An Analysis of Some Aspects of Social Conflict at Henry Ford Community College (1963-1973). Research Summary #4

This paper summarizes the findings of a ten-year longitudinal research study of attitude changes among faculty resulting, at least partially, from their collective bargaining experience. The study focused on Henry Ford Community College (Michigan), using the participant-observation approach. A numbe...

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Bibliographic Details
Main Author Howe, Ray A
Format Report
LanguageEnglish
Published 01.03.1977
Subjects
Administrator Attitudes
Attitude Change
Case Studies
Collective Bargaining
College Faculty
Community Colleges
Conflict Resolution
Educational Research
Grievance Procedures
Henry Ford Community College MI
Longitudinal Studies
Problem Solving
Teacher Administrator Relationship
Teacher Attitudes
Two Year Colleges
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Summary:This paper summarizes the findings of a ten-year longitudinal research study of attitude changes among faculty resulting, at least partially, from their collective bargaining experience. The study focused on Henry Ford Community College (Michigan), using the participant-observation approach. A number of techniques for gathering qualitative information were employed, including direct observation, informant interviewing, document analysis, direct participation, and attitudinal survey. In addition, the study was based on the assumption that social conflict generated as a consequence of efforts toward a faculty constitution and a faculty contract, contains within itself certain elements which tend to ameliorate the conflict and give it a tolerable style. The study thus attempted to apply the principles of Clark and the propositions of Coser. Results of the study are reported in an itemized fashion in accordance with the principles and propositions of Clark and Coser. Overall, the study found that faculty attitudes had shifted from hostile and conflict-oriented to aggressive and resolution-oriented, thereby lending support to the notion that collective bargaining, through the grievance process, can be viewed as a viable dispute-resolving mechanism. Further, and with few exceptions, the attitudes and perceptions of faculty and administration were found to be very similar on most matters. (Author/JDS)