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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