Subjects -> EDUCATION (Total: 2346 journals)
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    - HIGHER EDUCATION (140 journals)
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HIGHER EDUCATION (140 journals)                     

Showing 1 - 141 of 141 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 33)
Academic Leadership Journal in Student Research     Open Access   (Followers: 4)
African Journal of Teacher Education     Open Access   (Followers: 4)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 19)
Ámbito Investigativo     Open Access   (Followers: 9)
American Journal of Engineering Education     Open Access   (Followers: 13)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 3)
Canadian Medical Education Journal     Open Access   (Followers: 11)
Canadian Perspectives on Academic Integrity     Open Access  
Chronicle of Higher Education     Full-text available via subscription   (Followers: 31)
College Student Journal     Full-text available via subscription   (Followers: 7)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 16)
Educate~     Open Access   (Followers: 4)
Educational Research in Medical Sciences Journal     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 5)
European Journal of Higher Education     Hybrid Journal   (Followers: 57)
Excellence in Higher Education     Open Access   (Followers: 40)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 8)
Higher Education for the Future     Full-text available via subscription   (Followers: 8)
Higher Education of Social Science     Open Access   (Followers: 5)
Higher Education Pedagogies     Open Access   (Followers: 20)
Higher Education Studies     Open Access   (Followers: 58)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 40)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 1)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access  
International Journal of Doctoral Studies     Open Access   (Followers: 6)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 28)
International Journal of Engineering Pedagogy     Open Access  
International Journal of Higher Education     Open Access   (Followers: 56)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal   (Followers: 1)
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 5)
International Research in Higher Education     Open Access   (Followers: 5)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Jesuit Higher Education : A Journal     Open Access  
Journal for Education in the Built Environment     Open Access   (Followers: 3)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 4)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 1)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of College Teaching & Learning     Open Access   (Followers: 13)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 2)
Journal of Learning Development in Higher Education     Open Access   (Followers: 38)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 24)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 7)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 6)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 11)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Affairs in Africa     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 11)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 1)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 44)
Journal of Veterinary Medical Education     Partially Free   (Followers: 11)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 2)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 5)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 6)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 60)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
New Directions in the Teaching of Physical Sciences     Open Access   (Followers: 2)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 24)
Nursing Education Perspectives     Hybrid Journal   (Followers: 19)
OUSL Journal     Open Access  
Papers in Postsecondary Learning and Teaching     Open Access  
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 2)
Perspectiva Educacional     Open Access   (Followers: 2)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 3)
Practical Assessment, Research, and Evaluation     Open Access  
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 1)
Prompt : A Journal of Academic Writing Assignments     Open Access  
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 8)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de Ensino em Artes, Moda e Design     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 9)
Revista Digital de Investigación en Docencia Universitaria     Open Access  
Revista Electronica Interuniversitaria de Formacion del Profesorado     Open Access  
Revista Gestão Universitária na América Latina - GUAL     Open Access  
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Student Success : A journal exploring the experiences of students in tertiary education     Open Access   (Followers: 15)
Summer Academe : A Journal of Higher Education     Open Access  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry : The ISSOTL Journal     Full-text available via subscription   (Followers: 17)
The Qualitative Report     Open Access   (Followers: 1)
Transformation in Higher Education     Open Access   (Followers: 4)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Universidades     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 20)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  

           

Similar Journals
Journal Cover
Journal of Collective Bargaining in the Academy
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Online) 1941-8043
Published by Eastern Illinois University Homepage  [1 journal]
  • Asymmetries in the Bargaining Process

    • Authors: Margaret E. Winters
      Abstract: Although both sides in academic collective bargaining state that they are interested in the best interests of the institution, there are, of course, differences as to what these interests are and how they are to be achieved. Some of the divergences are differences of degree (the union may look for much larger raises for the economic good of their members and the administration team may look to maintain economic viability for the institution), while others are differences of kind, asymmetries in the process. The present paper considers the latter kind of difference, considering the teams, their planning processes, and their behavior at the table. In the last section are suggestions for some ways to decrease these asymmetries.
      PubDate: Thu, 31 Mar 2022 13:05:23 PDT
       
  • Retrenchment Clauses and the Problem of Force Majeure: Evidence from AAUP
           Chapter Collective Bargaining Agreements in Ohio

    • Authors: Dominic Wells et al.
      Abstract: In May of 2020, the University of Akron administration invoked the force majeure clause in their collective bargaining agreement with faculty, which they used to justify bypassing the negotiated retrenchment procedures. The AAUP-Akron challenged the decision by administration, but ultimately lost in arbitration. Faculty at the university were laid off without consideration of rank or tenure status. The arbitrators decision in favor of the administration underscores the need for clear retrenchment language in contracts. This article analyzes the retrenchment language in AAUP chapter contracts in Ohio. Contracts are coded for language on financial exigency, conditions, consultation, order, alternatives, notice, and recall. Language is assessed using the AAUP Recommended Institutional Regulations on Academic Freedom and Tenure as a standard. The findings of this research underscore the importance of language specificity, the divide between the rights of tenured/tenure-track faculty and non-tenure-track faculty, and the problem of force majeure. This article concludes with a discussion of potential paths for improving retrenchment language in faculty contracts.
      PubDate: Thu, 31 Mar 2022 13:05:13 PDT
       
  • Pandemic Responses: What They Reveal About Crisis Management,
           Decision-Making, and Shared Governance

    • Authors: Daniel J. Julius
      Abstract: Colleges and universities have, by and large, responded well, one might say, very effectively as organizations, to the pandemic. This observation may come as a surprise because some would vehemently disagree. Surprising also because in many academic environments, decision-making around managing crises, let alone implementation of solutions, is slow, politicized, and often driven by personal or constituent agendas. Responding to internal or external challenges, implementing strategic plans or effectuating decisions proactively, particularly at the system or institutional level, is difficult. I believe this less than sanguine view is commonly held, and research on decision making in academic organizations over the past 75 years lends credence to this observation.
      PubDate: Thu, 31 Mar 2022 13:05:09 PDT
       
  • Working in Coalition, and Wall-to-Wall: The New Progressive Normal

    • Authors: Gary Rhoades
      Abstract: As the U.S. starts to come out of the pandemic, public declamations about and private deliberations within colleges and universities are framed in part by negotiating getting back to some form of “normal.” At the center of and delimiting these labor/management negotiations is an all-too-familiar master narrative articulated by management invoking a “new normal,” a time of conditions and challenges borne of, transmitted by, and/or accelerated and amplified due to Covid-19. Yet, I suggest that yet another iteration of disaster/disastrous academic capitalism is neither called for nor does it offer a compelling future for higher education. In addition, there is a counter-narrative articulated by some in the media, scholars, activist groups, and labor that the pre-pandemic “normal” was deeply problematic due to systemic and enduring patterns of disinvestment and of inequity. The premise and promise is that we need to get to better than the preceding normal. If progress is to be made in that direction, then I suggest some important markers in broader public discourse and policy as well as in locally negotiated collective bargaining agreements. There has also been an increasingly expansive pattern of academic employees working coalition within and beyond the academy’s walls, even forming wall-to-wall units. In what could be framed as a “new progressive normal,” community and broader social concerns are becoming increasingly centered in organizing and contract campaigns. I suggest that therein lies the best future not only for academic labor but also relatedly for fulfilling academic institutions’ public missions and securing greater public support for higher education.
      PubDate: Fri, 21 May 2021 01:37:57 PDT
       
  • The Gig Academy: Naming the Problem and Identifying Solutions

    • Authors: Daniel T. Scott et al.
      Abstract: Over the past few decades, workers (staff, faculty, postdocs, graduate students) in higher education face working conditions and employer relationships that are increasingly similar and exploitative. Higher education has seen the implementation, spread, and refinement of technologies of labor exploitation that have proliferated in the broader economy often termed the gig economy. In this article, we posit and articulate the features of the Gig Academy – a unique iteration of the gig economy. We first describe the shifts in employment structures that make up the Gig Academy. We then describe how this transformation of the academy has eroded community, shared governance, collective action and student experience and outcomes. Lastly we describe some ways that higher education change agents can resist this trend and help to turn the tide working within new forms of collective action. The ideas set forth here are reviewed in greater detail in our book – The Gig Academy.
      PubDate: Fri, 21 May 2021 01:37:50 PDT
       
  • Online Learning, COVID-19, and the Future of the Academy: Implications for
           Faculty Governance and Collective Bargaining

    • Authors: Anthony Picciano
      Abstract: The purpose of this article is to speculate on the future of higher education as online technology, including adaptive learning (also referred to as personalized learning) infused by artificial intelligence software, develops and matures. This is a risky undertaking since predicting the future, and in this case the evolution of technology, is difficult. While many try to predict what will happen and sometimes get it right, predicting when something will happen is far more challenging. Online and blended learning have already advanced within education, but the most significant changes are yet to come. Evolving technologies have the potential to change the traditional roles in our schools, colleges and universities to the point that many educators are reconsidering their purposes and roles as teachers, researchers and administrators.
      PubDate: Fri, 21 May 2021 01:37:45 PDT
       
  • Post-Pandemic Collective Bargaining in Higher Education: An Irresistible
           Force Meeting and Immovable Object'

    • Authors: James Ottavio Castagnera
      Abstract: Rider and the AAUP were last at the table for a full-fledged renegotiation of their contract during the summer of 2017.The bargaining was concessionary, as my university --- like so many small-to-medium sized private colleges --- struggled with a looming deficit. Last year, no doubt, the union and its members looked forward to a return to the table with high hopes of recuperating some of those 2017 concessions. But, as Humphrey Bogart once famously observed, fate took a hand.
      PubDate: Fri, 21 May 2021 01:37:39 PDT
       
  • Organizing of Teaching Faculty in Private Higher Education Bucks a
           Long-Standing Historical Trend in American Unionization

    • Authors: James Castagnera
      PubDate: Mon, 16 Mar 2020 11:03:35 PDT
       
  • Revitalizing Scholarship on Academic Collective Bargaining

    • Authors: Daniel J. Julius
      Abstract: Research on unions in academe began in the 1960s and 1970s. It continued in the 1980s as greater numbers of faculty organized but then declined in the 1990s, with the exception of a small group of scholars who continue to study and comment on labor management relations in post-secondary education. Many prognostications, originally put forward in the 1970s and 1980s, remain unexamined. The last two decades in particular, have seen less attention focused on unions in academe. Organizing efforts continue to be robust, and advocates from all vantage points continue to offer arguments both in favor or against collective bargaining. Yet we really know very little about the impact unions have on academic organizations. Much of what is said about the outcomes remain unsubstantiated in peer reviewed journals or other “non-advocate” scholarly work. In fact, there are few objective and defensible research studies to substantiate many claims made by those opposed to or supportive of collective bargaining, particularly when viewing the wider institutional landscape.
      PubDate: Mon, 16 Mar 2020 11:03:30 PDT
       
  • Adjuncts and the Chimera of Academic Freedom

    • Authors: Deirdre M. Frontczak
      Abstract: The last 40 years have seen a dramatic shift in the hiring, evaluation and promotional structures prevalent in higher education. While the model of a largely full time, tenure-track faculty continues to be the ideal of most academic institutions, economic, political and social changes have eroded that model. A substantial percentage, typically a majority, of college and university faculty are now hired on a contingent or part-time basis, with fiscal and other conditions determining job security, compensation, professional advancement, and an opportunity to participate in governance of departments and institutions. This paper examines the unseen impact that such hiring practices have on professionalism and academic freedoms, not only for contingent faculty themselves but for faculty as a whole. We conclude that the current, two-class faculty system not only erodes collegiality and cohesion, but inhibits the quest for knowledge, wisdom and social justice that are a core mission of higher education.
      PubDate: Mon, 16 Mar 2020 11:03:24 PDT
       
  • The California Faculty Association: Keeping Racial and Economic Justice at
           the Forefront

    • Authors: Jennifer Eagan
      Abstract: Remarks made at the National Center for the Study of Collective Bargaining in Higher Education and the Professions California Conference at California State University, Long Beach, CA on December 6, 2019.
      PubDate: Mon, 16 Mar 2020 11:03:18 PDT
       
  • Strong Fusion of Social Unionism and Normative Contract Negotiations: A
           Square Peg in a Round Hole'

    • Authors: Barry Miller
      Abstract: This paper considers a recent strike at York University in Toronto, Canada by three units of Canadian Union of Public Employees (CUPE) Local 3903, representing teaching assistants, contract or adjunct faculty and graduate assistants. The consideration of the strike has a two-fold purpose: The first is to situate it within the concept of social unionism, illustrating how this concept assists in understanding the strike beyond its strictly local and sector context. The second purpose is to consider how the strike reflects back on social unionism. In this regard, the paper considers challenges that can arise from the fusion of normative terms-and-conditions contract negotiations and the advancement of social justice issues. To lay the ground work for situating the negotiations within social unionism, the table issues advanced by the Union and the Union’s approach to the negotiation process, including practices developed to support the approach, are discussed. The picture that emerges is a practice of social unionism that can be characterized as a strong fusion of normative contract negotiations and the advancement of common good or social justice issues. The paper concludes by considering implications of the type of “strong fusion” social unionism practiced by CUPE Local 3903, including the implications of this practice as a bargaining model and broader implications for unions with a strong social union agenda and for university administrators on a campus with such a union.
      PubDate: Mon, 16 Mar 2020 11:03:12 PDT
       
  • Examining the Employment Profile of Institutions Under the Mission-Driven
           Classification System and the Impact of Collective Bargaining

    • Authors: Louis Shedd et al.
      Abstract: The focus of this study is an analysis of institutions, salary expenditures, employment categories (full-time professors by academic rank), and number and average pay of full-time faculty. Our new mission-driven classification system provides the framework for the analysis and specifically presents the data by both the presence or lack of a collective bargaining agreement. The goal of this paper is to illustrate differences in monetary compensation of full time faculty using the mission-driven classification system (as opposed to the Carnegie Classification) and to see the impact of the presence or lack of collective bargaining agreements. We argue that the Carnegie Classification is not how state officials--governors, legislators, and the general public view higher education in America. We argue that a public frame is needed to understand, support, and advance public higher education. We present data that shows difference by geographic type (rural, suburban, urban) for a much more precise understanding of how collective bargaining impacts faculty salaries.
      PubDate: Mon, 16 Mar 2020 11:03:06 PDT
       
  • Maintaining peer-based faculty evaluation: a case study involving student
           surveys of teaching

    • Authors: Laura Murphy et al.
      Abstract: Bargaining regarding faculty evaluation is challenging in an environment in which administrators throughout higher education have successfully imposed corporate-style forms of evaluation and supervision that many have come to accept as normal, despite their incompatibility with principles of academic freedom and peer-review. Student surveys of teaching are increasingly central to this management strategy, despite the growing body of evidence indicating bias against historically marginalized groups in student survey results. This paper presents a case study of contract negotiations undertaken in 2016 at Dutchess Community College (SUNY) in Poughkeepsie, New York. During these negotiations the college administration sought to expand the use of “student evaluations of teaching” (SET) despite significant evidence that student feedback provides limited meaningful evaluative content concerning teaching and is shaped by gender, racial, and ethnic bias, as well as bias against academic rigor. We describe our effort to maintain a peer-based evaluation of student survey data, including the published research we used during negotiations and our experience with interest-based bargaining. We also analyze the strengths and weaknesses of our approach and results. These results include a successful effort to maintain the practice of limiting review of qualitative student feedback to peer-based review between faculty and department chairs within academic departments, although there was a limited but significant expansion of administrative oversight of some quantitative student survey data. Additionally, we were able to restrict the role of student feedback with contract language that limits the use of student survey results in faculty evaluation and requires that all consideration of these data be undertaken with evidence-based insight that student feedback is an important but limited vehicle for understanding the effectiveness of an individual’s teaching. Finally, an all-faculty committee of full-time and part-time faculty charged with evaluating the survey form and process was contractually established.
      PubDate: Mon, 16 Mar 2020 11:03:01 PDT
       
  • Does a Prolonged Faculty Strike in Higher Education Affect Student
           Achievement in First Year General Education Courses'

    • Authors: Stephen J. Jacquemin et al.
      Abstract: The effect of faculty strikes in higher education on student achievement is vastly understudied yet has broad implications for discerning potential consequences of labor disputes in academia. Research in this area is understandably difficult, however, as work stoppages in higher education are uncommon, unplanned, and typically brief, which precludes much of the comparative data needed to assess impacts on students. In the spring semester of 2019,WrightStateUniversityexperienced a nearly three-week faculty work stoppage as a result of failed contract negotiations. In this study, end-of-course grades for six undergraduate first-year courses taught prior to and during Spring 2019 by the same instructors using similar pedagogies were compared to assess the effect of the strike on student achievement. No differences in either mean class scores or variation among these scores could be attributed to the strike. Our data suggests that long-term faculty strikes do not affect course-level student achievement, but additional long term and multi-institutional research is needed to explore potential institutional effects.
      PubDate: Mon, 16 Mar 2020 11:02:57 PDT
       
  • Labor Unions and Equal Pay for Faculty: A Longitudinal Study of Gender Pay
           Gaps in a Unionized Institutional Context

    • Authors: Rodrigo Dominguez-Villegas et al.
      Abstract: Previous single university studies of gender equity in faculty salaries conducted at both private and public universities in the U.S. have consistently found significant within-job gender gaps in pay. This study presents data from a less common labor context for faculty: a strongly unionized campus. Using data on all faculty at a large public university 2003-2015, three kinds of multivariate analyses are conducted: OLS multivariate regressions that include controls for race, field, and rank; Blinder-Oaxaca decomposition models to identify the explained and unexplained portions of the gender gap; and innovative longitudinal models for wage growth trajectories to examine the change in pay gaps over time. Significant initial gender pay gaps are erased overtime for faculty who remain in the university. In contrast to other recent salary equity studies, no within-job pay gaps for men and women faculty are found after controlling for rank and college. Yet an overall university-wide pay gap exists due to considerable underrepresentation of women in fields and ranks with the highest pay. We conclude that union-backed policies which address individual level inequities have been successful at reducing some inequities in pay, but the implementation of policies and programs that address broader gender inequities are still needed.
      PubDate: Mon, 16 Mar 2020 11:02:53 PDT
       
  • A Different Set of Rules' NLRB Proposed Rule Making and Student Worker
           Unionization Rights

    • Authors: William A. Herbert et al.
      Abstract: This article presents data, precedent, and empirical evidence relevant to the National Labor Relations Board (NLRB) proposal to issue a new rule to exclude graduate assistants and other student employees from coverage under the National Labor Relations Act (NLRA). The analysis in three parts. First, the authors show through an analysis of information from other federal agencies that the adoption of the proposed NLRB rule would exclude over 81,000 graduate assistants on private campuses from the right to unionize and engage in collective bargaining. Second, the article presents a legal history from the past half-century about unionization of student employees at private and public sector institutions of higher education, including the NLRB’s oscillation on the question of whether student employees are protected under the NLRA. The inconsistencies of the NLRB is in stark contrast to state and Canadian provincial precedent during the same period.. Lastly, the authors analyze the terms of 42 current collective bargaining agreements covering student workers, including 10 at the private sector institutions. The empirical evidence from five decades of relevant collective bargaining history, precedent, and contracts demonstrates consistent economic relationships between student employees and their institutions.
      PubDate: Mon, 16 Mar 2020 11:02:48 PDT
       
  • Research Panel: Variation in Women Attaining Full Professorships at
           Research Universities and Non-Tenured Faculty Systems in the US and Abroad
           

    • Authors: Lisa Allen
      Abstract: Adjunct Faculty: Why and How We Should Help Them
      PubDate: Tue, 25 Jun 2019 09:19:23 PDT
       
  • Research Panel: Variation in Women Attaining Full Professorships at
           Research Universities and Non-Tenured Faculty Systems in the US and Abroad
           

    • Authors: Sandra Darkey
      Abstract: Structural/Organizational Determinants of Variations in Women Attaining the Full Professorship at Research Universities
      PubDate: Tue, 25 Jun 2019 09:19:14 PDT
       
  • Research Panel: Variation in Women Attaining Full Professorships at
           Research Universities and Non-Tenured Faculty Systems in the US and Abroad
           

    • Authors: Martin Finkelstein et al.
      Abstract: Employing Part-Time and Temporary Academic Staff: A Comparative Perspective
      PubDate: Tue, 25 Jun 2019 09:19:05 PDT
       
 
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