Volume 6, Number 1, Nov 2005
Recently Found in
Here is a listing of articles relevant to campus conflict management and the teaching of conflict skills and analysis that have appeared since our last issue. These are not the result of an exhaustive search, but the review did cover a rather broad range of sources. Inclusion in the list is also somewhat subjective, with the most basic criteria being that Bill Warters thought it was relevant or interesting to CMHER readers. Some items have abstracts when it was available.
Aukje, N. and K. Esther (2005). "The Use of Questionnaires in Conflict Research." International Negotiation 9(3): 470.
Barkan, E. (2005). "Engaging History: Managing Conflict and Reconciliation." History Workshop Journal 59(1): 236.
Barsky, A. and L. Wood (2005). "Conflict avoidance in a university context." Higher Education Research & Development 24(3): 264.
This ethnographic study explores patterns of conflict avoidance among university students, professors, administrators and staff. Analysis of their narratives of conflict avoidance suggests that avoidance can be beneficial in some circumstances, depending upon personality issues, cost–benefit analysis, power imbalance, type of work, length of relationship and autonomy.
Bercovitch, J., K. Clements, et al. (2005). "On bridging the gap: the relevance of theory to the practice of conflict resolution." Australian Journal of International Affairs 59, no 2: 133-140 (8 pages).
Bush, R. and L. Bingham (2005). "The Knowledge Gaps Study: Unfinished Work, Open Questions." Conflict Resolution Quarterly 23, no 1: 99-122 (24 pages).
Over the past three decades, enormous gains have been made in knowledge about conflict and intervention, and Theory Centers funded by the Hewlett Foundation (at more than twenty universities) have been prominent contributors to those knowledge gains. This article is about what that work has left undone.
Carlo, L. d. (2005). "Accepting Conflict and Experiencing Creativity: Teaching "Concertation" Using La Francilienne CD-ROM." Negotiation Journal 21(1): 85-104.
This article discusses the use of the La Francilienne CD-ROM, which I developed with my colleague Alain Lempereur, law professor at ESSEC Business School, near Paris. As a professor in the ESSEC Department of Environment, I use the CD-ROM as the basic tool for my course "Concertation, Decision, and Local Democracy." The CD-ROM's simulation of a public negotiation process for a highway project allows me not only to teach basic concepts and methods of negotiation and mediation but also to enhance two important concepts in public decision processes in planning and environment: conflicts and creativity. The students are given the opportunity first to experience, and then to discuss, conflict and creativity in a quasi-real setting. These experiences and discussions encourage an internal change process for the students and help them to integrate the negotiation and mediation concepts and methods taught. This internal change will be conceptualized in this article according to two educational theories: transitional thinking theory and experiential learning theory.
Coon, M. L. (2005). "The Youthbridge Initiative: Building Bridges Across Age and Culture." The Fourth R (Summer) 8.
Cummings, K. Y. (2005). "Leveraging History to Build Peaceful Futures: The Ralph Bunche Summer Institute." The Fourth R (Summer) 3.
Ebner, N. and Y. Efron (2005). "Teaching Notes: Using Tomorrow's Headlines for Today's Training: Creating Pseudo-reality in Conflict Resolution Simulation Games." Negotiation Journal 21, no 3: 377-394.
Fowler, M. R. (2005). "Transplanting Active Learning Abroad: Creating a Stimulating Negotiation Pedagogy Across Cultural Divides." International Studies Perspectives 6(2): 155.
For all of the ongoing attention paid by international relations scholars to reevaluating and improving their pedagogy, the effort to engage classes in new and productive ways can be exceptionally challenging when a western professor travels to a non-western society to teach advanced students. Professor Michael Fowler here explores the use of active-learning techniques in teaching international negotiation and conflict resolution abroad. Drawing especially on the author's experiences in working with officials in Laos and Vietnam, the article provides guidance for fashioning an effective active-learning course abroad, while referencing useful literature on negotiation teaching and scholarship. It assumes that certain readers will not be familiar with active-learning methods, but might want to incorporate them into future courses, and that others will be well-versed in this pedagogy, but will be looking to apply their customary techniques to the new circumstances of teaching advanced students abroad. This article includes material of interest to both groups.
Hilary, A. (2005). "Improving Dispute Resolution in Australian Universities: Options for the future." Journal of Higher Education Policy and Management 27(1): 59.
Kroll, B. (2005). "Arguing Differently." Pedagogy 5(1): 37.
Lane-Garon, P., M. Ybarra-Merlo, et al. (2005). "Mediators and mentors: partners in conflict resolution and peace education." Journal of Peace Education 2, no 2: 183-193 (11 pages).
Leighfield, K. and M. Trube (2005). "Teacher Education Programs in Ohio and Conflict Management: Do They Walk the Walk?" Conflict Resolution Quarterly 22, no 3: 409-413 (5 pages).
This research note reports on a survey of higher education faculty in colleges of education in Ohio. The authors inquired about faculty perceptions of the need for and supply of conflict resolution education work at the preservice level.
Martin, B. (2005). "Researching nonviolent action: past themes and future possibilities." Peace & Change 30(2): 270.
Mauricio, A., F. Dillman-Carpentier, et al. (2005). "An Experimental Evaluation of an Internet-Delivered Conflict Resolution Skills Curriculum in a Secondary School Setting." Journal of School Violence 4, no 3: 37-48.
McGuire, A. and L. Inlow (2005). "Interactive Reflection as a Creative Teaching Strategy." Conflict Resolution Quarterly 22, no 3: 365-379 (15 pages).
The purpose of this article is to present interactive reflection as a creative teaching strategy and demonstrate its role in teaching conflict resolution. The article discusses examples of interactive reflection in action and identifies potential barriers or roadblocks to using such a strategy.
Myers, L. L. and R. S. Larson (2005). "Preparing Students for Early Work Conflicts." Business Communication Quarterly 68(3): 306.
To improve college students' skills in resolving workplace conflict, the authors studied the types of workplace conflicts that students encounter with peers or supervisors in part-time or seasonal work and with whom they discuss these conflicts. The authors found that most students report conflicts that are process or relational in nature, with few students reporting task-oriented conflict. Nearly all students report discussing the conflict with third parties-individuals outside the organization and/or the conflict-and nearly all students find these discussions helpful in resolving or working through the conflict. Based on their literature review and research, the authors developed scenarios to help students "read" and resolve workplace conflicts. The scenarios use conversations with people outside the conflict-third-party discussions-to help students respond appropriately to the conflict.
Sanford, A. (2005). "From High School to the Pros: Making a W.A.V.E. in Conflict Resolution." The Fourth R (Summer) 4.
Sirias, D. (2005). "Combining Cooperative Learning and Conflict Resolution Techniques to Teach Information Systems." 80(3): 153-159.
Teaching Introduction to Management Information Systems (MIS) courses is a formidable challenge entailing coverage of a relatively large, ever-changing subject, as well as finding the right balance for an audience with different levels of knowledge. The literature suggests that cooperative learning, through which students work and learn together as teams, is a viable strategy for teaching MIS effectively. One strategy to support cooperative learning in an MIS class is teaching through case studies. In this article, the author proposes a method for teaching MIS within a cooperative learning environment in which students solve conflicts embedded in minicases.
Sullivan, L., D. Reichard, et al. (2005). "Using Campus Climate Surveys to Foster Participatory Governance." Community College Journal of Research and Practice 29(6): 443.
Waggoner, Jacqueline. "When Colleagues Are Brats." Academic Leader 21(8) (August 2005)- A pdf is available online here.
Warters, B. (2005). "Building a Sustainable Conflict Resolution Field Using Cross-Generational Bridges." The Fourth R (Summer) 1.
Warters, B. (2005). "Creative Uses of Scholarship and Fellowship Money to Support Conflict Resolution." The Fourth R (Summer) 13.
Bacani, B. (2004). "Bridging Theory and Practice in Peace Education: The Notre Dame University Peace Education Experience." Conflict Resolution Quarterly 21, no 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.
Batton, J. (2004). "Commentary: Considering Conflict Resolution Education: Next Steps for Institutionalization." Conflict Resolution Quarterly 22, no 1-2: 269-278 (10 pages).
Caviglia-Harris, J. L. and J. Hatley (2004). "Interdisciplinary teaching: Analyzing consensus and conflict in environmental studies." International Journal of Sustainability in Higher Education 5(4): 395-404.
This paper is a discussion of a team-taught interdisciplinary course that was designed to provide cohesion between the 12 departments that participate in the environmental studies major at Salisbury University. This course provides a model for addressing several positive and negative tendencies at work in interdisciplinary programs, and provides students with a first-hand experience in how multiple disciplines can work together to provide a more developed picture of a particular field or interest. This paper presents a discussion of the teaching experiences of faculty involved in the environmental studies course for two years. A framework for the development of such courses is included, as well as a discussion of the agreements and disagreements that can arise when students and faculty work within an interdisciplinary context.
Ferrara, E. (2004). "Using a goal-directed behavior modification in conflict resolution." Journal of Police Crisis Negotiations 4(2): 29-34.
Jones, T. (2004). "Conflict Resolution Education: The Field, the Findings, and the Future." Conflict Resolution Quarterly 22, no 1-2: 233-267 (35 pages).
Jordan, P. and A. Troth (2004). "Managing emotions during team problem solving: Emotional intelligence and conflict resolution." Human Performance 17(2): 195-218.
Sandole, D. (2004). "Conflict and Education: Some Personal Reflections." Conflict Resolution Quarterly 21, no 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.
Tidwell, A. (2004). "Conflict, Peace, and Education: A Tangled Web." Conflict Resolution Quarterly 21, no 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.
Walker, K. (2004). "Activity Systems and Conflict Resolution in an Online Professional Communication Course." Business Communication Quarterly 67, no 2: 182-197.
Tantleff-Dunn, S., M. E. Dunn, et al. (2002). "Understanding Faculty-Student Conflict: Student Perceptions of Precipitating Events and Faculty Responses." Teaching of Psychology 29(3): 197-202.
Handling conflicts with students is a part of most educators' academic lives. Surprisingly little research, however, has investigated student perceptions of sources of conflict or instructor responses to disputes. To gain insight into faculty-student conflict, we administered a survey to 122 undergraduates. Students indicated that they frequently communicated with professors regarding conflicts and were usually dissatisfied with their instructors' responses. We evaluated sources of conflict, faculty responses, and students' preferred responses to provide instructors with detailed information on students' perceptions. Potential benefits of understanding students' perceptions and preferences include improved course satisfaction and attitudes toward learning for students and maintenance of academic standards and heightened job satisfaction for faculty.