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Conflict Management in Higher Ed Report
Volume 5, Number 1, Sept 2004

Recently Found
in the Periodicals

Anonymous (2003). "David W. Johnson Wins Award for Distinguished Contributions of Applications of Psychology to Education and Training." The American Psychologist 58(11): 931.

A profile of David W. Johnson, winner of the American Psychological Association's award for Distinguished Contributions of Applications of Psychology to Education and Training, is presented. Johnson's programmatic research, comprehensive research reviews, and revision of theory over four decades of persistance have provided the knowledge foundation for cooperative learning, constructive controversy, conflict resolution, and peer training has changed education forever.

Bacani, B. (2004). "Bridging Theory and Practice in Peace Education: The Notre Dame University Peace Education Experience." Conflict Resolution Quarterly 21(4): 503-511 (9 pages).

Amidst a raging war in Central Mindanao and the historical biases and prejudices between Muslims and Christians, peace education as a curricular offering, pioneered by Notre Dame University, seeks to educate students to be more open and tolerant of diversity and to promote active nonviolence as an effective means for positive change.

Barak, T. (2004). "Students Try Hands at Solving Israeli-Palestinian Conflict." Education Week. 23: 6.

Barak highlights a summer program at the Phillips Academy boarding school where students tackle the Israeli-Palestinian conflict. Part of a class in international relations, the program aimed to teach students preventive diplomacy, the art of negotiations, and the history of the said conflict.

Blakeway, M. (2004). "A Higher Education Story." The Fourth R (Spring-Summer).

Brinson, J. A., J. A. Kottler, et al. (2004). "Cross-Cultural Conflict Resolution in the Schools: Some Practical Intervention Strategies for Counselors." Journal of Counseling and Development : JCD 82(3): 294-301.

The authors present a context for understanding the increase in school violence as a function of poor conflict resolution skills. They provide counselors with selected cross-cultural approaches for conflict resolution and problem solving. They also discuss how the methods could be implemented in a school setting. A case study is used to demonstrate the approaches in action.

Bromand, J. (2004). "Paradox and Paraconsistency: Conflict Resolution in the Abstract Sciences." Mind 113(430): 416-420.

Bromand reviews Paradox and Paraconsistency: Conflict Resolution in the Abstract Sciences by John Woods.

Christ, C. (2004). "What Private Colleges Can Learn From Public Universities About Public Spaces." Chronicle of Higher Education. 50: B18.

The constituents may be different, but the contexts are much the same: thousands of diverse individuals, living and working in proximity, leading essentially private lives in a communal setting. When a dispute about noise between students in adjoining rooms --neighboring tenants, so to speak --helped ignite campuswide demonstrations about racism this point was driven home. What seemed at first like a personal conflict between a black student and a white student quickly became symbolic of the college's attitude toward race. When people live together in a community, interactions that are fundamentally private and personal, the stuff of daily life, are quickly transfigured into public issues.

Coleman, P. T. and B. Fisher-Yoshida (2004). "Conflict Resolution at Multiple Levels Across the Lifespan: The Work of the ICCCR." Theory Into Practice 43, no 43(1): 31-38.

Dee, J. R., A. B. Henkin, et al. (2004). "Reconciling differences: Conflict management strategies of catholic college and university presidents." Higher Education 47(2): 177-196.

Desivilya, H. S. (2004). "Promoting Coexistence by Means of Conflict Education: The MACBE Model." The Journal of Social Issues 60(2): 339.

This article presents a conflict education program designed to restore relationships among adversaries experiencing protracted, seemingly intractable intergroup conflict. It is designed on the basis of a systems model. The underlying assumption is that breaking the escalation cycle and ameliorating the adversaries' relationships requires a comprehensive intervention. Consequently, the curriculum imparts knowledge about conflict dynamics and teaches constructive conflict resolution skills, enhancing the probability of behavior and attitude change. The program is deemed relevant to efforts of improving Arab-Jewish relations in Israel. Implementation of the intervention requires ample resources, cooperation of local communities, and forbearance of program initiators and participants, which rarely exist in tandem. Nonetheless, even partial implementation can contribute to peaceful coexistence of Arabs and Jews.

DiMaria, F. (2003). "Learning to Manage Conflict; For Executives in Business and Academia." The Hispanic Outlook in Higher Education. 14: p. 37.

Article presents Lawrence E. Susskind beliefs that conventional approaches to conflict management no longer work in today's world of complex organizations because they do not offer enough latitude to solve disputes caused by mergers, turf battles, and the redistribution of authority. Other useful approaches are presented as alternatives.

Ferman, B. and T. L. Hill (2004). "The Challenges of Agenda Conflict in Higher-Education-Community Research Partnerships: Views from the Community Side." Journal of Urban Affairs 26(2): 241-257.

Friedman, R., M. Olekalns, et al. (2004). "The Positive and Negative Effects of Anger on Dispute Resolution: Evidence From Electronically Mediated Disputes." Journal of Applied Psychology 89(2): 369.

Scholars have argued that anger expressed by participants in mediation is counterproductive; yet, there is also reason to believe that expressions of anger can be productive. The authors tested these competing theories of emotion by using data from online mediation. Results show that expression of anger lowers the resolution rate in mediation and that this effect occurs in part because expressing anger generates an angry response by the other party. However, when respondents are especially vulnerable, expressions of anger by the filer do not hinder settlement. The authors also examined precursors to anger, such as value of dispute and reputation, and the degree to which a focus on dispute resolution is reciprocated.

Gunn, J. and M. King (2003). "Trouble in paradise: power, conflict, and community in an interdisciplinary teaching team." Urban Education 38(2): 173-195.

Harrison, T. (2004). "What Is Success in Ombuds Processes? Evaluation of a University Ombudsman." Conflict Resolution Quarterly 21(3): 313-335 (23 pages).

This article reports the results of an in-depth study of the conflicts of forty-five students using an ombud at a large Southern university. Analysis of disputant characteristics and case contexts identifies factors that affect success in this ombud process.

Hosea, B. and D. Palazzo (2004). "Restorative Justice in Higher Education: Potentials and Applications." The Fourth R (Spring-Summer).

Jaffee, D. (2004). "Learning Communities Can Be Cohesive and Divisive." Chronicle of Higher Education. 50: B16.

Jordan, P. J. and A. C. Troth (2004). "Managing emotions during team problem solving: Emotional intelligence and conflict resolution." Human Performance 17(2): 195.

Although the potential links between emotional intelligence and performance continue to garner interest, few empirical studies have examined this phenomenon. The influence of emotional intelligence on team performance is of particular interest to researchers and practitioners as teamwork becomes more prevalent in organizations. In this article, we examine the utility of emotional intelligence for predicting individual performance, team performance, and conflict resolution styles. Three-hundred-and-fifty respondents working in 108 teams were administered a measure of team members' emotional intelligence. Participants then completed a problem-solving task, individually and as a team member, and afterwards reflected on the conflict resolution tactics used to achieve the team outcome. In line with expectations, emotional intelligence indicators were positively linked with team performance and were differentially linked to conflict resolution methods. Limitations and implications for future research are also discussed.

Katz, N. H. (2004). "Beyond Mediation: The Syracuse University Experience." The Fourth R (Spring-Summer).

Keim, M. T. and C. T. Grant (2003). "To Tell or Not to Tell: An Auditing Case in Ethical Decision Making and Conflict Resolution." Issues in Accounting Education 18(4): 397.

This case requires the student to resolve a fictitious yet realistic ethical dilemma as they assume the role of audit manager in a large, national CPA firm. They are presented with a scenario whereby they learn from the CFO of Bell Manufacturing, an audit client, that the CFO entered the United States and worked a number of years under false pretenses for the audit client while he was an illegal alien. Although the CFO recently obtained U.S. citizenship, subsequent audit work revealed that Bell Manufacturing failed to obtain the documents required under federal law to certify his eligibility for employment. Before addressing specific case requirements, the student is introduced to a primer on professionalism and ethical decision making in an audit environment. Case requirements first ask student to establish a baseline position by outlining their initial reaction regarding the impact of this information on auditor responsibilities. They are then asked to electronically search the authoritative literature covering illegal acts by a client, as well as standards on fraud and the Code of Professional Conduct. After researching the issue, students are asked to write a memo to the audit partner detailing their recommendation for resolution of this issue.

Kotval, Z. (2003). "Teaching experiential learning in the urban planning curriculum." Journal of Geography in Higher Education 27(3): 297.

The urban and regional planning profession demands the training of practical planners who have some experience with community development, citizen participation modules, and conflict resolution skills. Community outreach in curricula provides needed exposure to practical applications of textbook lessons and exposure to group dynamics, community clients, and complex problems. The recognised need for practical training in any planning curriculum is most often addressed through community outreach-based courses such as planning studios, practicum or in lectures interwoven into seminar courses. The basic structure of all of these classes typically supports teams of students working with a particular community on a specific planning-related activity. These outreach courses, however, pose some of the greatest teaching and learning challenges in the entire curriculum. This paper assesses the challenges and successes in teaching the practicum course and provides insights for others teaching similar courses.

McKay, J. (2004). "Practicum: The Bridge Between Academics and Practice: The Nova Southeastern University Experience." The Fourth R (Spring-Summer).

Menkel-Meadow, C. (2004). "Dispute Resolution - From Legal Disputes to Conflict Resolution and Human Problem Solving: Legal Dispute Resolution in a Multidisciplinary Context." Journal of legal education 54(1): 7-29.

Mozumder, S. G. (2004). "California university offers ahimsa program." India Abroad. New York. 34: C2.

The Ahimsa Center at the Poly University, which has been approved and accepted by the university as an academic program and is now part of the institution, is starting a course called 'Nonviolence in the modern world,' to help students gain a critical perspective on religious and philosophical traditions of nonviolence and nonviolent strategies of change in political and social spheres. The Center will focus on interdisciplinary teaching and learning about non-violence and its practical applications at various levels - personal, social, national and international.

Novicevic, M. (2003). "Latent impediments to quality: collaborative teaching and faculty goal conflict." Quality Assurance in Education 11(3): 150-156.

Picard, C. (2004). "Exploring an Integrative Framework for Understanding Mediation." Conflict Resolution Quarterly 21(3): 295-311 (17 pages).

This exploratory research examines how mediators' understandings of their work vary with contextual factors-gender, educational background, dispute sector, and length of time mediating. Results indicate that most mediators do not base their views of practice on only one theory of mediation. Consequently, the author argues for an integrated vision of mediation.

Polkinghorn, B. (2004). "Standing on the Shoulders of Good Ideas: The Salisbury University Experiment." The Fourth R (Spring-Summer).

Raines, S. (2004). "International Education and Conflict: Empowering Individuals, Transforming Societies, and Making Waves - An Interview with Jane Benbow from CARE." Conflict Resolution Quarterly 21(4): 483-490 (8 pages).

Sandole, D. (2004). "Conflict and Education: Some Personal Reflections." Conflict Resolution Quarterly 21(4): 513-523 (11 pages).

This article deals with the relationship between conflict and education. The author examines that linkage in both causal directions. A particular paradigm dominant in educational and policy systems, Realpolitik, tends to be reinforced by conflict; an alternative paradigm, Idealpolitik, tends to facilitate and strengthen development of a peace and conflict studies culture.

Schlee, G. (2004). "Taking Sides and Constructing Identities: Reflections on Conflict Theory." Journal of the Royal Anthropological Institute 10(1): 135.

Conflicts are often explained in terms of the interests of the groups involved, especially their competition for resources or gains. There is much merit in this approach. Theories of this type appear more realistic than those which take the legitimizing accounts of participants at face value. What people are fighting about is a fundamental question in conflict analysis, but there is another equally fundamental question that remains poorly understood, namely, who is fighting whom and why? How and why do people draw the distinction between friend and foe precisely where they do?

Selfridge, J. (2004). "The Resolving Conflict Creatively Program: How We Know It Works." Theory Into Practice 43, no 43(1): 59-67.

Sotirakou, T. (2004). "Coping with Conflict within the Entrepreneurial University: Threat or Challenge for Heads of Departments in the UK Higher Education Context." International Review of Administrative Sciences 70(2): 345-372.

This article attempts to provide an understanding of the conflict phenomenon in the UK higher education sector. A research survey was conducted in order to examine the role conflict associated with the headship position in the contemporary university context. 'Janusian' and 'value' conflict were the forms of role conflict experienced by heads of departments. On the one hand, heads' efforts to provide the critical link between the managerial requirements of the modern university and academic staffs' values of their departments, in addition to the performance of their academic core activities led to the development of 'Janusian' role conflict. On the other hand, the emphasis on market mechanisms in higher education and the departure from the traditional academic work values, in an era characterized by change, uncertainty and complexity contributed to the appearance of the 'value' conflict among heads of departments. However, both of these conflict dimensions were relative to the type of institution (new/old university category).

Speck, B. W. (2003). "Fostering Collaboration Among Students in Problem-Based Learning." New Directions for Teaching and Learning(95): 59-65.

To foster positive interaction among students in collaborative groups, professors can establish behavioral norms by the way they form groups and train students to work effectively in groups.

Tetzlaff, R. (2003). "Resolving scientific and technical disputes." Biopharm International(November): S28, S30-S34.

Resolving disputes with the Food and Drug Administration (FDA) over scientific and technical issues demands familiarity with existing practices and procedures, as well as understanding recent and ongoing changes to how FDA handles disputes. Tetzlaff presents several effective techniques in preventing such disputes and suggests practical ways to reach closure when legitimate differences of opinion between company experts and those of the FDA exists.

Tidwell, A. (2004). "Conflict, Peace, and Education: A Tangled Web." Conflict Resolution Quarterly 21(4): 463-470 (8 pages).

In this article the author examines peace education in zones of conflict. Central to his thesis is that peace education, though returning valuable service to a conflict-affected community, must take into account the local conflict conditions. It is important to understand the range of ways in which conflict can affect provision of education; many of these ways are identified.

Turiel, E. and S. A. Perkins (2004). "Flexibilities of Mind: Conflict and Culture." Human Development 47(3): 158-178.

Turpen, B. L. (2003). "U.S. Institute of Peace grants for projects on international peace, conflict resolution." The Washington Report on Middle East Affairs 22(10): 62.

President George W. Bush recently appointed Daniel Pipes to the USIP board. Because it was a "recess appointment," Pipes did not require Senate confirmation and may remain on the board for a truncated 18-month term. Perhaps his presence will have no effect on the grant selection criteria. On the other hand, the fairness of the process could well be compromised. The situation bears close watching. Pipes may be busy for the next few months, anyway. He is being sued. A sociology adjunct professor at the University of Oregon claims Pipes falsely labeled him as "anti-Semitic," and as a "left-wing extremist" who "indoctrinates" his students. Card claims he has attempted to resolve this matter in the past, but that Pipes remains uncooperative and refuses to retract the offending column, "Extremists on Campus."

Uline, C., M. Tschannen-Moran, et al. (2003). "Constructive conflict: how controversy can contribute to school improvement." Teachers College Record 105(5): 782-815.

Walker, K. (2004). "Activity Systems and Conflict Resolution in an Online Professional Communication Course." Business Communication Quarterly 67(2): 182.

Conflicts often arise in online professional communication class discussions as students discuss sensitive ethical issues relating to the workplace. When conflicts arise in a an online class, the activity system of the class has to be kept in balance for the course to continue functioning effectively. Activity theory and distributed learning theory are useful for studying this process of conflict resolution and online communication. Several strategies can be used to facilitate conflict resolution in online courses, based on these theories: complementing, generalizing, and agreeing. These normalizing strategies can improve conflict resolution in online professional communication courses as well as in various online communication contexts.

Young, P. (2004). "ADR in Law Schools: The Times, They are a'Changing." The Fourth R (Spring-Summer).


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