewhere and therefore does not need fringe benefits and is unable to contribute to the college beyond teaching and holding office hours. The analysis also showed that although there is no one contract that uses the different characteristics of part-time faculty as an overall guiding principle for developing provisions, there are many contracts across the country which have provisions which are different for those part-time faculty who wish to invest themselves thoroughly in their college work rather than teach as an avocation.

Essa pesquisa foi desenvolvida com o propósito de averiguar alguns dos principais problemas da Educação e do trabalho em Educação, utilizando o método regressivo-progressivo formulado por Henry Lefebvre. Partimos da descrição de dilemas do presente analisando a Escola Estadual Francisco Escobar de Poços de Caldas, pertencente à rede pública de Minas Gerais. Para isso levantamos fontes da Escola e de sua história, além de produzirmos novos documentos, como questionários e entrevistas com os profissionais, e relatos de alunos. Com o movimento regressivo recorremos às greves dos educadores de 1979, muito significativas para a cidade e região, num contexto de efervescência cultural dos movimentos sociais durante a ditadura cívico-militar brasileira. Estudamos a Greve em Poços de Caldas e retomamos o presente, movimento progressivo, que possibilitou uma reflexão dos conflitos e das potencialidades da educação pública em nossos dias, indicando perspectivas relevantes à superação da desafiadora conjuntura em que nos encontramos. Nessa caminhada investigativa valorizamos o estudo do cotidiano apoiados em referências de diversas áreas, contribuintes para a compreensão de questões complexas dos conflitos contemporâneos como trabalho, ocupação do espaço urbano, produção do conhecimento, estruturas de poder e democracia. / This research was conducted in order to investigate some of the major Educational problems and the work in Education, using the regressive-progressive method formulated by Henry Lefebvre. We started from the discussion of Francisco Escobar State Schools present dilemmas in Poços de Caldas city, which belongs to the public system in Minas Gerais State. Therefore, we compiled the school data and its history, in addition, we produced new documents, such as questionnaires and interviews with professionals as well as students reports. With the regressive movement we turned to 1979s educators strike, which was very significant for the city and region in a context of cultural effervescence of social movements during the Brazilian civic-military dictatorship. We studied the strike in Poços de Caldas and returned to the present - progressive movement - what enabled a reflection of conflicts and the potential of public education today, indicating relevant perspectives to overcome the challenging environment in which we find ourselves. In this investigative walk, supported by references from different areas, we treasured the study of the daily routine contributing to the understanding of complex issues of contemporary conflicts such as labor, urban space occupation, knowledge production, power structures and democracy.

This thesis explores the day-to-day realities for public high school counselors inside their schools. The national average student-to-counselor ratio in public high schools in the U.S. is 482:1. This is almost double the recommended counselor caseload by the American School Counselor Association, which recommends 250 students per counselor. However, counselors’ inflated caseloads are not the only reason why counselors are overworked. Using a year’s worth of ethnographic research, I analyze the bureaucratic and care labor practices of counselors and the ways in which their labor exploitation reflects years of neoliberal discourse influencing the functioning of public education. This neoliberalization of public education not only intensifies the bureaucratic labor that counselors must do on a daily basis, but also makes counselors perceive their frequent care labor as “unproductive.” Schools exploit counselors’ labor by depending on their care labor, while also relying on the pressure that counselors put on themselves to continue completing the bureaucratic labor demanded of them.