Universities have long struggled with balancing their core instruction, research, and service missions with the win-at-all-costs mentality of spectator sports. Indeed, much has been written about the athletics-academic debate. Unfortunately, the athletics-academic debate often masks the complexity of characterizing athletics programs as either…

Higher education leaders seeking to reshape institutional identity and establish community engagement as a core institutional value ultimately have to address how to embed the values of community engagement in the institutional reward policies that define the faculty roles of teaching, scholarship, and service. Furthermore, since the research…

It is argued that leaders within higher education should examine the culture of their own institutions and academic disciplines in order to respond effectively to faculty who are at the margins. Ultimately, creating a culture of respect will lead to positive change. Yet is this a realistic goal in times of budget constraints, increasing demands…

The reputation of UC Merced as a student centered research university rested on administration's success in attracting top-flight faculty. This chapter describes how this process started, through choosing the deans, then recruiting the faculty. As faculty arrived, the academic picture came into focus. Not surprisingly, the initial ideas about …

The American Association of University Professors, the leading agency in higher education in developing the principles and standards governing the relationships of academic life, has also assumed responsibility for implementing these principles and standards in specific situations. The Association turns to formal investigation and censure only if…

How institutions get through the next decade will determine the quality of higher education into the next millenium. A bibliography is provided including readings on management, academic organization and administration, goals and purposes, higher education's environment, and impact of postsecondary education. (Author/MLW)

Mediation programs in higher education devoted to resolution of faculty conflicts are discussed. The nature of the faculty enterprise and faculty peer conflicts is examined, and three universities' efforts to incorporate faculty-to-faculty conflict resolution systems on campus are described. The organizational culture of each institution defined…

This chapter identifies a number of resources that department chairs can use in their professional development.

Collective bargaining is seen as a process of shared authority used in some institutions to manage conflict. Some ways in which parties to bargaining can significantly alter their relationships to promote constructive and creative outcomes of conflict are suggested. (MLW)

The extent to which collective bargaining, as a model for conflict resolution, has permeated higher education is examined, and extracts from collective bargaining agreements are analyzed to illustrate the unique nature of collective bargaining for this purpose. It is concluded that when a mutually respectful relationship exists between faculty…

Reasons for conflict between college faculty and administrators are discussed, focusing on the differences in roles and authority structures, persistent daily interpersonal conflicts, unclear standards of judgment, different decision-making intentions, mutual lack of understanding of power status, and irritations common in the boss-employee…

One approach to institutional renewal and faculty development uses a teaching resource center run by and for faculty members, as illustrated in this article by the Center for Teaching Excellence at the University of Wisconsin-Parkside. It has improved instruction and raised faculty morale. (Author/LBH)

Attracting high quality faculty and keeping young faculty in good spirits, satisfied in their work, and optimistic about their future are discussed. Emphasis is on attracting and keeping the best qualified women and minority candidates. The problems of two-career couples and joint appointments are outlined. (MLW)

Phased retirement policies are more or less attractive financially and more or less accommodating of individual differences. They are also implemented in varying ways, variations that especially affect departments and academic programs.

Teaching improvement and institutional renewal efforts often face pessimism about change, if not suspicion and resistance, but faculty teams can overcome these problems through an action-oriented but low-profile "organic" approach. The need for personal invitations by colleagues is shown. (Author/LBH)