Conflict Abstracts from the Late 1980s
T. (1986). Conflict and Paradox
in the New American Mediation Movement: Status Quo and
Social Transformation. Missouri Journal of Dispute
type of mediation that is community-based and aimed
at achieving social and political transformation is
threatened by the growing mediation movement in the
United States which has tended increasingly toward professionalization,
bureaucratization, and legalization. Nevertheless, the
university-based model as practiced at the University
of Hawaii in Honolulu demonstrates elements in common
with community-based, democratically oriented, citizen-empowerment
R. A. B. (1987). Using Process Observation
to Teach Alternative Dispute Resolution: Alternatives
to Simulation. Journal of Legal Education. 37(1):
method of teaching alternative dispute resolution (ADR)
involves sending students to observe actual ADR sessions,
by agreement with the agencies conducting them, and
then analyzing the students' observations in focused
discussions to improve student insight and understanding
of the processes involved.
K. M. (1989). Culture and Conflict
in Academic Organization: Symbolic Aspects of University
Worlds. Journal of Educational Administration.
recent organizational study examined the different cultural
worlds of senior members of the academic staff at the
University of Melbourne. Outlines a new culture perspective
that is applied to academic organization and emphasizes
the utility and value of a cultural view.
K. M. (1989). Using Culture To Understand
Conflict within a University: Professional versus Academic
Values in University Professional Schools in Australia.
Paper presented at the Annual Meeting of the American
Educational Research Association (San Francisco, CA, March
27- 31, 1989)
idea that professional schools represent a sector where
two particular sets of conflicting norms are clearly
apparent is discussed. Teaching staff in university
professional schools inhabit an ambivalent cultural
world. Their dual mandate requires commitment to traditional
academic norms and scholarship through the disciplines
along with commitment to the transmission of distinctly
vocational skills and attitudes. Conflicts commonly
experienced by teaching staff in the schools of medicine,
law, social studies, music, education, and environmental
planning at the University of Melbourne are examined.
Findings suggest that university leaders who are mindful
of the cultural origins of and are sensitive to the
tensions between the conflicting roles are more likely
to develop strategies that minimize symbolic separation
and ensure the survival and growth of both the academic-scholarly
and practice-oriented cultures. Contains 11 references.
J. L. (1986). Teacher-Student Confrontations.
New Directions for Teaching and Learning Issue on Communicating
in College Classrooms. (26): 71-82.
can serve as laboratories for experimenting with collaboration
rather than win-lose conflict styles. Productive conflict
tactics and patterns of interaction can be used for
all parties to learn effective conflict management.
K. (1987). The Effectiveness of
Mediation in Higher Education. Journal on Dispute
Resolution. 3(1): 187-217.
describes in detail his evaluation of the mediation
program at the State University of New York at Albany
established in 1985, and includes copies of the instruments
he used as an appendix. The study examined three semesters
of mediation data involving 85 clients and 27 cases.
The research focuses on compliance with the written
agreement, client satisfaction, expediency of the resolution
to the problem, de-escalation of the situation, and
the impartiality and confidentiality of the mediators
and the Center.
L. (1987). Colleges Are Trying New
Ways to Settle Campus Grievances. Chronicle of
Higher Education. 33(34): 14-15,17.
in which a neutral third party helps two people come
up with their own solutions, is being used to settle
faculty and staff grievances. Experiences at the University
of Massachusetts at Amherst, Duke University, Emory
University, and the University of Cincinnati are described.
L. L. and J. E. Westbrook (1989). Integrating
Dispute Resolution into Standard First-Year Courses: The
Missouri Plan. Journal of Legal Education. 39(4):
University of Missouri-Columbia Law School has implemented
a first-year course in dispute resolution integrating
topics in torts, property, civil procedure, contracts,
and criminal law and taught by teachers in all of those
R. and C. S. Mester (1987). Teaching
Peace in the College Speech Class: A Survey of Current
Practice. Paper presented at the Annual Meeting
of the Speech Communication Association (73rd, Boston,
MA, November 5-8, 1987). ERIC Doc ED293178
survey was conducted to examine the role of peace education
within existing speech communication programs and to
describe that role both in terms of curricular and research
priorities. Respondents, 113 department Chairs out of
a total of 578 on the Speech Communication Association's
list of institutions offering degrees in communication,
answered questions concerning (1) educator attitudes
about the relationship between the discipline of speech
communication and peace issues; (2) the inclusion of
peace issues in collegiate programs and curricula; and
(3) research priorities for examining peace issues from
a communication perspective. The results indicated a
significant range from zero peace communication curricular
activity to full-fledged interdisciplinary majors. While
most speech communication educators responding to the
survey perceived a logical relationship between peace
communication and their discipline, very few were actually
teaching peace communication theory, history, or strategies.
Those who are "teaching peace" are typically doing so
within the scope of upper level courses in interpersonal
and small group communication. There seems to be a perception
that such instruction is inappropriate for or of little
interest to the general student population. Although
there is increasing activity in the broad area of peace
studies in the university setting, for the most part
that activity is under the leadership of some department
or program other than speech communication. (Six references
E. E. (1989). The Ethnic Studies
Program Crisis: Conflict Resolution in a Multi-Ethnic
Environment, 1974-1975. Ph.D. Dissertation, University
of California Santa Barbara.
is a study of conflict resolution in a higher education
organization. From 1973-1975 the minority community
at the University of California, Santa Barbara engaged
in a protracted struggle with the University's Administration
over the maintenance and growth of minority programs.
The minority community--Blacks, Chicanos, American Indians
and Asian Americans--was supported internally by radical
white faculty, staff and students and externally by
a newly elected governor and state legislature. The
conflict reached crisis proportions in the spring of
1975 when 17 students occupied the campus Computer Center.
This act stimulated the Academic Senate leadership,
which had not previously involved itself in the resolution
of such conflicts, to intervene in hopes of reaching
a compromise and resolving the conflict. An ad hoc negotiating
group, facilitated by the Chair of the Academic Senate,
was formed to examine the issues and propose solutions.
The group recommended that an outside professional mediator
be employed to assist the negotiators in their efforts
to resolve the conflict. Within 14 days, from the initial
ad hoc group meeting through the conclusion of the mediation
process, the negotiating group was able to resolve the
differences and agree upon six formal agreements which
ensured the maintenance of minority programs at UCSB.
of this study is to determine what factors contributed
to the resolution of this conflict.