This chapter analyzes collective bargaining agreements in 4-year institutions of higher education, examining language surrounding ownership, use, and distribution of the proceeds of intellectual property in distance education, and identifying ways in which the public good can be, and occasionally is, built in to contractual provisions.

Suggests that professors can retain control over their intellectual property through collective bargaining and careful planning, but that there are reasonable alternatives to the privatization of academic knowledge that offer public benefits and the ensuing public confidence. (EV)

A study investigated the ways in which changes in state law concerning intellectual property from 1969-89 has helped shape the climate for commercialization of science in a public university, and affected the terms of professional labor for faculty. Significant changes in the faculty-institution relationship and the government-school relationship…

Although information technology is increasingly used to deliver distance and conventional courses, there have been few studies of the effect of technology-enhanced education on the organization and purposes of academics' instructional work. I explore this issue in undergraduate and masters level education through the vehicle of case analyses of…