The impact of public universities of the Supreme Court's Yeshiva decision regarding faculty collective bargaining is clarified through analysis of the case's meaning for the University of California, Berkeley. A review of the literature on the relationship between collective bargaining and academic governance is provided. (Author/MLW)

Sheds light on labor relations in Australia through an examination of its governance of education, Australian teachers and unions, the history of compulsory arbitration, some contrasts between compulsory arbitration and collective bargaining, some contemplated changes in the governance of education in Australia, and some speculation about the…

A training course for negotiators is presented, based upon models of learning processes, negotiation behaviors, and learner expectations. Course structure, the importance of practice and feedback, the place of concept formation, and evaluation are discussed. (SK)

Collective bargaining is a fact of life in the complex reality of school district administration. Levels of maturity in collective bargaining expertise are clearly emerging. The concept of a continuum of maturity for union-management relationships can be developed and school districts can be classified along the continuum. (Author/RL)

Examines relationship between age and job satisfaction; attempts to explain the divergence found in studies relating age to job satisfaction. Finds those fifty and over experience less job satisfaction on four (of five) job descriptive index measures: supervision, pay, promotion, and co-workers. Work is one facet in which older workers appear…

Outlined are implications for the execution of an executive order, effective July 1, 1980, requiring federal agencies to comply with the same occupational safety and health standards that private employers must meet. A brief history of prior attempts to put similar safeguards on federal facilities is provided. (CS)

Provides an overview of the issues in school labor relations in Illinois. Available from IIT/Chicago-Kent College of Law, 77 South Wacker Drive, Chicago, IL 60606; single copies $5.00. (IRT)

Students participate actively in this collective bargaining experience by taking the role of labor and management in mock negotiations. Procedures and ground rules are suggested for conducting the experience. (TA)

Focuses on lawyer-nonlawyer patterns of response to incongruity and suggests that communicators be aware of the necessity for adopting different message strategies for lawyer and nonlawyer recipients. (MH)

Waves of activity in British workers' education include (1) initiation (1899-1920), with the establishment of the Workers' Education Association; (2) consolidation (1920-1940), with the formation of the National Council of Labour Colleges; (3) growth (1940-1964); (4) increased union training (1964-1979); and (5) current attempts to broaden the…

Negotiations proposals can be evaluated by assigning advantage points and plotting these values on a negotiations analysis graph. Provided to illustrate the procedure are a table containing all proposal items submitted by both bargaining teams showing advantage point evaluations; four figures, each with four graphs, are also included. (MLF)

The introduction to two articles--one representing unions, the other management--notes that Ohio's four-year-old collective bargaining law can provide insight into how law is affected by the statutory language, the administrative bodies, and the courts' interpretations. (MLF)

Contends that replacing administrators by teacher committees will not solve management problems and will give teacher unions too much power in the management of schools. (Author/TE)

The Weber Adjustment and Retraining Notification (WARN) Act of 1988 requires companies with 100 or more workers to provide 60 days' notice of plant closings and mass layoffs. What enforcing and even strengthening this law might mean is discussed. WARN might actually result in lower wages and more temporary workers. (SLD)

Although politicians and educational leaders are pressured to devise quick-fix educational reforms, significant change takes time, and reform efforts may not be fully measurable for 10 years or more. Case study of a California school district given 10 uninterrupted years to develop and implement an outcome-based instructional model suggests that…