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Newsletter Vol. 11 No. 5 1983, National Center For The Study Of Collective Bargaining In Higher Education And The Professions

National Center Newsletters

No abstract provided.

Newsletter Vol. 11 No. 4 1983, National Center For The Study Of Collective Bargaining In Higher Education And The Professions

National Center Newsletters

No abstract provided.

Newsletter Vol. 11 No. 3 1983, National Center For The Study Of Collective Bargaining In Higher Education And The Professions

National Center Newsletters

No abstract provided.

The Operational Utility Of The Walton-Mckersie Attitudinal Structuring Model In Collective Bargaining, Donald Warren

Theses

This work is an heuristic inquiry into behavioral change theory designed for application to labor/management interaction in collective bargaining. The theory itself was postulated by Richard E. Walton and Robert B. McKersie in their book A Behavioral Theory Of Labor Negotiations. The principles of their theory are highly axiomatic and their importance and validity can only be recognized through applied empirical analyses that demonstrate or refute its concept.

The aspect of the theory which is the focal point of this research pertains to the structuring and restructuring of attitudes and attendant relationships resulting from the collective bargaining process. The objective …

Newsletter Vol. 11 No. 2 1983, National Center For The Study Of Collective Bargaining In Higher Education And The Professions

National Center Newsletters

No abstract provided.

Collective Bargaining And Public Education: A Public Choice Approach, Robert W. Cook Jr.

Robins School of Business White Paper Series, 1980-2022

This paper applies the theory of bureaucracy to a collective bargaining arrangement in the public education labor market. A cyclical voting model is used to explain homogeneous wage demands by education associations. The bilateral monopoly problem is explored under the assumption that educators bargain as "Niskanen-type" bureaus when local school boards lack the ability to quantity adjust between bargaining periods. Increased appropriations to educators are shown to accrue only to existing organization members with no new teachers hired to share in the gains. The results imply that arguments for lower student-teacher ratios are spurious, while the appropriation gains from collective …

Newsletter Vol. 11 No. 1 1983, National Center For The Study Of Collective Bargaining In Higher Education And The Professions

National Center Newsletters

No abstract provided.