1, Number 2, March/April 2000
Found in the Periodicals
D. (3/31/2000). Agonism in the Academy:
Surviving Higher Learning's Argument Culture.
of Higher Education.
this article, Tannen describes various ways in which
the battle metaphor is reinforced and rewarded in academe,
and she argues that potential scholars who are not comfortable
with that kind of interaction tend to drop out. Tannen
suggests we look for other images to frame the process
of intellectual discourse in higher education. A few
examples she mentions include the kneading of bread
dough, community barn-building events, and consciously
playing a "believing game."
H. (2000). The Ombudsman: What's
in a Name? Negotiation Journal 16(1): 37-48.
The role of the ombudsman is perhaps
the least well understood in the field of alternative
dispute resolution (ADR). This essay introduces readers
tb the differing conceptions of the role; the sometimes
fractious divide that has existed in the past between
"classical" and " organizational" ombudsmen; and a collection
of essays by four well-known practitioners that shed
light on what it is ombudsmen do; the kinds of disputes
they deal with and how they operate; how they view their
role (and how others view it); and both the possibilities
and limitations of the ombuds function.
C. (2000). Varieties:
Has the Ombudsman Concept Become Diluted?
Negotiation Journal 16(1): 49-57
article attempts an overview of the ombudsman concept
as it developed in the United States, borrowing from
earlier classical formulations of the role at the same
time that divergent organizational models emerged. As
the use of ombudsmen has steadily expanded, they can
be found at all levels of government as well as in settings
of private industry and academe. Some of the operational
and conceptual differences among various types of ombudsmen
are explored along with their commonalities.
F. (2000). The
Practice of One Ombudsman.
Negotiation Journal 16(1): 57-79.
This essay delineates the influences and constraints
upon the author's practice as an ombuds in two different
Canadian universities over more than twenty years. My
hope is that an account of my practice as it evolved
day by day will help to shed light on the divergences
in practice among particular groups of ombuds practitioners,
notably government or legislative ombudsmen; corporate
ombudsmen; and academic ombudspersons in both Canada
and the United States.
The Institutional Ombudsman: A University Case Study.
Negotiation Journal 16(1): 81-98.
The experience of a university ombudsman is utilized
to examine traditional elements within the organizational
ombudsman role. History and context of role and person
in it are discussed in relation to organization experience,
independence, impartiality and neutrality investigative
power responsibility for recommendations, and confidentiality.
Implications of these elements in practice are described,
and then explored through three case examples.
M.L. (2000). The
Organizational Ombudsman as Change Agent.
Negotiation Journal 16(1): 99-114.
the organizational ombudsman's role may sometimes be
regarded as only a facilitator of individual problem
solving, in fact the ombudsperson is ideally situated
within the organization to make recommendations for
systemic change, based on patterns of complaint brought
to the office. Indeed, the ombuds is obligated to take
steps to prevent future recurrence of a problem, as
well as to resolve the problem at hand. Furthermore
because of the ombuds' broad understanding of the organizational
culture, the needs of its leaders and other stakeholders,
the ombuds office - in addition to being a vital component
of the organization's conflict management system - may
also participate in designing, evaluating and improving
the entire dispute resolution system for the organization.
A.R., Turpin, J, & Elias R. (2000). Who
Learns from Service Learning? American
Behavioral Scientist 43(5): 839-847.
This article examines service learning in the Peace
and Justice Studies Program at the University of San
Francisco. The authors show that students who complete
their two courses-Poverty, Homelessness, and the Urban
Underclass as well as Field Experience- make significant
contributions to the community service organizations
they serve. Not only do their students learn, but the
organizations benefit from the knowledge the students
bring. Furthermore, through service learning, many of
the students develop a long-term commitment to social
justice and continue to work for social change years
after leaving the university.
M. (2000). The
Washington Study-Service Year of Eastern Mennonite University
- Reflections on 23 Years of Service Learning.
Behavioral Scientist 43(5): 848-857.
The author describes the results of an evaluation of
a service-learning program of Eastern Mennonite University.
The Washington Study-Service year an off-campus program,
began in 1976 in Washington, D.C. The author describes
briefly the current goals and structure of the program
and then describes the evaluation data and results.
A variety of methods were used as evaluating tools,
including essays of current students, interviews with
alumni, and alumni surveys. The short and long-term
influence of the program appears in increased understanding
of racial/cross-cultural issues, in increased values
in the areas of working with marginalized persons and
working to change social institutions, in self-understanding
and in the development of interpersonal skills, such
as conflict resolution and communication.
A Popular Education Model for College in Community.
Behavioral Scientist 43(5): 756-766
Many students in American universities suffer from an
educational alienation that may be analyzed in terms
of five connections that are missing in the education
they receive. An abstract model of what college education
might be, inspired by ideas from popular and democratic
education, gives a picture of what an education would
be like if these connections were restored. The linkage
between the University of Minnesota and the Jane Addams
School for Democracy, a community-based center for learning
and action in the West Side neighborhood of St. Paul,
gives a concrete example of how it is possible to work
toward the ideal model from within a traditional university
and to create with university students and community
partners a fabric of experiences that rebinds education
as connected, whole and humane.