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Conflict Management in Higher Ed Report
Volume 3, Number 3, May 2003

Recently Found
in the Periodicals

Barfield, Rufus L. Students' Perceptions of and Satisfaction with Group Grades and the Group Experience in the College Classroom (2003). Assessment & Evaluation in Higher Education 28(4): 355-371

Bingham, Lisa B. The Next Step: Research on How Dispute System Design Affects Function (October 2002). Negotiation Journal 18(4): 375-379

Despite claims that ADR offers "better" solutions than traditional approaches (such as the courts), the field of dispute resolution has trouble proving its case. The reason is that we lack baseline data on the effectiveness of both traditional and nontraditional dispute resolution methods. Practitioners and researchers of dispute resolution should work together and in collaboration with public and private sector institutions to incorporate systemized data collection and evaluation into ADR practice. The growing sub field of dispute system design offers particularly rich ground for such collaboration

Bornstein, Gary. Intergroup Conflict: Individual, Group, and Collective Interests (2003). Personality and Social Psychology Review 7(2): 129-145

Bremer, Stuart; Regan, Patrick; & Clark, David. Building a Science of World Politics: Emerging Methodologies And The Study Of Conflict (2003). The Journal of Conflict Resolution 47(1): 3-12

Dahle, Rannveig. Shifting Boundaries and Negotiations on Knowledge: Interprofessional Conflicts Between Nurses and Nursing Assistants in Norway (2003). International Journal of Sociology and Social Policy 23(4/5): 139-158

Egan, Erin A. Organizational Ethics in Residency Training: Moral Conflict with Supervising Physicians (2003). Cambridge Quarterly of Healthcare Ethics 12(1): 119-123

Farrington, Dennis J. Higher Education in Great Britain. (2002) The Yearbook of Education Law: 327-335

During the year, a lengthy consultation process resulted in many, but by no means all, institutions agreeing to adopt a new, independent system for resolution of disputes with students. Essentially, this enables disputes which cannot be resolved internally to be referred to an independent person or panel, probably to be called "ombudsman" in England, not necessarily a lawyer or lawyers. Scottish institutions decided, by contrast, that the independent person should be appointed by the Faculty of Advocates, that branch of the legal profession with the right of appearance in the higher courts. No agreement has yet been reached on resolution of those disputes with staff which fall outside statutory employment protection. The medieval Visitorial system described in the last issue of the Yearbook, confined to older universities and most colleges of Oxford and Cambridge (but not those universities themselves) continues to attract some institutional support and is still in place. The courts have had no choice but to confirm its existence in 2001; R v. University of Essex ex p McPherson(FN2) was an unsuccessful attempt to challenge it. Its continued existence in the twenty-first century is regularly challenged by commentators.

On the other hand, many newer institutions face a legal obstacle in that as statutory bodies they cannot, without express authority, delegate any decision-making powers to a third party. It seems to be the case that in legal jurisdictions and both old and new sectors the independent person or panel will only be called upon to make "recommendations." Failure to adopt the recommendations of course might result in a court challenge, as indeed might the recommendations themselves if a litigant is determined to get her or his day in court. Even so, it is probable that the realization of the system of external review will reduce the frequency of court hearings.

Fauske, Janice R. Preparing School Leaders: Understanding, Experiencing, and Implementing Collaboration. (April 2002). International Electronic Journal For Leadership in Learning (6)6 (Viewable online in full-text)

Educational leaders have been increasingly called to lead and participate in collaborative governance structures with little explicit instruction in facilitating the collaborative process. This study explored a two-course sequence in an educational administrator preparation program that was designed to immerse students in understanding, experiencing, and implementing collaborative decision making in school governance. Analysis of interviews with students, instructor observations, and student written cases document that immersion of students in collaborative processes at three levels is effective in increasing educational leaders’ understanding and facilitating their implementation of collaborative governance in schools.

Fogg, Piper. Academic Therapists: Hoping to Avoid Lawsuits and Rancor, More Colleges use Conflict Resolution Experts (2003). The Chronicle of Higher Education 49(28): A12.

This article gives insight into the value of using conflict management in the higher education as a preventive and less costly measure than pursuing litigation. Mentioned as a source of information in the article is the Editor of our Report, Dr. William Warters!

Groeschl, Stefan. Cultural Implications for the Appraisal Process (2003). Cross Cultural Management 10(1): 67-79

Harrison, Tyler R. Victims, Targets, Protectors, and Destroyers: Using Disputant Accounts to Develop a Grounded Taxonomy of Disputant Orientations (2003). Conflict Resolution Quarterly 20(3): 307-329.

Studies of dispute resolution have generally neglected the perspective of the dispute handler. Exit, voice, loyalty, and neglect studies have addressed some of the circumstances under which individuals give voice to their grievances, but these have generally neglected the area of voice beyond offering predictions of when it will be used. This paper examines how forty-five disputants express voice as they pursue grievances through an ombud's office. The data yielded a grounded taxonomy of disputant motivations with placement of blame and desired outcome as underlying dimensions. Seven categories of disputants emerged from the data: information seekers, exception seekers, victims, enforcers, protectors, targets, and destroyers. In addition to expanding our understanding of voice, the of action has implications for the strategies dispute handlers choose in managing grievances and may lead to the development of better organizational disputing systems.

Hearn, James C. & Anderson, Melissa S. Conflict in Academic Departments: An Analysis of Disputes over Faculty Promotion and Tenure (October 2002). Research in Higher Education 43(5): 503-529

Because the academic department is the foundational unit of U.S. universities, conflict in that setting is both theoretically and practically important. This analysis focuses on divisiveness in votes for promotion and tenure in departments at a large research university. The findings suggest that the departments most likely to experience very split voting patterns are those with larger instructional loads for faculty, low levels of internal curricular specialization, and "soft" disciplinary paradigms. The implications of these results for research and practice are discussed.

Henderson, Emma; Hogan, Helen;& Grant, Andy. Conflict and Coping Strategies: a Qualitative Study of Student Attitudes to Significant Event Analysis (2003). Medical Education 37(5): 438-446

Hoffman, Claire. Brandeis Scholarships Create Unlikely Partners in Peace Program (3/14/03). New York Times. To link to article, click here.

This article discusses how a scholarship for Israeli and Palestinian students to come study at Brandeis University helps plant seeds of change between two peoples at conflict. Being encouraged to create a peaceful coexistence is an unusual type of scholarship, but its sponsor, Alan B. Slifka, believes that the current generation in Israel and Palestine does not "have the vision, nor the inner power to make peace."

Hurtado, Sylvia; Engberg, Mark E.; Ponjuan, Luis; & Landerman, Lisa. Students' Precollege Preparation for Participation in a Diverse Democracy (2002). Research in Higher Education 43(2): 163-186

This study focuses on how students' precollege experiences predisposed them to 3 democratic outcomes: (a) ability to see the world from someone else's perspective; (b) beliefs that conflict enhances democracy; and (c) views about the importance of engaging in social action activities. We analyzed data from 3 flagship universities as part of a nationally funded research project and found first-year females are more likely than males to report values and beliefs consistent with democratic outcomes. Participation in race/ethnic discussions, student clubs, and volunteer work, as well as studying with students of different groups and discussing controversial issues are significant predictors in each model. Results also indicate that students might be unprepared to negotiate conflict in a diverse democracy, suggesting that college engagement will play a key role in fostering the development of democratic citizenship. This study also provides new measures of democratic outcomes to assess the impact of diversity and service learning initiatives.

Miller, M.; Menenway, D.; & Wechsler, H.. Guns and Gun Threats at College (2002). Journal of American College Health 51: 57-65

Randomly selected students from 120 four-year colleges nationwide responded to a questionnaire about gun possession and gun threats. The results revealed that slightly more than 4 percent of the students had a working firearm at college. The students with a firearm were more likely than other students to be male, to be white, to live off-campus, to live with a significant other, to drive a motor vehicle after binge drinking, to have unprotected sex while under the influence of alcohol, to vandalize property, and to have trouble with the police. The geographic distribution of firearms among the students mirrored the regional rate of household gun ownership among the general population. In addition, regional gun ownership rates were associated with the probability of a student being threatened with a firearm while at college.

Mitchell, Christopher. Beyond Resolution: What Does Conflict Transformation Actually Transform? (2003). Peace Research Abstracts 40(2): 123-261

Morris, Catherine. Narrative Mediation: a New Approach to Conflict Resolution(2003). Peace Research Abstracts 40(1): 3-118

Ramkay, Rena. Conflict Prevention and Resolution (2003). Peace Research Abstracts 40(1): 3-118

Reeves, Pamela L. Working It Out: Mediation Advice for Employment Law Disputes (Feb. 2003). Tennessee Bar Journal. 39(2): 34-37

Ross, Marc Howard. Action Evaluation in the Theory and Practice of Conflict Resolution (2003). Peace Research Abstracts 40(1): 3-118

Rothman, Jay; Rothman, Randi L.; & Schwoebel, Mary. Creative Marginality: Exploring the Links Between Conflict Resolution and Social Work (2003). Peace Research Abstracts 40(1): 3-118

Sherrill, Jeff. The "Middlennium" of Student Leadership (March 2000). Schools in the Middle: 12-15

Middle level student leaders are no longer just dance planners; they now involve peers in activities such as service learning, conflict mediation, and school safety. They even meet with school administrators, speak at school board meetings, and hold leadership camps.

Sinn, Hans. Conflict Prevention and Resolution (2003). Peace Research Abstracts 40(1): 3-118

Weber, Thomas. Gandhian Philosophy, Conflict Resolution Theory and Practical Approaches to Negotiation (2003). Peace Research Abstracts 40(1): 3-118

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Page last updated 04/27/2004

The CMHER is a project of
Campus Conflict Resolution Resources
with support from a FIPSE grant from the US Department
of Education and initial seed money from the
Hewlett Foundation-funded CRInfo project.


Correspondence to CMHE Report c/o
Campus Conflict Resolution Resources Project
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Wayne State University
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