INFORMATION TO USERS T h is d is s e r ta t io n w as p r o d u c e d fro m a m ic r o film c o p y o f t h e o rig in a l d o c u m e n t . W hile t h e m o s t a d v a n c e d te c h n o lo g ic a l m e a n s t o p h o t o g r a p h a n d r e p r o d u c e t h is d o c u m e n t have b een used, t h e q u a l ity is heavily d e p e n d e n t u p o n t h e q u a l ity of t h e original s u b m i t t e d . The fo llo w in g e x p l a n a t i o n o f te c h n i q u e s is p r o v id e d t o help y o u un d ersta n d m a rk in g s o r p a t t e r n s w h ic h m a y a p p e a r o n th is r e p r o d u c t i o n . 1. T h e sign o r " t a r g e t " f o r pages a p p a r e n t l y lacking f r o m t h e d o c u m e n t p h o t o g r a p h e d is "M issing P age(s)". If it w as p o ssib le t o o b t a i n t h e m issing page(s) o r se ctio n , t h e y are splice d in to t h e film a lo n g w ith a d j a c e n t pages. T h i s m a y have n e c e s s ita te d c u t t i n g t h r u an im age a n d d u p lic a t in g a d j a c e n t pages t o in su re y o u c o m p l e t e c o n t i n u i t y . 2. W h e n an im age o n t h e film is o b l i t e r a t e d w i t h a large r o u n d b la c k m a rk , it is an i n d ic a t io n t h a t t h e p h o t o g r a p h e r s u s p e c te d t h a t t h e copy may have m o v e d d u r in g e x p o s u r e a n d t h u s c a u s e a b lu r re d image. Y o u will f in d a g o o d im age o f t h e page in t h e a d j a c e n t f ra m e . 3. W h e n a m a p , d ra w in g o r c h a r t, etc., w as p a r t o f t h e m a teria l being p h o to g rap h e d th e p h o to g rap h e r f o llo w e d a definite m eth o d in " s e c t i o n i n g " t h e m aterial. It is c u s t o m a r y t o begin p h o t o i n g a t t h e u p p e r le ft h a n d c o r n e r o f a large s h e e t a n d t o c o n t i n u e p h o t o i n g f r o m le ft to r ig h t s e c tio n in g in equal s e c ti o n s w ith is c o n t i n u e d a small o v erla p . If nec essary , again — begin n in g b e l o w t h e f irs t r o w a n d c o n t i n u i n g o n u n til c o m p le te . 4. T h e m a jo r ity of users in d ic a te t h a t t h e te x tu a l c o n t e n t is o f g r e a te s t value, h o w e v e r, m ade from dissertatio n. a som ew hat "p h otographs" S ilver p r in ts higher q u a lity rep ro d u ctio n could be if essential to t h e u n d e r s t a n d i n g o f t h e of "p h otographs" may be ordered at a d d i tio n a l c h a r g e by w ritin g t h e O r d e r D e p a r t m e n t, giving t h e c a ta lo g n u m b e r , title , a u t h o r a n d sp e cific p ages y o u w ish r e p r o d u c e d . U niversity M icrofilm s 300 N orth Z e e b R oad Ann A rbor, M ichigan 48106 A Xerox E d u c a tio n C om pany 73-5361 DONOHUE, William Richard, 1944A DESCRIPTIVE STUDY OF CENTRAL MICHIGAN UNIVERSITY STUDENT ATTITUDES TOWARD COLLECTIVE BARGAINING. Michigan State University, Ph.D., 1972 Education, higher University Microfilms, A XEROX C om pany, Ann Arbor, M ichigan A DESCRIPTIVE STUDY OF CENTRAL MICHIGAN UNIVERSITY STUDENT ATTITUDES TOWARD COLLECTIVE BARGAINING By W i l l i a m R. Donohue A THESIS Subm itted to Michigan S t a t e U n i v e r s i t y In p a r t i a l fu lfillm e n t, of the requirem ents for the d eg ree of DOCTOR OF PHILOSOPHY D e p a r t m e n t o f A d m i n i s t r a t i o n a nd Higher. E d u c a t i o n 1972 PLEASE NOTE: Some pages may have indistinct print. F ilmed as received. University Microfilms, A Xerox Education Company ABSTRACT A DESCRIPTIVE STUDY OF CENTRAL MICHIGAN UNIVERSITY STUDENT ATTITUDES TOWARD COLLECTIVE BARGAINING by W i l li a m R. Donohue Problem The p u r p o se o f t h i s s tu d y was to d e s c r i b e th e a t t i t u d e s o f th e u n d er g ra d u a te s t u d e n t body o f C e n t r a l M ich igan U n i v e r s i t y toward C o l l e c t i v e B a r g a i n in g . I t was th e i n t e n t o f t h i s s tu d y t o b u i l d b a s e l i n e , d e s c r i p t i v e d a t a on s t u d e n t a t t i t u d e s toward fo u r b a s i c a re a s r e la t e d to c o l l e c t i v e b argain in g: 1. O rgan ized la b o r and management. 2. O rga n ized u n i v e r s i t y f a c u l t y and a d m i n i s t r a t i o n . 3. O rg an ized s t u d e n t u n i o n s . 4. The r e l a t i o n s h i p o f t h e ab ove c o n t i n u a to s t u d e n t s e x , c l a s s i f i c a t i o n , hometown, r a c e , r e s i d e n c e , and a g e . Methods and P ro c e d u r e s The d e s i g n o f t h i s s tu d y was b a sed on 253 u n d er g ra d u a te C e n t r a l M ich ig a n U n i v e r s i t y s t u d e n t s . The p o p u l a t i o n was sampled in b o th random f a s h i o n and from i n t e r m e d i a t e l e v e l c o r e c o u r s e s in p s y c h o lo g y and h i s t o r y . A d d itio n a l in fo rm a tio n , though n o t s t a t i s t i c a l , was a l s o g a t h e r e d through i n t e r v i e w s and d i s c u s s i o n s w i t h some 75 f a c u l t y , s t u d e n t s and a d m i n i s t r a t o r s , A 1 2 0 - i t e m q u e s t i o n n a i r e was d e v e lo p e d f o r t h i s s t u d y . U tiliz in g a p r e v i o u s l y p u b l i s h e d L ikert. Continuum f o r l a b o r and management, by John H orvat and R obert M e r r i l l P u b l i s h e r s , two a d d i t i o n a l s c a l e s were m o d i f i e d to measure i d e n t i f i c a t i o n toward f a c u l t y and a d m i n i s t r a t i o n and s t u d e n t u n io n a t t i t u d e s . The c o r r e l a t i o n c o e f f i c i e n t s on a l l th ree s c a l e s w ere found s i g n i f i c a n t beyond th e .0 5 l e v e l . A s t a t i s t i c a l a n a l y s i s o f th e d a t a p r o v id e d mean s c o r e s , s ta n d a r d d e v i a t i o n , and a n a l y s i s o f v a r i a n c e m e a s u r e s . The .0 5 l e v e l o f s i g n i f i c a n c e was u sed t o d e t e r m in e t h e l e v e l o f s i g n i f i c a n c e i n a l l cases. Findings C e n t r a l M ich ig a n U n i v e r s i t y s t u d e n t s a s a w h ole have no d i s t i n c t i d e n t i f i c a t i o n w i t h , and in f a c t , a r e v e r y n e u t r a l toward o r g a n i z e d l a b o r and management. On th e f a c u l t y - a d m i n i s t r a t i v e con tin u u m , h ow ever, th ey were more i d e n t i f i e d w it h f a c u l t y c o n c e p t s than a d m i n i s t r a t i v e o n e s , show ing a low to moderate i d e n t i f i c a t i o n . S tu dents i d e n t i f i e d m ost w i t h s t u d e n t u nion c o n c e p t s , show ing a m oderate i d e n t i f i c a t i o o . The w r i t e r co n c lu d e d th a t th.ese g e n e r a l f i n d i n g s , w h i l e some­ what n e u t r a l , w ere m ost temporary and c o u ld e a s i l y and s i g n i f i c a n t l y be a f f e c t e d by c o l l e c t i v e b a r g a i n i n g s i t u a t i o n s w hich th e s t u d e n t s p e r c e i v e d a s im p a c tin g on t h e i r d a i l y l i v e s . C e r t a i n l y such e v e n t s a s a f a c u l t y s t r i k e or i n c r e a s e d t u i t i o n as a r e s u l t o f c o l l e c t i v e b a r g a i n i n g would be such an e v e n t . The s t a t i s t i c a l a n a l y s i s o f r e s p o n s e s to th e q u e s t i o n n a i r e show t h a t th e r e were s i g n i f i c a n t a t t i t u d i n a l d i f f e r e n c e s among th e s t u d e n t s sampled in th e f o l l o w i n g a r e a s : 1. Fem ales a r e l e s s than m a le s . i d e n t i f i e d w it h S tu d e n t Union c o n c e p t s 2. T w e n ty -y e a r o l d s i d e n t i f y more w it h Labor and S tu d e n t Union c o n c e p t s than 18 y e a r o l d s . 3. J u n io r s i d e n t i f y more w ith Labor and S tu d e n t Union c o n c e p t s than freshm en. 4. Of th e j u n i o r s who more s t r o n g l y i d e n t i f y w i t h Labor and S tu d e n t Union c o n c e p t s than fresh m en , t h e men d i f f e r more towards t h e s e c o n c e p t s than th e women. 5. S t u d e n t s l i v i n g in th e v a r i o u s l i v i n g arran gem en ts d i f f e r i n a t t i t u d e s toward c o l l e c t i v e b a r g a i n i n g . 6. N o n - w h i t e s i d e n t i f y mere w i t h L a b o i , F a c u l t y , S tu d e n t Union c o n c e p ts th a n w h i t e s . and As a r e s u l t o f t h i s s t u d y , th e w r i t e r recommended f u r t h e r i n v e s t i g a t i o n i n th e f o l l o w i n g a r e a s : Recommendations f o r F u r th e r S tu d y 1. A c o m p a r a tiv e s tu d y o f s t u d e n t s and f a c u l t y i n th e c o n t e x t o f c o l l e c t i v e b a r g a i n i n g would be b o th i n t e r e s t i n g and u s e f u l . I f f a c u lt y exposure i s s i g n i f i c a n t i n a t t i t u d e d e v e lo p m e n t, i t would seem w o r t h w h ile to i n v e s t i g a t e d e p a r tm e n ta l a t t i t u d e s toward c o l l e c t i v e b a r g a i n i n g , from s t u d e n t through d ep artm en t h ead . 2. With no c l e a r - c u t m od els f o r s t u d e n t p a r t i c i p a t i o n i n u n i v e r s i t y g o v er n a n ce and no d e f i n i t i v e m odels f o r s t u d e n t p a r t i c i p a t i o n in c o l l e c t i v e b a r g a i n i n g , a s p e c i f i c d e l i n e a t i o n o f s t u d e n t a t t i t u d e s might be useful. 3. An im p o r ta n t a r e a to i n v e s t i g a t e seems t o be th e w h ole s c o p e o f a w a r e n e s s , k n o w le d g e , and u n d e r s ta n d in g s t u d e n t s have r e g a r d in g c o l l e c t i v e b a r g a i n i n g i n b o th p u b l i c and p r i v a t e s e c t o r s . A th orou g h a n a l y s i s o f p a r e n t a l o c c u p a t i o n and hometown en v iro n m en t would a m p l i f y s u ch s tu d y . 4. A n oth er c o n c e p t u s e f u l f o r s tu d y i s th e l o n g i t u d i n a l know ledge and a t t i t u d e change r e g a r d in g c o l l e c t i v e b a r g a i n i n g . What k now ledge or a t t i t u d e s e x i s t p r i o r to u n i t d e t e r m i n a t i o n on a campus, a t th e end o f b a r g a i n i n g , and a t th e end o f t h e c o n t r a c t p e r io d ? Does t h i s d i f f e r s i g n i f i c a n t l y among s t u d e n t s , f a c u l t y , o r a d m i n i s t r a t o r s ? 5. F i n a l l y , a c o l l e c t i v e b a r g a i n i n g a r e a n e e d in g i n v e s t i g a t i o n in h ig h e r e d u c a t i o n i s a r e g i o n a l o n e . What d i f f e r e n c e s , i f a n y , do g e o g r a p h i c a l r e g i o n s make i n a s t u d e n t , f a c u l t y and a d m i n i s t r a t o r k now ledge and a t t i t u d e ? Are th e s t u d e n t s a t R u tgers more aware and u n d e r s ta n d in g o f c o l l e c t i v e b a r g a i n i n g than t h e s t u d e n t s a t Oakland? Are th e f a c u l t y more k n o w le d g e a b le r e g a r d in g c o l l e c t i v e b a r g a in in g ? ACKNOWLEDGEMENTS The a u th or w i s h e s to e x p r e s s h i s s i n c e r e a p p r e c i a t i o n t o th e members o f h i s g u id a n c e c o m m itte e , Dr. K e i t h G r o ty , Dr. R ichard F e a t h e r s t o n e and Dr. Lou S ta m a ta k o s , t h r e e e x c e p t i o n a l l y b usy men who a lw a y s found tim e when t h e r e w a s n ' t an y. A s p e c i a l n o t e o f g r a t i t u d e t o Dr. E ldon Nonnamaker, Chairman o f my Guidance C om m ittee, f o r t h e autonomy, t i m e , s u p p o r t and u n d e r s ta n d in g he p r o v id e d th r o u g h o u t th e c o u r s e o f my d o c t o r a l program. The c o m p l e t io n o f t h i s s tu d y would n o t have b een p o s s i b l e w i t h o u t th e w e a lt h o f warm and s t i m u l a t i n g r e l a t i o n ­ s h i p s o f many i n d i v i d u a l s to whom I am d e e p l y i n d e b t e d . To my many c o l l e g i a t e f r i e n d s who h a ve had su ch p r o v o c a t i v e a n d h e a r t e n i n g e f f e c t on my d e v e lo p m e n t. To my p a r e n t s , Mr. and Mrs. D.A. Donohue whose l o v e and c o n f i d e n c e have been w i t h me th r o u g h o u t my l i f e . And most o f a l l , p rofound p a t i e n c e , t o my d ea r w i f e Nancy, f o r t h e l o v e and u n d e r s t a n d i n g sh e has g i v e n t o me. TABLE OF CONTENTS PAGE ACKNOWLEDGEMENTS ............................................................................................................................. LIST OF TABLES ....................................................................................................................... LIST OF APPENDICES iii v ...................................................................................................................... vi INTRODUCTION ............................................................................................................... 1 Need f o r th e S tu d y ........................................................................................ S ta te m e n t o f t h e P r o b l e m .......................................................................... D e f i n i t i o n s and L i m i t a t i o n s ....... 2 3 5 REVIEW OF THE LITERATURE ...................... . .................................................... , 9 A t t i t u d e s .............................................................................................................. H i s t o r i c a l P e r s p e c t i v e s on S t u d e n t s and C o l l e c t i v e B a r g a in in g ......................................... S tu d e n t I d e n t i f i c a t i o n w i t h Labor .................................................... S tu d e n t I d e n t i f i c a t i o n w i t h Management ........................................ D e v elop m en ts i n P a r t i c i p a t o r y U n i v e r s i t y G overnance . . . . C o l l e c t i v e B a r g a i n in g and th e S tu d e n t .................................... R e se a r c h F i n d i n g s ..................................................................................... C e n t r a l M ich igan U n i v e r s i t y , I t s S t u d e n t s and th e CMU F a c u l t y - A d m i n i s t r a t i v e Agreement .................................. 9 11 13 17 19 22 31 DESIGN AND METHODOLOGY ...................................................................................... 41 S o u r c e s o f D a t a ................................................................................................ Method o f C o l l e c t i n g Data ....................................................................... G en era l C h a r a c t e r i s t i c s o f th e In s tr u m e n t ................................ The Labor-Management A t t i t u d e Q u e s t i o n n a i r e . . . . . . . . The F a c u l t y - A d m i n i s t r a t i v e A t t i t u d e Q u e s t i o n n a i r e . . The S t u d e n t Union-Non S t u d e n t Union A t t i t u d e Q u e s t i o n n a i r e ........................................................... P r e s e n t a t i o n o f th e D ata .......................................................................... A n a l y s i s o f th e D ata ............................................................... 41 42 42 43 44 Chapter I. II. III. IV. V. PRESENTATION AND ANALYSIS OF THE DATA.................................... 35 44 46 47 48 P r e s e n t a t i o n and A n a l y s i s o f th e Com plete Sample ............ P r e s e n t a t i o n and A n a l y s i s o f th e Major Groups ...................... 48 51 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS .......................................... 59 L i m i t a t i o n s .......................................................................................................... Recommendations f o r F u r th e r S tu dy .................................................. 63 64 BIBLIOGRAPHY ....................................................................................................................................... APPENDICES ............................................................................................................................... - iv - 72 LIST OF TABLES TABLE PAGE ..................................... 48 1. D is tr ib u tio n of A ll S c o r e s on S c a l e A 2. D istr ib u tio n of A ll S c o r e s on S c a l e B .......................... 49 3. D istr ib u tio n of A ll S c o r e s on S c a l e C ...................................... 50 4. Means and S ta n d a rd D e v i a t i o n s f o r Three S e p a r a t e Sample S o u r c e s ............................................................................................ 50 A n a l y s i s o f V a r ia n c e fo r Three S e p a r a te Sample S o u r ce Group Means on S c a l e s A, B, and C . ............................. 51 Means and Stan dard D e v i a t i o n s f o r Major Sample G roupings on S c a l e s A, B, and C ..................................................... 52 A n a ly sis o f V a r ia n c e f o r M ales and F em ales on ScaLes A, B, and C .................................................................................. 53 5. 6. 7. 8. 9. 10. 1 1. A n a ly sis c f V a r ia n c e f o r F i v e Age G rou pin gs on S c a l e s A, B, and C ........................................................... A n a ly sis o f V a r ia n c e for Academic C l a s s i f i c a t i o n s on S c a l e s A, B, and C ....................................................... 54 54 A n a ly sis o f V a r ia n c e f o r Academic C l a s s i f i c a t i o n s o f ....................................... M ales on S c a l e s A, B, and C A nalysis of V ariance 55 f o r S t u d e n t R e s i d e n c e s on S c a l e s A, B, and C ........................................................ 12. 13. 14. 56 A n a ly sis o f V a r ia n c e for Non-Urban R e s i d e n t i a l S t u d e n t s on S c a l e s A, B, and C ............................................. 56 A n a ly sis o f V a r ia n ce f o r Home Town C l a s s i f i c a t i o n on S c a l e s A, B, and C........ ........................................................................ 57 A n a ly sis o f V ar ian ce fo r Race on S c a l e s A, B, and C . . . - v - 57 LIST OF APPENDICES APPENDIX A B C D E F PAGE Demographic D i s t r i b u t i o n o f C e n t r a l M ich igan U n i v e r s i t y S t u d e n t s and t h e S t u d y ' s Sample .................................................................................................................... 72 I n s tr u m e n t I n s t r u c t i o n s and Demographic Q u e s t i o n n a i r e ................................................................................................... 74 The Labor-Management A t t i t u d e Q u e s t i o n n a i r e ( S c a l e A ) , The F a c u l t y - A d m i n i s t r a t i v e A t t i t u d e Q u e s t i o n n a i r e ( S c a l e B ) , and th e S t u d e n t Union-Non S t u d e n t Union A t t i t u d e Q u e s t i o n n a i r e ( S c a l e C) ...................................... 76 L e t t e r o f I n v i t a t i o n to P a r t i c i p a t e i n U n i v e r s i t y R e se a rch ............................................................................................................... 85 F ollow -U p L e t t e r on P a r t i c i p a t i o n i n U n i v e r s i t y R e se a rch .................................... .................................................................... C l a s s i f i c a t i o n and D i s t r i b u t i o n o f Urban and Non-Urban Home Towns Used i n th e S tu d y ................................................................ - vi - 87 89 CHAPTER I INTRODUCTION TO THE PROBLEM The a d v e n t o f c o l l e c t i v e b a r g a i n i n g ! among f a c u l t y , a d m i n i s t r a t o r s and, more r e c e n t l y , s t u d e n t s i n h i g h e r e d u c a t i o n i s more th a n a c u r i o u s phenomena. The b u r g e o n in g o f n e g o t i a t e d c o n t r a c t s i n community c o l l e g e s , the push o f n a t i o n a l t e a c h e r s ' o r g a n i z a t i o n s in c o l l e g e and u n i v e r s i t y u n i t d e t e r m i n a t i o n and th e l e g a l r a m i f i c a t i o n s i n our c o u r t s and l e g i s l a t u r e s r e g a r d in g p u b l i c em plo yee n e g o t i a t i o n p l a c e s c o l l e c t i v e b a r g a i n i n g i n th e f o r e f r o n t o f i s s u e s in h i g h e r e d u c a t i o n . Contemporary j o u r n a l s and p r o f e s s i o n a l p u b l i c a t i o n s a re j u s t b e g i n n i n g to document f a c u l t y and a d m i n i s t r a t i v e a t t i t u d e s and o p i n i o n s toward c o l l e c t i v e b a r g a in in g a s a form o f u n i v e r s i t y g o v e r n a n c e . T h e ir mutual c o n c e r n s about p r o f e s s i o n a l i s m , d e c i s i o n making and econom ic s t a b i l i t y a r e becom ing more and more c l e a r as c o n t r a c t s c o n t i n u e t o be n e g o t i a t e d and s i g n e d . An a r e a a s y e t u n e x p lo r e d and v a s t l y ig n o r e d h a s b een th e s t u d e n t a t t i t u d e and o p i n i o n toward t h e s e n e g o t i a t i o n s . With f a c u l t y and a d m i n i s t r a t i v e groups v y i n g f o r econom ic and g o v e r n i n g p o s i t i o n s , i t may w e l l be t h a t th e s t u d e n t s h ave some i d e a s , i f n o t some p a r t i c u l a r l y s t r o n g a t t i t u d e s , r e g a r d in g th ese le g a l agreem ents. ^ ^ T h e in u n i v e r s i t y g o v e r n a n c e , sta tes, r i s e o f stu d en t ex p re ssio n fo r p a r t ic ip a t io n th e a ge o f m a j o r i t y now a r e a l i t y in a number o f i n c l u d i n g M ic h ig a n , and th e i n c r e a s e o f s t u d e n t s o p h i s t i c a t i o n and i d e n t i f i c a t i o n w i t h l a b o r g e n e r a l l y , p o s e s more th a n j u s t a p e r i p h e r a l con cern f o r some c o l l e g e s and u n i v e r s i t i e s . 5>6 ^See d e f i n i t i o n s , p . 6 . ^ W illia m A. S i e v e r t . (August 3 0 , 1 9 7 1 ) , p . 1. C h r o n i c l e o f H igher E d u c a tio n ■^William A. S i e v e r t . C h r o n i c l e o f H igher E d u c a tio n (Septem ber 2 7 , 1 9 7 1 ) , p . 3. ^Hiyron Lieberm an. (O c to b e r , 1 9 7 1 ) , p . 61. " P r o fe s s o r s , U n ite," H arpers. CCXLIII ^ C li v e L. G r a ft o n . "A L a t i t u d i n a l S tudy o f A t t i t u d e s Comparing C e r t a i n S tu d e n t Groups on I s s u e s R e l a t e d to U n i v e r s i t y L i f e . " D isser ta tio n , U n i v e r s i t y o f S ou th e rn C a l i f o r n i a , ( 1 9 6 8 ) . ^ S i e v e r t , op . c i t . (A u gu st and S ep tem b er, 1 9 7 1 ) . NEED FOR THE STUDY S i n c e 1969 t h e r e have been e l e v e n i n s t i t u t i o n s o f h i g h e r e d u c a t i o n which have s i g n e d c o n t r a c t s w i t h t h e i r f a c u l t y under c o l l e c t i v e b a r g a i n i n g law.^ N a tio n a l t e a c h e r s 1 o r g a n iz a tio n s are p r e s e n t ly vyin g to r e p r e se n t c o l l e g e f a c u l t y on s c o r e s o f o t h e r cam puses.® In c o n j u n c t i o n w i t h t h i s r i s e in c o l l e c t i v e b a r g a i n i n g a c t i v i t y , two r e c e n t j o u r n a l a r t i c l e s have spoken a b o u t th e need o f i n v e s t i g a t i o n i n t o th e id e a o f s t u d e n t s and c o l l e c t i v e b a r g a i n i n g . In the J o u r n a l o f H ig h e r E d u c a t i o n , W illia m McHugh d i s c u s s e s th e l i k e l i h o o d o f s t u d e n t i n v o lv e m e n t in c o l l e c t i v e b argain in g: " I t i s r e a s o n a b l e to assume t h a t s t u d e n t s w i l l become s u b s t a n t i a l l y i n v o l v e d . . . a s some f a c u l t y - a d m i n i s t r a t i v e i s s u e s w i l l d i r e c t l y a f f e c t th e s e l f - i n t e r e s t o f s t u d e n t s , and in such i s s u e s th ey w i l l s e e k a s t a k e . The American A s s o c i a t i o n o f U n i v e r s i t y P r o f e s s o r s B u l l e t i n began a 1971 i s s u e w i t h a d i s c u s s i o n o f campus governm ental and econom ic s t r e s s which warned o f th e em ergence o f o r g a n iz e d s t u d e n t grou p s. Mathew F i n k i n s t a t e s , "The r o l e o f s t u d e n t s in i n s t i t u t i o n a l d e c i s i o n s where a c o l l e c t i v e b a r g a i n i n g r e l a t i o n s h i p b etw een f a c u l t y and a d m i n i s t r a t i o n e x i s t s rem ains to be esta b lish e d . I t would be i r o n i c f o r s t u d e n t s to s e c u r e r e p r e s e n t a t i o n on i n s t i t u t i o n a l d e l i b e r a t i v e b o d i e s whose a u t h o r i t y was p la c e d in q u e s t i o n by a b a r g a i n i n g a g e n t . 10 ^C en tra l M ich igan U n i v e r s i t y , SUNY, CUNY, R u tg er s U n i v e r s i t y , S t . Johns U n i v e r s i t y and S .E . M a s s a c h u s e t t s , Oakland U n i v e r s i t y , New J e r s e y S t a t e C o l l e g e , New York I n s t i t u t i o n of T e c h n o lo g y , U .S . Merchant Marine Academy, B o ston S t a t e C o l l e g e . ®Malcom G. S c u l l y and W illia m S i e v e r t . " C o l l e c t i v e B a r g a in in g Gains C o n v e r ts Among T e a c h e r s ," C h r o n i c l e o f H igher E du ca tio n (May 1 0 , 1 9 7 1 ) . Q W i l li a m McHugh. " C o l l e c t i v e B a r g a in in g and th e C o l l e g e S t u d e n t ," J o u r n a l o f Higher E d u ca tio n (March, 1 9 7 1 ) , pp. 1 7 5 -1 8 5 . l^Mathew W. F i n k i n , " C o l l e c t i v e B a r g a in in g and U n i v e r s i t y Government," American A s s o c i a t i o n o f U n i v e r s i t y P r o f e s s o r s B u l l e t i n . V o l. LVII, No. 2, (J u n e , 1 9 7 1 ) , pp. 1 4 9 -1 6 2 . - 3 - In M ich ig a n a l o n e , t h e r e a r e n e a r l y 30 c o n t r a c t s b etw e en tw o -y e a r s c h o o l s o f h i g h e r e d u c a t i o n and t h e i r f a c u l t i e s . There i s n o t y e t , how ever, any c o n c l u s i v e e v i d e n c e t o show t h a t c o l l e c t i v e b a r g a i n i n g i s s u p p o r t i v e or even p r o d u c t i v e i n a s t u d e n t - r e l a t e d e d u c a t i o n a l c o n t e x t . H Of p a r t i c u l a r c o n c e r n to t h i s w r i t e r i s th e f a c t t h a t a t t h i s j u n c t u r e t h e r e i s a p a u c i t y o f r e s e a r c h o r l i t e r a t u r e on th e a t t i t u d e s and o p i n i o n s o f c o l l e g e s t u d e n t s i n i n s t i t u t i o n s w here c o l l e c t i v e b a r g a i n i n g i s t a k i n g p la c e . C e r t a i n l y , know ledge o f t h e i r p e r c e p t i o n s and i d e a s may be s i g n i f i c a n t to know a s s t u d e n t s become more and more a c t i v e i n c o l l e g e and u n i v e r s i t y d e c i s i o n making g e n e r a l l y and p o s s i b l y in a form o f c o l l e c t i v e b a r g a i n i n g i t s e l f . STATEMENT OF THE PROBLEM The s t a t e o f M ich igan h a s f o r many y e a r s b een a l e a d e r i n th e f i e l d o f l a b o r r e l a t i o n s and la b o r l e g i s l a t i o n . In an e d u c a t i o n a l c o n t e x t a l s o , M ich iga n h as o f t e n b een a b e l l w e t h e r o f n a t i o n a l a f f a i r s . The combined a r e a o f c o l l e c t i v e b a r g a i n i n g i n h i g h e r e d u c a t i o n in M ich iga n i s d e v e l o p i n g w i t h u n d e r s t a n d a b l e sp eed and s i g n i f i c a n c e . P r e s e n tly th ere are s e v e r a l f a c u lt y o r g a n iz a tio n s seek in g b arga in in g c o n t r a c t s i n M i c h i g a n 's f o u r - y e a r s c h o o l s . At Wayne S t a t e U n i v e r s i t y and E a s t e r n M ich iga n U n i v e r s i t y , e l e c t i o n s have b een h e l d , and a t Saginaw V a l l e y C o l l e g e n e g o t i a t i o n s a r e under way. At M ich iga n S t a t e U n i v e r s i t y f a c u l t y o r g a n i z a t i o n s a r e p r e s e n t l y cam paign ing in p r e p a r a t i o n f o r e l e c t i o n s h e a r i n g s . ^ A t t h i s w r i t i n g , o n ly two o f M i c h i g a n 's f o u r - y e a r s c h o o l s , C e n t r a l M ich igan U n i v e r s i t y and Oakland U n i v e r s i t y , h a ve s u c c e s s f u l l y n e g o t i a t e d b a rg a in in g c o n t r a c t s . Not o n l y a r e t h e s e th e o n l y M ich iga n s c h o o l s , b u t th e y a r e a l s o two o f o n ly a d ozen such c o n t r a c t s in th e n a t i o n . Of th e two M ich igan c o n t r a c t s , th e C e n t r a l M ich iga n U n i v e r s i t y f a c u l t y a d m i n i s t r a t i v e agreem en t has had th e l o n g e s t d u r a t i o n , h a v in g f i r s t b een s i g n e d in 1969. The p o t e n t i a l f o r s t u d e n t a t t i t u d e s t o h ave d e v e lo p e d under ^ T e l e p h o n e i n t e r v i e w w i t h Ben Munger, M ich igan E d u c a t io n A s s o c i a t i o n , L a n s in g , M ic h ig a n , J u n e , 1971. ^ T e l e p h o n e i n t e r v i e w w i t h B i l l Owen, M ich ig an E d u c a t io n A s s o c i a t i o n , L a n s in g , M ic h ig a n , A p r i l , 1972. „ 4 - c o l l e c t i v e b a r g a i n i n g , t h e r e f o r e , seems g r e a t e r on th e C e n t r a l M ich iga n campus. For t h i s r e a s o n , i t was s e l e c t e d f o r t h i s s t u d y . 1. What a r e th e s t u d e n t a t t i t u d e s a t C e n t r a l M ich ig a n U n i v e r s i t y toward c o l l e c t i v e b a r g a i n i n g among o r g a n i z e d l a b o r and management? S t u d e n t s n a t i o n a l l y have d em o n stra ted a g r e a t a w a r e n e ss o f o r g a n i z e d l a b o r , even t o th e p o i n t o f i m i t a t i o n i n t h e i r e f f o r t s to b r i n g ab out s o c i a l , p o l i t i c a l and u n i v e r s i t y r e f o r m . 13 T h is i s somewhat o f a c o n t r a s t t o th e m a n a g e r ia l c h a r a c t e r or c a r e e r o r i e n t a t i o n g e n e r a l l y a s s o c i a t e d w i t h h i g h e r ed u ca tio n . The q u e s t i o n p o i n t s t o th e need fo r g r e a t e r u n d e r s t a n d in g o f s t u d e n t a t t i t u d e s toward l a b o r and management i n a c o l l e c t i v e b a r g a i n i n g co n text. I t a l s o s e e k s to i d e n t i f y w i t h w h ich end o f th e c o r p o r a t e continuum stu d en ts id e n t i f y . 2. What a r e th e s t u d e n t a t t i t u d e s a t C e n t r a l M ich ig a n U n i v e r s i t y toward c o l l e c t i v e b a r g a i n i n g among f a cu l t y and u n i v e r s i t y a d m in istra tio n ? P u b l i c o p i n i o n , a s r e p r e s e n t e d by governm ent l e g i s l a t i o n , h a s shown a g e n e r a l su p p o r t f o r the p r i n c i p l e s o f o r g a n i z e d la b o r in th e p r i v a t e s e c t o r s i n c e 1 935 . In th e p u b l i c s e c t o r , h ow ev er, t h e r e has b een a l e g i s l a t i v e r e l u c t a n c e to s u p p o r t o r g a n i z e d l a b o r . The r e s p o n s e s t o t h i s q u e s t i o n w i l l r e f l e c t s t u d e n t i d e n t i f i c a t i o n w i t h p u b l i c l a b o r i s s u e s , p a r t i c u l a r l y among p u b l i c t e a c h e r s and a d m i n i s t r a t o r s in h i g h e r e d u c a t i o n . The r e s p o n s e s w i l l a l s o a m p l i f y th e p r e v i o u s q u e s t i o n and p r o v i d e g r e a t e r d a t a f o r com parison o f stu d en t a t t it u d e . 3. What a r e th e s t u d e n t a t t i t u d e s a t C e n t r a l M ich ig a n U n i v e r s i t y toward stu d en t p a r t i c i p a t i o n in c o l l e c t i v e b a rg a in in g in h ig h er e d u c a tio n ? With grow ing s t u d e n t i n v o lv e m e n t a c r o s s th e n a t i o n i n u n i v e r s i t y g o v er n a n ce and i n some c a s e s a c t u a l o r g a n i z e d s t u d e n t l a b o r g r o u p s , t h e r e s p o n s e o f C e n t r a l M ich iga n s t u d e n t s seems i m p o r t a n t . ^ Some s t u d e n t b o d i e s have e x p r e s s e d f r u s t r a t i o n i n b e i n g l e f t o u t o f th e b i - p a r t y a g r e e m e n t s , w h i l e o t h e r s h a v e shown no v i s i b l e c o n c e r n or i n t e r e s t . The r e s p o n s e s to t h i s q u e s t i o n w i l l r e f l e c t i d e n t i f i c a t i o n toward student, u n io n c o n c e p t s o r a more n o n - p a r t i c i p a t o r y i d e n t i f i c a t i o n . The r e s p o n s e s w i l l a l s o c o n t i n u e t o a m p l i f y th e p r e v i o u s q u e s t i o n s , p r o v i d i n g a d d i t i o n a l c o m p a r a tiv e d a t a . 13S ievert, op. cit. ^Sievert, pp. cit. - 5 - 4. What r e l a t i o n s h i p s e x i s t b etw e en t h e s t u d y ' s a t t i t u d i n a l c o n t i n u a and th e s e x , acad em ic c l a s s i f i c a t i o n , r e s i d e n c e , ra c e or hom etow n s i z e o f C e n t r a l M ich ig an U n i v e r s i t y s t u d e n t s ? S i n c e s o l i t t l e d a t a h as b e e n g a t h e r e d on s t u d e n t a t t i t u d e s and o p i n i o n s r e g a r d in g c o l l e c t i v e b a r g a i n i n g , r e s p o n s e s t o t h i s q u e s t i o n w i l l p r o v i d e c o n s i d e r a b l e c o m p a r a tiv e d a t a . w ith l a b o r groups? Do women e x h i b i t s t r o n g e r i d e n t i f i c a t i o n Do u p p e r c la s s m e n or s t u d e n t s from urban b ackgrounds d if f e r s i g n i f i c a n t l y in th e ir a tt it u d e s ? T h is q u e s t i o n i s d e s i g n e d to a m p lify th e s c o p e o f th e p r e v i o u s t h r e e q u e s t i o n s , p r o v i d i n g a broad b a s e o f d e m o g r a p h ica l i n f o r m a t i o n . A l l fo u r q u e s t i o n s f o c u s on C e n tr a l M ich igan U n i v e r s i t y s t u d e n t s and t h e i r a t t i t u d e s toward th e c o n t i n u a o f l a b o r grou p s and m a n a g e r ia l g r o u p s . DEFINITIONS AND LIMITATIONS Many terms i n e d u c a t i o n a l and l a b o r c i r c l e s a r e u sed i n t e r c h a n g e a b l y . A few d e f i n i t i o n s a r e p r o v id e d to a s s i s t th e r e a d e r i n a c o n s i s t e n t i n t e r p r e ­ ta tio n o f t h i s stu d y. A d m i n i s t r a t i o n - (1 ) The d e t e r m i n a t i o n and e x e c u t i o n o f p o l i c i e s s u b j e c t to th e a u t h o r i t y d e l e g a t e d by an i n s t i t u t i o n ' s g o v e r n in g b o d i e s ; (2 ) t h e o f f i c e r s who d e te r m in e and e x e c u t e su ch p o l i c i e s . A d m i n i s t r a t i v e p e r s o n n e l may be c l a s s e d a s g e n e r a l , t h o s e s e r v i n g th e i n s t i t u t i o n as a w h o le ; and d e p a r t ­ m ental o r d i v i s i o n a l , t h o s e engaged i n th e a d m i n i s t r a t i o n o f a d ep artm en t or component c o l l e g e o f a u n i v e r s i t y . 15 A t t i t u d e - A c o m p le x , s u m - t o t a l o f a p e r s o n ' s i n c l i n a t i o n s and f e e l i n g s , p r e j u d i c e s and b i a s , p r e - c o n c e i v e d n o t i o n s , i d e a s , f e a r s , t h r e a t s , and c o n v i c t i o n s ab o u t any s p e c i f i e d t o p i c , w i t h a p r e d i s p o s i t i o n to a c t on th o s e c o n d i t i o n s . An a t t i t u d e can be in d u ced from th e a c c e p t a n c e or r e j e c t i o n o f an o p i n i o n and i s s u b j e c t to c h a n g e . 15,17 1 5 u n i t e d S t a t e s Department o f H e a l t h , E d u c a t io n , and W e l f a r e . " D e f i n i t i o n s o f S tu d e n t P e r s o n n e l Terms." (W ashington: U .S . Government P r i n t i n g O f f i c e , 1 9 6 8 ) , p . 2. l^ L .L . T h u r s t o n e . The Measurement o f A t t i t u d e o f C h ica g o P r e s s , C hapter I , 1 9 2 9 ) . (C h ica g o : U n iv ersity l^Merriam W e b s te r . W e b s t e r ' s S e v e n th New C o l l e g i a t e D i c t i o n a r y ( M a s s a c h u s e t t s : AG & C Merriam Company), p . 5 9 2 . - 6 - C o l l e c t i v e B a r g a in in g Agreement - A w r i t t e n c o n t r a c t b etw een an em ployer (o r e m p lo y e r s ) and an em ployee o r g a n i z a t i o n , u s u a l l y f o r a d e f i n i t e term , d e f i n i n g c o n d i t i o n s o f em ploym ent, (w a g e s , h o u r s , v a c a t i o n s , h o l i d a y s , o v e r ­ tim e p a y m en ts, e t c . ) th e r i g h t s o f th e em p lo y ee s and t h e i r o r g a n i z a t i o n , and th e p r o c e d u r e s to be f o l l o w e d in s e t t l i n g d i s p u t e s or h a n d l i n g i s s u e s t h a t a r i s e d u r in g th e l i f e o f th e c o n t r a c t . 18 i n t h i s s tu d y th e term c o l l e c t i v e b a r g a i n i n g w i l l be synonymous w i t h c o l l e c t i v e n e g o t i a t i o n s and p r o f e s s i o n a l n eg o tia tio n s. F a c u l t y O r g a n i z a t i o n s - P a r t i e s w h ich r e p r e s e n t f a c u l t i e s th rou gh l o c a l , in d e p e n d e n t , or n a t i o n a l o r g a n i z a t i o n s , such a s th e AAUP, MEA, MAHE, o r AFT. They may o r may n o t l i m i t t h e i r membership t o f u l l - t i m e e m p lo y e e s , te n u re d em p lo y ee s o r t e a c h i n g e m p lo y e e s . Labor O r g a n i z a t i o n - A group o f w ork ers in a v o l u n t a r y a s s o c i a t i o n combined f o r t h e common p u r p o se o f p r o t e c t i n g o r a d v a n c in g th e w a g e s , h o u r s , or w o rkin g c o n d i t i o n s o f t h e i r members. A lth ou g h t h e s e o r g a n i z a t i o n s a re o c c a s i o n a l l y c o n ce rn ed w i t h m a t t e r s o f s o c i a l and p o l i t i c a l c o n c e r n , t h i s i s n o t t h e i r p rim ary aim , b u t a f u n c t i o n w h ich i s made n e c e s s a r y by th e common i n t e r e s t i n p r o t e c t i n g and a d v a n c in g th e member w e l f a r e . The N a t i o n a l Labor R e l a t i o n s A c t d e f i n e s " la b o r o r g a n i z a t i o n " a s "any j r g a n i z a t i o n o f any k in d , o r any a g e n c y or em ployee r e p r e s e n t a t i o n , co m m ittee or p l a n , i n which em p lo y ee s p a r t i c i p a t e and w h ich e x i s t s f o r th e p u r p o s e w h o le o r i n p a r t , o f d e a l i n g w i t h e m p lo y er s c o n c e r n in g g r i e v a n c e s , l a b o r d i s p u t e s , w a g e s , r a t e o f p a y , h o u r s o f em ployment, o r c o n d i t i o n s o f w ork." D e f i n i t i o n s under a s t a t u t e , h o w ev e r, a p p ly o n l y t o th e p u r p o se o f t h a t s t a t u t e and f o r th e p u r­ p o s e s o f t h a t s t a t u t e . 19 Management - The term when u sed a s a noun a p p l i e s to an em ployer o r to e x e c u t i v e s o f a c o r p o r a t i o n who a r e a c c o u n t a b l e and r e s p o n s i b l e f o r t h e a d m i n i s t r a t i o n and d i r e c t i o n o f an e n t e r p r i s e and th e f u n c t i o n s o f l e a d e r s h i p . The term a l s o c o n c e r n s i t s e l f w i t h the. g e n e r a l management and m o t i v a t i n g o f t h e a c t i v i t i e s o f a c o r p o r a t i o n or o t h e r b u s i n e s s e n t e r p r i s e ( t o i n c l u d e p l a n n i n g and o r g a n i z i n g ) so t h a t i t may a c h i e v e i t s o b j e c t i v e s m ost e f f i c i e n t l y and e c o n o m i c a l l y . 20 Op i n i o n - An o p i n i o n i s a b e l i e f , judgment o r v ie w a b o u t a p a r t i c u l a r m a t t e r , o f t e n a v e r b a l e x p r e s s i o n or symbol o f an a t t i t u d e . 2 1 ,2 2 • ^ w i l l i a m M i l l e r y and David Newbury. For B a r g a i n in g Teams, G l o s s a r y (New York: T each er N e g o t i a t i o n s : A Guide P arker P u b l i s h i n g Company, 1 9 7 0 ). ■^Harold S . R o b e r t s . R o b e r ts D i c t i o n a r y o f I n d u s t r i a l R e l a t i o n s (W a sh in g to n , D .C .: BNA I n c o r p o r a t e d , 1 9 6 6 ) . 20I b i d . ^ T h u r s t o n e , op . c i t . 22Web s t e r , op. c i t . , p . 5 7 . - 7 - The n a t u r e o f t h i s s tu d y i s d e s c r i p t i v e and i a d e s i g n e d t o p r o v i d e b a s e l i n e d a t a from w h ich h y p o t h e s e s may be drawn and d e v e l o p e d . B eca u se o f th e newness o f t h i s r e s e a r c h a r e a and th e b r e a d th o f d e s i g n , t h e r e a r e many lim ita tio n s for g e n e r a liz a tio n . The u n iq u e n e s s o f C e n t r a l M ich ig an a l o n e w i l l l i m i t much o f th e b ro a d er a p p l i c a t i o n o f t h i s s t u d y . C e n t r a l M ich igan i s l o c a t e d i n a r u r a l , farm ing s e c t i o n o f an i n d u s t r i a l s t a t e w i t h compara­ t i v e l y l i b e r a l la b o r l a w s . Other s t a t e s w h ich h av e f o u r - y e a r i n s t i t u t i o n s w i t h b a r g a i n i n g c o n t r a c t s a r e b o th urban and i n d u s t r i a l . ^ i n a n o th e r s e n s e , i n f e r e n t i a l g e n e r a l i z a t i o n s may be d i f f i c u l t in t h a t C e n t r a l M ichigan i s now under i t s seco n d c o n t r a c t and s t u d e n t a t t i t u d e s and o p i n i o n s may n o t a p pr o x im a te t h o s e on campuses where c o l l e c t i v e b a r g a i n i n g i s in i t s b e g in n in g stag es. A l i m i t a t i o n found in any r e s e a r c h u s in g a t t i t u d e s and o p i n i o n s i s t h a t o f ch a n ge. S i n c e p e o p l e ' s p e r c e p t i o n s c h a n g e , th e measurement o f t h e i r a t t i t u d e s and o p i n i o n s w i l l n u t be s t a t i c or i n f a l l i b l e . to assume t h a t i t i s We must be c o n t e n t im p o rta n t to know what p e o p l e sa y th ey b e l i e v e or t h i n k a t a g iv en t i m e . ^ A n oth er l i m i t a t i o n w i l l i n v o l v e th e i n s t r u m e n t a t i o n . Only th e L abor- Mariagement. A t t i t u d e Q u e s t i o n n a i r e has been e x t e n s i v e l y v a l i d a t e d . The two q u e s t i o n n a i r e s have b een p i l o t e d , r e d e s ig n e d and v a l i d a t e d , b u t o n ly in a p p r o x im a tio n o f the Labor-Management q u e s t i o n n a i r e . In th e e n d , th e i n s t r u m e n t s a r e b e i n g u sed to a p p ly some l i n e a r measurement t o th e m u l t i ­ d im e n s io n a l c o n c e p t s o f a t t i t u d e . 25 j n th e same s e n s e , i t b e a r s r e p e a t i n g t h a t t h e stu d y i s d e s c r i p t i v e and th e i n s t r u m e n t a t i o n i s u s e d o n ly to in d u ce a g r e a t e r u n d e r s ta n d in g o f the s t u d e n t i n th e d e v e l o p i n g c o n t e x t o f c o l l e c t i v e b a r g a i n i n g at. Central. M ichigan U n i v e r s i t y and in c o l l e c t i v e b a r g a i n i n g r e la tio n s h ip s g e n e r a lly . 2^New York, New J e r s e y and M a s s a c h u s e t t s . 0/ T hurstone, o p . c i t . “^ T h u r s t o n e , op. c i t . - 8 - OVERVIEW OF THE STUDY C h ap ter I I c o n s i s t s o f a r e v ie w o f t h e l i t e r a t u r e p e r t i n e n t t o th e stu d y. Much o f t h i s c h a p t e r w i l l b e background s i n c e s o l i t t l e h as been c o n d u c te d in t h i s a r e a . research Where a p p r o p r i a t e , th e f i n d i n g s o f r e s e a r c h co n d u c ted r e g a r d in g s t u d e n t a t t i t u d e s and c o l l e c t i v e b a r g a i n i n g a re p r e s e n t e d . In C h ap ter I I I th e method u s e d i n c o n d u c t in g t h e s tu d y i s p r e s e n t e d . The s o u r c e o f t h e d a t a , th e p r o c e d u r e and i n s t r u m e n t a t i o n u s e d i n c o l l e c t i n g th e d a ta and th e methods o f p r e s e n t i n g th e d a ta a r e d i s c u s s e d . C h a p ter IV w i l l p r e s e n t th e f i n d i n g s and s t a t i s t i c a l a n a l y s i s o f t h e d ata. T h is c h a p t e r w i l l s p e c i f i c a l l y respon d to th e fo u r q u e s t i o n s o u t l i n e d i n C h a p ter I . A summary o f th e s t u d y , w i t h i t s l i m i t a t i o n s and c o n c l u s i o n s w i l l be p r e s e n t e d , a l o n g w i t h recom m endations f o r f u r t h e r r e s e a r c h , i n C hapter V. CHAPTER I I REVIEW OF THE LITERATURE T h is c h a p t e r summarizes th e a v a i l a b l e l i t e r a t u r e p e r t a i n i n g to c o l l e g e s t u d e n t a t t i t u d e s toward c o l l e c t i v e b a r g a i n i n g and t h e a r e a s a s s o c ia te d w ith t h i s in q u ir y . The c h a p t e r i s d i v i d e d i n t o t h e f o l l o w i n g segm ents: A ttitu d es H i s t o r i c a l P e r s p e c t i v e s on S t u d e n t s and C o l l e c t i v e B a r g a in in g S t u d e n t I d e n t i f i c a t i o n w i t h Labor S tu d e n t I d e n t i f i c a t i o n w i t h Management D ev elo pm en ts i n P a r t i c i p a t o r y U n i v e r s i t y Governance C o l l e c t i v e B a r g a i n in g and th e S tu d e n t R e se a rch F i n d i n g s C e n t r a l M ich ig a n U n i v e r s i t y , I t s S t u d e n t s , and th e C e n t r a l M ich igan U n i v e r s i t y F a c u l t y - A d m i n i s t r a t i v e Agreem ent. A ttitu d es Katz and S t o t l a n d d e s c r i b e an a t t i t u d e as an i n d i v i d u a l ' s te n d e n c y or p r e d i s p o s i t i o n to e v a l u a t e an o b j e c t or symbol o f t h a t o b j e c t i n a c e r t a i n way.-'- They c o n c e i v e a t t i t u d e s a s h a v in g a f f e c t i v e , c o g n i t i v e and b e h a v io r components w h ich i n v o l v e f e e l i n g s , e m o t i o n s , b e l i e f and a c t i o n . a ttitu d e s , Some o f our th e y a s s e r t , a t e h e a v i l y lo aded w i t h a f f e c t i v e components and do n o t r e q u i r e any a c t i o n beyond th e e x p r e s s i o n o f f e e l i n g s . h ea v ily i n t e lle c t u a liz e d O ther a t t i t u d e s are to th e p o i n t where th e y c a n n o t be u sed a s v a l i d p r e d i c t o r s o f t h e c o u r s e an i n d i v i d u a l w i l l ta k e i n a s o c i a l s i t u a t i o n . A c tio n - o r i e n t e d a t t i t u d e s may i n v o l v e a minimum o f f e e l i n g and b e l i e f and may emerge when a need can be s a t i s f i e d s im p ly and d i r e c t l y . ^ and A l l p o r t d e f i n e a t t i t u d e somewhat d i f f e r e n t l y . H o velan d , J a n i s , K e l l e y They c l a i m an a t t i t u d e to be an o r i e n t a t i o n toward o r away from some o b j e c t , c o n c e p t or s i t u a t i o n ■*-D. K atz and E. S t o t l a n d . "A P r e l im in a r y S ta te m e n t t o a T hroty o f A t t i t u d e S t r u c t u r e and Change." E d u c a t io n a l P s y c h o lo g y : A Study o f a S c i e n c e (V o l. I l l , New York: M cG raw -H ill, 1 9 5 9 ) . 2 Henry C. L in d g r e n . An I n t r o d u c t i o n t o S o c i a l P s y c h o lo g y John W ile y and S o n s , I n c . , 1 9 6 9 ) , p . 71. - 9 - (New York: - 10 - as w e l l as a p r e d e te r m in e d r e a d i n e s s t o respon d t o t h e s e o r r e l a t e d o b j e c t s , concepts or s i t u a t i o n s . 3 A l l p o r t s u g g e s t s fo u r common c o n d i t i o n s f o r t h e f o r m u l a t i o n o f a ttitu d e s: 1. The a c c r e t i o n and i n t e g r a t i o n o f r e s p o n s e s l e a r n e d i n th e c o u r s e o f gro w in g u p . For ex a m p le, b e in g r a i s e d in a home i n w h ich the f a t h e r i s d e f e r r e d to and t h e so n s a re v a lu e d above th e d a u g h te r s w i l l a f f e c t g e n e r a l a t t i t u d e s r e g a r d in g m ale supremacy. 2. The i n d i v i d u a t i o n , d i f f e r e n t i a t i o n or s e g r e g a t i o n o f e x p e r i e n c e s . E x p e r i e n c e s do n o t m e r e ly a c c u m u la te ; th e y become sharpened and p a t t e r n e d , so t h a t a t t i t u d e s may become more s p e c i f i c a s th e i n d i v i d u a l grows up. 3. The i n f l u e n c e o f some d ra m a tic e x p e r i e n c e o f traum a. Sometimes a s i n g l e e x p e r i e n c e may have a l a s t i n g i n f l u e n c e and may g e n e r a l i z e to r e l a t e d s t i m u l i . Nausea f o l l o w i n g th e e a t i n g o f s t r a n g e food may g e n e r a t e a d i s t a s t e fo r a l l r e l a t e d d i s h e s . A bad e x p e r i e n c e w i t h a s i n g l e member o f some e t h n i c group may l e a d t o a d i s t r u s t , o f a l l members o f t h a t grou p . 4. The a d o p t io n o f ready-made a t t i t u d e s . Som etim es a t t i t u d e s a r e p ic k e d up through i m i t a t i o n o f th e a t t i t u d e s o f p a r e n t s and o t h e r s . ^ In th e c a s e o f c o l l e g e s t u d e n t a t t i t u d e s and c o l l e c t i v e b a r g a i n i n g , some g e n e r a l i z a t i o n s can be a s s e r t e d . Many student, a t t i t u d e s have been d e v e lo p e d and n u r tu r e d in th e fa m il y and community e n v ir o n m e n t. A w o r k in g - c l a s s f a m i l y w i l l l i k e l y have d i f f e r i n g a t t i t u d e s than t h e fa m il y o f a c o r p o r a t i o n manager. In th e same s e n s e , b o th in n e r c i t y y o u th and farm yo u th may have n e g a t i v e f e e l i n g s toward c o r p o r a t e p o w e r s, b u t fo r r e a s o n s stemming from w i d e l y d i f f e r i n g a t t i t u d e s . The A l l p o r t c o n d i t i o n s s u g g e s t a myriad o f s o c i a l , economic, and v o c a t i o n a l c o n d i t i o n s f o r th e a t t i t u d e d evelop m en t i n su ch an a r e a a s c o l l e c t i v e b a r g a i n i n g . Feldman and Newcomb summarize c o l l e g e student: a t t i t u d e s and t h e i r t e n d e n c i e s f o r change: The g e n e r a l f i n d i n g t h a t a t t i t u d e s change l i t t l e a f t e r c o l l e g e y e a r s cannot be a t t r i b u t e d s im p ly to " i n h e r e n t i n e r t i a " or to some s o r t o f e a r l y h ard en in g o f p s y c h o l o g i c a l a r t e r i e s . The b a s i c fact, i s t h a t o n e ' s a t t i t u d e s and v a l u e s do n o t change w h i m s i c a l l y , but: in r e s p o n s e to new i n f o r m a t i o n or to new ways o f v i e w i n g o n e ' s w o r ld . The o l d e r one b eco m es, th e l e s s th e ^ E rn est R. H i l g a r d . I n t r o d u c t i o n to P s y c h o lo g y Brace and W orld, 1 9 6 2 ) , p . 5 64. 4 I b i d , p . 564. (New York: H a r c o u r t, - 11 - r e l a t i v e im pact o f any p a r t i c u l a r s e t o f new e x p e r i e n c e s . The u n iq u e t h i n g ab o u t l a t e - a d o l e s c e n c e - m e r g i n g - i n t o - e a r l y - m a t u r i t y i s t h a t a t t h i s s t a g e o f d ev elo p m en t one i s , i n our s o c i e t y , m a x im a lly m o t iv a t e d t o a c h i e v e autonomy and a t t h e same tim e m in im a lly c o n s t r a i n e d to conform to th e r e s t r i c t i o n s o f a d u lt r o l e s . The t y p i c a l c o n s e q u e n c e may w e l l be t h i s : i f one d o e s n o t change d u r in g t h i s p e r i o d one i s n o t l i k e l y to change t h e r e a f t e r . Or, a l t e r n a t i v e l y , i f one has changed d u r in g t h e s e y e a r s one may have a c q u ir e d a p r o p e n s i t y f o r ch a n gin g o n e s e l f in r e s p o n s e to ch a n g es i n th e w orld o u tsid e o n e s e lf.^ S i n c e m ost s t u d e n t s have n e v e r e x p e r i e n c e d f u l l - t i m e employment, many o f t h e i r a t t i t u d e s toward la b o r and u n io n is m a r e n a t u r a l l y d e v e lo p e d through second and th ir d -h a n d s o u r c e s . Feldman s u g g e s t s t h a t th e c o l l e g i a t e en v iro n m en t i s one o f c h a n g e , though i n r e l a t i o n t o work and la b o r a t t i t u d e s , i t may s im p ly be an i n c u b a t i o n p e r i o d . The a d v en t o f c o l l e c t i v e b a r g a i n i n g i n c o l l e g e s and u n i v e r s i t i e s , h o w ever, may i n t r o d u c e new t r e n d s in t h i s a r e a o f a t t i t u d e d e v e lo p m e n t, H i s t o r i c a l P e r s p e c t i v e s on S t u d e n t s and C o l l e c t i v e B a r g a in in g W h ile th e em ergence o f c o l l e c t i v e b a r g a i n i n g i n c o l l e g e s and u n i v e r ­ sitie s to d a y ap p ea rs t o be a contem porary o n e , there i s c o n sid e ra b le u n d e r p in n in g to t h e c o n c e p t o f th e s t u d e n t and c o l l e c t i v e n e g o t i a t i o n . Though i t can be s a i d t h a t s t u d e n t s have a lw a y s had a t t i t u d e s and o p i n i o n s ab o u t t h e i r d e s i r e s t o s h a r e in th e d ecision -m ak in g a f f a i r s o f t h e ir own e d u c a t i o n , n ow h ere, i t a p p e a r s , was i t so d e m o n s tr a te d as i n th e t w e l f t h , t h i r t e e n t h , and f o u r t e e n t h c e n t u r i e s . The m ost c o m p le t e c o n t r o l o f t h e " u n i v e r s i t a s " by s t u d e n t s o c c u r r e d in B o lo g n a .6 S t u d e n t s formed s o c i e t i e s c a l l e d " n a tio n s " w h ich w ere p a t t e r n e d a f t e r trade g u il d s . The n a t i o n s e s t a b l i s h e d r u l e s f o r t h e m s e l v e s , t h e i r ^Kenneth A. Feldman and Theodore M, Newcomb. The Impact o f C o l l e g e on S t u d e n t s (Volume I , San F r a n c i s c o : J o s s e y - B a s s I n c . ) , p . 333. ^V.R. C a r d o z ie r . " S tu d en t Power i n M e d ie v a l U n i v e r s i t i e s . " P e r s o n n e l and G uidance J o u r n a l (J u n e , 1 9 6 8 ) , p . 94 4. - 12 - l a n d l o r d s , t h e i r s e r v a n t s and m ost o f a l l , th eir p ro fesso rs. The p r o f e s s o r s were r e q u i r e d t o swear o b e d ie n c e t o t h e r e c t o r ( e l e c t e d s t u d e n t l e a d e r ) and f o l l o w c l a s s r o o m p r o c e d u r e s e s t a b l i s h e d by th e s t u d e n t s . ? L ik e w ise , t e a c h e r s o r g a n i z e d i n t o " f a c u l t i e s " o r a " c o lle g iu m " t o c o n t r o l th e f l o w o f new e r r e n t s i n t o t h e p r o f e s s i o n and p r o t e c t t h e m s e l v e s from a b u s e s p e r p e t r a t e d by l o c a l a u t h o r i t i e s , t h e l o c a l b is h o p or th e k i n g . 8>9 A co m b in a tio n o f r o y a l and r e l i g i o u s d e c r e e s from tim e to tim e a l s o p r o t e c t e d th e s t u d e n t s and f a c u l t y from t a x a t i o n , m i l i t a r y s e r v i c e and a r r e s t . C a r d o z ie r r e p o r t s t h a t i n P a r i s , M o n t p e l l i e r , P r a g u e , A n g i e r s , O r l e a n s , T o u lo u s e and A v ig n o n , v a r i a t i o n s o f t h i s theme o f s t u d e n t dominance c o n t i n u e d i n t o th e f o u r t e e n t h c e n t u r y . S tu dents a t th e se i n s t i t u t i o n s n e g o t i a t e d d i r e c t l y and c o l l e c t i v e l y w i t h t h e i r f a c u l t y f o r f e e s a s w e l l as te a ch in g c o n d it io n s . or o b s t i n a t e f a c u l t y . F i n e s or b o y c o t t s w ere s a n c t i o n s imposed on i n e f f i c i e n t By 1200 t h e community o f t e a c h e r s and s t u d e n t s had d e v e l o p e d in many p l a c e s a " stu d iu m g e n e r a le " o f s u f f i c i e n t s t a t u r e (in P a ris, a t le a s t) P a ris. to a s k f o r and r e c e i v e a c h a r t e r a s t h e U n i v e r s i t y o f (Sorbonne) The c i t i e s s p o n s o r in g t h e s e u n i v e r s i t i e s w ere o f t e n th e s p o i l s f o r th e p r iv ile g e d s tu d e n ts . I t was no wonder t h a t i n B o lo g n a when th e p r o f e s s o r s a p p e a le d f o r endowed c h a i r s ( a s op posed t o b a r g a i n i n g w i t h th e stu d en ts) th e c i t y c o m p lie d . The f i r s t two c h a i r s w ere awarded i n 1 2 3 0 , and a tr e n d w h ich would e v e n t u a l l y e r o d e t h e s t u d e n t c o n t r o l i n B o lo g n a was esta b lish e d . By 1381 t h e r e were 23 c h a i r s u n d e r w r i t t e n by t h e c i t y . As t h e c i t y ' s f i n a n c i a l c o n t r i b u t i o n i n c r e a s e d , so th en d id i t s and c o n t r o l l i n g i n t e r e s t . in flu e n c e Even though th e p o s i t i o n o f r e c t o r was s t i l l b e i n g ^S.E . F r o s t . I n t r o d u c t i o n to American E d u c a t io n and C o . , I n c . , 1 9 6 2 ) , p . 86. (New York: D oubleday ^ C a r d o z ie r , op . c i t . , p . 9 4 4 . ^E arl McGrath, S h ou ld S t u d e n t s S hare t h e Power U n i v e r s i t y P r e s s , 1 9 7 0 ) , p . 10. l ^ F r o s t , op . c i t . p . 8 7 . U-Frank W. H u l l . The O rga n ized O r g a n i z a t i o n ( T o l e d o , Ohio: U n i v e r s i t y o f T o l e d o , 1 9 7 1 ) , p . 13. (P h ila d e lp h ia : Temple - 13 - o c c u p ie d by a s t u d e n t when N a p o l e o n 's t r o o p s d i s p e r s e d B ologn a i n 1 7 9 6 , s t u d e n t power had f o r some tim e b een d i m i n i s h e d . 12 W h ile i t may be argued t h a t t h e m e d e iv a l u n i v e r s i t i e s e x h i b i t e d a t b e s t a cru d e form o f c o l l e c t i v e b a r g a i n i n g , i t was c l e a r l y in t h e e c o n o m ic , p o l i t i c a l and s o c i o l o g i c a l s p i r i t o f p r e s e n t day l a b o r s t r u g g l e s . S t u d e n t I d e n t i f i c a t i o n w i t h Labor I t would be d i f f i c u l t t o e x t e n s i v e l y t r a c e s t u d e n t a t t i t u d e s toward l a b o r i n t h e c o n t e x t o f t h i s r e v i e w , b u t a few movements and some i d e n t i ­ f i c a t i o n can b e a s c r i b e d . C e r t a i n l y one need l o o k no f u r t h e r than th e b o y c o t t s and s t r i k e s s t a g e d by s t u d e n t s i n th e l a t e 1 9 6 0 ' s and th e e a r l y 1 9 7 0 ' s t o draw a t l e a s t some u n d e r s t a n d i n g o f s t u d e n t s and t h e i r a w a r en ess of o rg a n iza tio n a l sa n c tio n s. The d ev elo p m en t o f t h i s b e h a v i o r and th e a t t i t u d e s b eh in d i t a r e b o th i n t e r e s t i n g and c o m p l i c a t e d . In R u s s i a a t th e tu rn o f t h i s c e n t u r y s t u d e n t s and l a b o r e r s d e v e lo p e d a p o w e r fu l b u t s h o r t - l i v e d c o a l i t i o n . F eu er r e p o r t s : S t u d e n t s were t h r u s t i n t o p l a c e s o f l e a d e r s h i p , and u n i v e r s i t y h a l l s became chambers f o r t h e w o r k e r s ' s o v i e t . G .S . K r u s t a l e v N o s a r , w i t h h i s r e p u t a t i o n a s th e S o c i a l D e m o cratic l e a d e r among t h e S t . P e t e r s b u r g s t u d e n t r y , became p r e s i d e n t o f t h e Workers' S o v i e t i n 1 9 0 5 . The u n i v e r s i t y became t h e forum f o r r e v o l u t i o n . The g r e a t s t u d e n t s t r i k e o f 1 9 0 5 , w h ich f o l l o w e d th e m a ssa cr e o f B lo o d y Sunday, b ro u g h t d r a s t i c ch a n g e s to th e academ ic w o r ld . A S t u d e n t s ' S o v i e t v i r t u a l l y a d m i n i s t e r e d th e U n i v e r s i t y o f S t . P e t e r s b u r g . Throngs o f w o r k e r s found t h e i r way t o t h e u n i v e r s i t y t o s e e what was g o i n g o n . . . t o s a t i s f y them i t was d e c i d e d to h o ld m e e t i n g s i n th e u n i v e r s i t y t w i c e a d ay; i n th e morning on academ ic i s s u e s and in t h e e v e n i n g on p o l i t i c a l i s s u e s . The u n i v e r s i t y i n th e e v e n i n g s became and b e lo n g e d t o th e r e v o l u t i o n a r y w o r k e r s . In w e s t e r n E urope, h o w ev e r, t h e more r e c e n t and p r e v a l e n t form o f s t u d e n t movements h ave b een t r u l y s t u d e n t s y n d i c a t e s , or s t u d e n t t r a d e u n i o n s , d e v o t e d to th e m a t e r i a l w e l f a r e o f s t u d e n t s i n t h e i r s t a t u s as a p p r e n t i c e s t o th e i n t e l l e c t u a l e l i t e . 14- l ^ C a r d o z i e r , op . c i t . , p . 9 4 8 . l^ L ew is S. F e u e r . The C o n f l i c t o f G e n e r a t i o n s (New York: B a s i c Books I n c . , P u b l i s h e r s , 1 9 6 9 ) , p . 1 24. l ^ Ib id ., 1 p. 2 63. - 14 - I n 1968 F ren ch s t u d e n t s made t h e i r m ost h i s t o r i c a l e f f o r t to sh ed a t r a d i t i o n o f e l i t i s m and a c h i e v e u n i t y w i t h th e w o rk in g c l a s s . a c c o m p lis h e d c e r t a i n t h i n g s : It i t o c c u p i e d Sorbonne f o r t h i r t y - f o u r d a y s , i t b ro u g h t th e G en era l C o n f e d e r a t i o n o f Labor t o c a l l a g e n e r a l s t r i k e , it c o m p e lle d t h e d i s s o l u t i o n o f t h e N a t i o n a l A s se m b ly , th e d i s m i s s a l o f two m i n i s t e r s and t h e h o l d i n g o f new e l e c t i o n s . B ut t h e s t u d e n t a c t i v i s t s f a i l e d i n t h e i r supreme o b j e c t i v e - - th e y c o u ld n o t w e ld th e s t u d e n t movement and th e w o r k e rs i n t o one: A c e r t a i n s o c i o l o g i c a l t r u t h became e v i d e n t ; i t i s o n ly in p r o t o - i n d u s t r i a l and p r e - i n d u s t r i a l s o c i e t i e s , among r e l a t i v e l y u n o r g a n iz e d w o rk in g c l a s s , o r among a p e a s a n t r y , t h a t s t u d e n t i n t e l l e c t u a l s can hope to s e i z e power. In a d e v e lo p e d s o c i e t y , h o w ev e r, where w o r k i n g - c l a s s o r g a n i z a t i o n s h a ve d e v e lo p e d t h e i r own t r a d i t i o n s , c u s to m s , and l e a d e r s h i p , th e s t u d e n t l e a d e r s ca n n o t hope to f u l f i l l t h e i r m e s s i a n i c e l i t i s m i n a l l i a n c e w i t h t h e l a b o r movement. . . and th e i d e a l i s m o f s t u d e n t movements w i l l p a r t a k e ev e n more o f th e c h a r a c t e r o f f a n t a s y . W h ile th e work­ ingmen a c c e p t a lm o s t u n an im ou sly th e i n d u s t r i a l s o c i e t y , i t s a d v a n t a g e s , i t s o r g a n i z a t i o n , i t s i n e v i t a b i l i t y , th e s t u d e n t a c t i v i s t s by c o n t r a s t a r e a n t i - i n d u s t r i a l , a n t i - o r g a n i z a t i o n a l and v o lu n ta r ist. Sanche de Gramont w r o te o f th e d i s p a r i t y b etw e en w ork ers and s t u d e n t g o a ls in a s im ila r fa sh io n , s a y in g : The g r e a t m a j o r i t y o f th e w o r k e r s , h o w ev e r, showed t h a t f a r from r e p u d i a t i n g th e consumer s o c i e t y d e c r i e d by th e s t u d e n t s , t h a t what th e y r e a l l y wanted was a more a c t i v e p a r t i c i p a t i o n i n i t . They a s k ed n o t f o r an o v er th ro w o f th e s o c i e t y , b u t f o r f u l l m embership. N i n e t y p e r c e n t o f th e s t u d e n t s come from n o n -w o r k in g c l a s s f a m i l i e s . . .The w orkin g men a r e men w i t h f a m i l i e s , men o f a l l a g e s , b ut th e y do n o t f e e l s p i r i t u a l l y o p p r e s s e d , th e y f e e l m a t e r i a l l y d e p r i v e d . 16 15I b i d . , p . 281. l^ S a n ch e de Gramont. "The French Worker Wants t o J o i n th e A f f l u e n t , N ot Wreck I t , " New York Times M agazine (J u n e , 1 9 6 8 ) . - 15 - In th e U n ite d S t a t e s t h e r e h as n o t b een th e v i o l e n c e o r th e m agnanim ity o f t h e R u s s ia n and F rench c o a l i t i o n s o f s t u d e n t s and l a b o r e r s . In 1939 an American S t u d e n t U n io n , l a t e r to be c a l l e d th e Young Communist L ea gu e, c l a i m i n g a membership o f 2 0 , 0 0 0 , a tt e m p te d t o s u p p o r t s t r i k i n g mine w o r k e rs i n K entucky w i t h a " b a c k - t o - t h e - p e o p l e " g e s t u r e . 17 More r e c e n t l y , t h e S t u d e n t s f o r a D e m o cra tic S o c i e t y h av e ta k en up t h e banner f o r a r e u n i f i c a t i o n w ith th e w o r k e r s . few o t h e r c i t i e s , In S t . L o u i s , P h i l a d e l p h i a and a somewhat s u c c e s s f u l a t t e m p t s were made w i t h l a b o r e r s to p r o t e s t t h e w ar, i n v e s t i g a t e mutual g o a l s , and d i s c u s s o r g a n i z a t i o n a l d ir e c tio n s. In New York C i t y , h ow ev e r, a s i m i l a r a tte m p t f a i l e d a s l o n g ­ shoremen and o t h e r i n d u s t r i a l l a b o r e r s showed s u p p o rt fo r a d m i n i s t r a t i v e p e a c e e f f o r t s , denounced mutual g o a l s and b e a t r a d i c a l - a p p e a r i n g o n l o o k e r s . Two 1970 underground s t u d e n t new sp apers i n th e U n ite d S t a t e s c a r r i e d a r t i c l e s on s t u d e n t - l a b o r r e l a t i o n s . In th e F i f t h E s t a t e , a D e t r o i t p a p e r , t h e f o l l o w i n g a r t i c l e by a f a c t o r y em ployee was c a r r i e d : " S tu d e n ts w h o've worked in f a c t o r i e s f o r s h o r t p e r i o d s keep t e l l i n g me th e same t h i n g . Workers w o n ' t g e t b eh in d r a d i c a l s t u d e n t programs b e c a u s e t h e i r h ea d s are i n t o f a s t c a r s , c o l o r T V 's , s p l i t l e v e l hom es, e t c . And th e n th e y t e l l me how th e y g o t h a s s l e d by some w ork ers b e c a u s e o f t h e i r lo n g h a i r . S u r e , b u t y o u ' r e g o i n g to co lle g e . You have a t i c k e t o u t o f th e p l a n t . You a r e n ' t g o i n g to spend 2 0 -3 0 y e a r s o f you r l i v e s i n t h e s e i n d u s t r i a l c e s s p o o l s . Long h a i r s y m b o l i z e s a l l t h i s t o a w o r k e r . How c a n we r e l a t e t o y o u r l o n g h a i r a n d r a d i c a l p r o j e c t s w h e n we know g o d - d a m n e d w e l l y o u ' l l g r a d u a t e , g e t a w h i t e c o l l a r j o b , and s t a r t a c c u m u l a t i n g a l l t h e m a t e r i a l t h i n g s y o u ' r e p u t t i n g u s down f o r g e t t i n g now. W e've been i n th e b u s i n e s s o f ru n n in g s t r i k e s a h e l l o f a l o t l o n g e r th a n you have and we have w e l l o r g a n i z e d , w e l l d i s c i p l i n e d s t r u c t u r e s f o r ru n n in g them so th e y g e t r e s u l t s . We c a l l our o r g a n i ­ z a t i o n s u n i o n s . . . a n d t h e y ' r e run o u t o f u n io n h a l l s n e a r th e p l a n t s . T he wa y I f e e l r i g h t n o w , I ' l l p e r s o n a l l y w h i p t h e a s s o f t h e n e x t b u s h l e a g u e - c a m p u s r e b e l who l e a f l e t s o u r p e o p l e a t o u r p l a n t g a t e s w i t h o u t f i r s t h a v i n g t h e common c o u r t e s y t o v i s i t o u r u n i o n h a l l a n d l e t o u r E x e c u t i v e B o a r d know a b o u t y o u r p r o g r a m . Y o u ' d b i t c h a n d moan i f someone s t a r t e d r u n n i n g p r o g ra m s t o y o u r p e o p l e w i t h o u t w o r k in g through your o rg a n iz a tio n a l s tr u c t u r e . But y o u 'r e p e r f e c t l y w i l l i n g to b y - p a s s o u r o r g a n i z a t i o n s and s t i l l e x p e c t u s to s u p p o r t y o u r p r o j e c t s . ■^Feuer, op . c i t . , p . 3 53. ^ F i f t h E s t a t e , D e t r o i t , May 1 4 - 2 7 , 1970 ( V o l . V, No. 9 1 0 5 ) , p . 4 . - 16 - In New York, th e L i b e r a t e d G uardian f e a t u r e d t h i s r e q u e s t by w orkers f o r s t u d e n t su p p o rt: "Rank and f i l e l e a d e r s o f th e b i g g e s t t r u c k i n g s t r i k e i n Los A n g e le s s i n c e 1943 have c a l l e d on s t u d e n t s to h e l p man p i c k e t l i n e s ; and i n r e s p o n s e 150 s t u d e n t s from fo u r c o l l e g e s showed up on May 14 and 15 to p i c k e t a key t r u c k i n g company. T ea m sters a r e on w i l d c a t s t r i k e in s e v e r a l major c i t i e s , r e j e c t i n g a new u n i o n - n e g o t i a t e d t r u c k i n g c o n t r a c t b e c a u s e i t c o n t a i n s no p r o v i s i o n f o r s i c k l e a v e . The s t r i k e i s i n i t s s i x t h week and Los A n g e le s t r u c k i n g com panies a re u s in g scab d r i v e r s and an i n j u n c t i o n a g a i n s t u nio n p i c k e t i n g in an e f f o r t t o b rea k th e str ik e . The T eam sters have been e n t h u s i a s t i c ab ou t th e s t u d e n t p i c k e t l i n e a t W estern Car L o a d in g . Eddy McKiernan, a shop stew ard and s t r i k e l e a d e r s a i d , 'At f i r s t we th o u g h t a lot: o f our p e o p l e would have o b je c tio n s. They m igh t have t h e i r p r i d e h u r t by h a v in g s t u d e n t s do t h e i r work b ut i t ' s worked o u t j u s t f i n e . And s i n c e th e s t u d e n t s j o i n e d u s , th e new spapers have begun c o v e r i n g th e s t r i k e . 1 J oe Ramos, a d r i v e r a t W estern Car Loading l o r 11 y e a r s , s a i d , 'The s t u d e n t s have been a s h o t in th e arm t o e v e r y w o r k e r - - t o know t h a t somebody b e l i e v e s in what we a re d o i n g , t h a t somebody t h in k s we a r e r i g h t ’ ."19 In th e p a s t year th e N a t i o n a l S tu d e n t A s s o c i a t i o n (NSA) has a ttem p ted t o b r i n g s t u d e n t and la b o r gro u p s t o g e t h e r . A new " L a b o r - U n i v e r s i t y A l l i a n c e " has been formed by th e NSA and s e v e r a l la b o r and u n i v e r s i t y lea d ers, i n c l u d i n g such la b o r n o t a b l e s a s John Kenneth G a l b r a it h and George W a ld .20 Of a l l s t u d e n t - l a b o r c o a l i t i o n s , p r o b a b ly none w i l l be as c l e a r l y d em o n stra ted as t h a t w h ich p r e s e n t l y e x i s t s i n Red C h ina . W h ile much i s s t i l l unknown, r e c e n t t e l e v i s i o n and news r e p o r t s i n d i c a t e t h a t th e famous C u l t u r a l R e v o l u t i o n has p la c e d a j o i n t em ph asis on s c h o l a r l y a c h ie v e m e n t a s w e l l as hard p h y s i c a l work. P r o f e s s o r s , s t u d e n t s and managers from tim e to tim e work s i d e by s i d e on a ssem b ly l i n e s and in th e f i e l d s w i t h r e g u l a r workers. I n t e r e s t i n g l y enough, th e c o a l i t i o n came n o t from s t u d e n t or l a b o r e r s o l i d i f i c a t i o n , but from m i l i t a r y and p o l i t i c a l d e c r e e . A f t e r th e l ^ L l b e r a t e d G u a r d ia n , New York, (May 2 3 , 1 9 7 0 ) . 20 Skip R o b e r t s . T elep h o n e i n t e r v i e w t o th e N a t i o n a l S tu d e n t A s s o c i a t i o n , W a sh in g to n , D . C . , December 1 5 , 1971. - 17 Red Guard ( s t u d e n t s ) removed th e su pp osed c o r r u p t i o n w i t h i n governm ent and i n d u s t r y , t h e i r s t r e n g t h a l l e g e d l y t h r e a t e n e d Mac h i m s e l f and th e C u l t u r a l R e v o lu t i o n became a s t u d e n t - w o r k e r c o a l i t i o n fo r th e n a t i o n . W h ile th e c o n c l u s i o n s r e g a r d in g s t u d e n t t r e n d s o r i d e n t i f i c a t i o n w i t h la b o r may be somewhat s p o t t y o r tem p ora ry, t h e r e n e v e r t h e l e s s i s a p r e c e d e n t f o r , and r e s e m b la n c e o f ec o n o m ic , l e g a l and p o l i t i c a l th o u g h t to p r e s e n t day o r g a n i z e d l a b o r . S t u d e n t I d e n t i f i c a t i o n w i t h Management C o l l e g e s t u d e n t s have had a r a t h e r s u b s t a n t i a l i d e n t i f i c a t i o n w i t h management. Whether i n a c c e p t a n c e c f management and a d m i n i s t r a t i v e c o n c e p t s or in a n t i - l a b o r a t t i t u d e s , t h e r e seems t o e x i s t a g r a s s r o o t or " s i l e n t m a j o r ity " su p p o rt f o r management:. T h is i s a d i f f i c u l t c o n c e p t to th o r o u g h ly d ocum ent, f o r i n many c a s e s a c c e p t a n c e o f th e s t a t u s quo i s s u p p o r t fo r management, i n s t i t u t i o n a l a d m i n i s t r a t i o n , o r th e l i k e . I d e n t i f i c a t i o n , even c o l l e c t i v e i d e n t i f i c a t i o n , w i t h management p r i n c i p a l s seld o m r e c e i v e s th e media a t t e n t i o n c o l l e g e stu d en t d e m o n s t r a t i o n s w i t h l a b o r , d e m o n s t r a t io n s f o r s o c i a l ch a n g e , or u n iv e r s it y p o l i t i c a l p o stu r e s do. There a r e , h ow ever, a few s u p p o r t i v e exam ples o f t h e s e a t t i t u d e s in American c o l l e g e s t u d e n t s . The m ost r e c e n t d o c u m e n ta tio n comes from the American C o u n c il on E d u c a tio n r e s e a r c h w h ich shows t h a t from 1 9 6 7 - 7 0 , which were v e r y tu m u ltu ous y e a r s f o r c o l l e g e a d m i n i s t r a t o r s , th e freshman c l a s s f e l t t h a t t h e c o l l e g i a t e o f f i c i a l s w e te b e in g " to o lax" w i t h p r o t e s t o r s . s u p p o r t c l a i m s by p o l i t i c a l m a in ta in e d s t e a d f a s t l y T h is would f i g u r e s , c o l l e g e p r e s i d e n t s and th e l i k e who have t h a t by f a r th e m a j o r i t y o f th e c o l l e g e s t u d e n t s s u p p o rt g e n e r a l c o l l e g i a t e p o l i c y and o n ly a sm all n i n o r i t y i d e n t i f y w i t h th e r a d i c a l f r i n g e . C e r ta in ly a s i g n i f i c a n t p a rt o f c o l l e g e stu d en t i d e n t i f i c a t i o n w ith management i s a f u n c t i o n o f background and a s p i r a t i o n . The ACE r e p o r t showed o n ly te n p e r c e n t o f t h e freshman c l a s s o f 1971 coming from homes where th e f a t h e r ' s o c c u p a t i o n was c l a s s i f i e d s e m i - s k i l l e d or u n s k i l l e d . 2lRobert: L. J a c o b s o n . (January 1 0 , 1 9 7 2 ) , p . 4 . C h r o n i c l e o f H igher E d u c a tio n Of th e same - 18 - fr esh m en , " o c c u p a t i o n a l a s p i r a t i o n s " l i s t e d no r e f e r e n c e t o t h e s e w orkin g c l a s s i f i c a t i o n s . 22 I r v i n g Krauss i n t r o d u c e s an a r t i c l e f o r th e American S o c i o l o g i c a l Review on E d u c a t io n a l A s p i r a t i o n s o f Working C l a s s Youth a s f o l l o w s : " C h a r a c t e r i s t i c o f i n d u s t r i a l s o c i e t y i s grow th i n t h e p r o p o r t i o n o f b e t t e r p a id and more p r e s t i g e f u l o c c u p a t i o n s , i n c r e a s e d e d u c a t i o n a l r e q u ir e m e n ts f o r th e more d e s i r a b l e j o b s , and g r e a t e r a v a i l a b i l i t y o f e d u c a t i o n . T hese c o n d i t i o n s e n c o u r a g e i n d i v i d u a l s t o d e v e l o p m o b i l i t y a s p i r a t i o n s , and i n c r e a s i n g l y e d u c a t i o n i s a p rim ary c h a n n e l f o r upward m ovem ent."23 R ega rd in g s p e c i f i c g o a l s o f a c o l l e g e e d u c a t i o n , Feldman and Newcomb report: "The g e n e r a l tren d o f s t u d e n t change i s toward t h o s e o f ' g e n e r a l e d u c a t i o n ' and ' a p p r e c i a t i o n o f i d e a s ' and away from such in s t r u m e n t a l g o a l s a s narrow p r e p a r a t i o n f o r a v o c a t i o n . . . th u s s e n i o r s , a s compared w i t h fr e s h m e n , ten d t o demand a 'good f i t ; ' fo r s e l f ex p re ssio n . th e y a l s o want o p p o r t u n i t i e s F u rth er m o re , s e n i o r s ap pear l e s s co n c e r n e d a b out job s e c u r i t y . "2^ Feldman and Newcomb a l s o s t a t e t h a t " b e c a u s e o f a n t i c i p a t o r y s o c i a l i ­ z a t i o n on t h e i r p a r t , lo w er s t a t u s s t u d e n t s e n t e r i n g c o l l e g e may ev e n r a t h e r c l o s e l y r e se m b le h i g h e r s t a t u s e n t r a n t s i n t h e i r a t t i t u d e s and o r ie n ta tio n s. As t h e number o f e c o n o m i c a l l y d is a d v a n t a g e d s t u d e n t s e n t e r i n g h i g h e r e d u c a t i o n i n c r e a s e s , and p u b l i c em ployee u n io n is m g r o w s , c o l l e g e s t u d e n t i d e n t i f i c a t i o n w i t h management may d e c r e a s e , b u t t h e r e i s no e v i d e n c e t o i n d i c a t e a d r a s t i c change a t t h i s j u n c t u r e . 22i b i d . , p. 4 . ^ I r v i n g K ra u ss. " S ou rce s o f E d u c a t io n a l A s p i r a t i o n s Among W o r k in g -C la ss Y o u th ," American S o c i o l o g i c a l R e v ie w , V o l. XXIX (Decem ber, 1 9 6 4 ) , pp. 8 6 7 - 8 7 9 . 2^Newcomb and Feldman, op. c i t . , p . 19. 25ibid., p. 277. - 19 - Developments in P a r t i c i p a t o r y U n i v e r s i t y Governance The l i t e r a t u r e h a s shown t h a t u n i v e r s i t i e s have b een o p e r a t e d or h i g h l y i n f l u e n c e d by s t u d e n t s , l a b o r l e a d e r s , and m i l i t a r y o r g a n i z a t i o n s . The m ost t r a d i t i o n a l form o f u n i v e r s i t y g o v e r n a n c e i n t h e W estern w o r ld , h ow ever, h a s a lw a y s been a f a c u l t y o r t r u s t e e b ody. McGrath c h a r a c t e r i z e s th e r o l e o f th e s t u d e n t i n t h e h i s t o r y o f American e d u c a t i o n : They m ig h t v o i c e t h e i r o p i n i o n s o f t h e i r t e a c h e r s , t h e i r c o u r s e s o f s t u d y , or t h e c o n d i t i o n s o f campus l i f e ; th e y m ig h t p e t i t i o n f o r redress o f g riev a n ces; th e y m igh t fom ent d e m o n s t r a t i o n s or r e b e llio n s; a l l o f t h e s e t h i n g s American c o l l e g e and u n i v e r s i t y s t u d e n t s have done f o r t h r e e c e n t u r i e s . But t h e i r s was a p r i v i l e g e o f p r o t e s t , n o t a pow er, and t h e i r s was a d u ty o f o b e d i e n c e , n o t o f p a rticip a tio n . In a p a t r i a r c h a l c u l t u r e and in an a u t o c r a t i c or o l i g a r c h i c i n s t i t u t i o n , i t was u n t h i n k a b l e f o r s t u d e n t s to e x p e c t to e x e r t d i r e c t i n f l u e n c e on e d u c a t i o n a l p o l i c i e s through membership on i n s t i t u t i o n a l c o u n c i l s . 26 Though s t u d e n t s h a v e n ' t run th e e d u c a t i o n a l s y s te m s in th e U n ite d S t a t e s , th e y have had a pronounced e f f e c t on a l l th e movements w h ich have r e v o lu tio n iz e d it. L a ck in g "de ju re" p ow er, s t u d e n t s h ave f r e q u e n t l y u sed t h e i r "de f a c t o " power o f numbers and p e r s i s t e n c e . They have i n i t i a t e d or su p p o r te d e f f o r t s t o i n t r o d u c e i n t o th e c o l l e g e c u r r ic u lu m a l l o f th e modern d i s c i p l i n e s , th e modern l a n g u a g e s , th e s c i e n c e s , th e f i n e a r t s , th e t e c h n o l o g i e s and more r e c e n t l y , a v a r i e t y o f p r o f e s s i o n a l and v o c a t i o n a l in s tr u c tio n ,^ The r e c e n t u p s u r g e o f th e " f r e e u n i v e r s i t i e s " a c r o s s th e c o u n tr y and some o f th e "non academ ic" e n c o u n t e r grou p s on and o f f campus r e f l e c t seme con temporary e f f o r t s o f s t u d e n t s to r e - s h a p e or su p p lem en t th e ir ed u ca tio n . To t h i n k t h a t some s t u d e n t s d o n ’ t e f f e c t in a r e a l o r d i r e c t way t h e i r e d u c a t i o n or th e d e c i s i o n s w h ich sh ape i t i s m islea d in g . A n tio c h C o l l e g e has f o r many y e a r s a d m itte d s t u d e n t s to f u l l membership on d e l i b e r a t i v e b o d i e s , as have R o o s e v e l t U n i v e r s i t y , Sarah L aw rence, B e n n in g to n , Marlboro and Goddard C o l l e g e , t o name a few . 2^McGrat.h, op . c i t . , p . 27i b i d . , p . 20. 16, In 1970 O t t e r b e i n C o l l e g e v o t e d to - 20 - g i v e s t u d e n t s f u l l and e q u a l v o i c e i n a l l o f i t s campus a f f a i r s , th e board o f t r u s t e e s and th e academ ic s e n a t e . A c tiv itie s to in clu d e in t h e s e a r e a s would i n c l u d e h i r i n g f a c u l t y , e s t a b l i s h i n g b u d g e t s and sh a p in g th e c u r r ic u lu m . I n many r e s p e c t s , h o w ev e r, th e p r e v i o u s exam ples a r e a t y p i c a l a c c o r d in g to McGrath, who i n d i c a t e d t h a t o n ly tw enty p e r c e n t o f t o d a y ' s c o l l e g e s and u n i v e r s i t i e s e v e n l e t s t u d e n t s a t t e n d Board o f T r u s t e e m e e t i n g s , and o n ly t h r e e p e r c e n t a l l o w v o t i n g membership. The s c h o o l s show ing th e l a r g e s t amount o f s t u d e n t p a r t i c i p a t i o n had e n r o l l m e n t s under 5 0 0 , were p u b l i c and w ere i n New E n g lan d . The s c h o o l s i n d i c a t i n g th e l o w e s t s t u d e n t p a r t i c i p a t i o n tended to be C a t h o l i c , in th e n o rth c e n t r a l p o r t i o n o f th e co u n tr y and had e n r o l l m e n t s b etw e en 2 ,0 0 0 and 5 ,0 0 0 s t u d e n t s . 29 An i n t e r e s t i n g s tu d y by E.G. W illia m s o n and John Covra shows r e s p o n s e s o f Deans o f S t u d e n t s and S t u d e n t Body P r e s i d e n t s around th e c o u n tr y on v a rio u s q u e stio n s o f u n i v e r s it y governance. In r e s p o n s e to th e q u e s t i o n , "Have s t u d e n t s p r e s s e d fo r ch an ges or c l a r i f i c a t i o n s o f p o l i c i e s r e g a r d in g s t u d e n t e x p r e s s i o n in th e l a s t two and o n e - h a l f y e a r s ? " th e Deans o f S t u ­ d e n t s a t n i n e t e e n p e r c e n t o f th e C a t h o l i c s c h o o l s s u r v e y e d respon d ed a f f i r m a t i v e l y , w h i l e s i x t y - t h r e e p e r c e n t o f th e S t u d e n t Body P r e s i d e n t s a t th e same su r v e y e d s c h o o l s resp o n d ed a f f i r m a t i v e l y . In th e same s tu d y th e q u e s t i o n was a s k e d , "Do s t u d e n t o r g a n i z a t i o n s have an o p p o r t u n i t y to r e v ie w p o l i c i e s g o v e r n in g s t u d e n t e x p r e s s i o n b e f o r e a d o p tio n ? " The r e s p o n s e from p r i v a t e s c h o o l s i n d i c a t e d t h a t f i f t y - o n e p e r c e n t o f t h e Deans o f S t u d e n t s respon d ed a f f i r m a t i v e l y , w h i l e o n ly t h i r t y s i x p e r c e n t o f th e S tu d e n t Body P r e s i d e n t s a t the same s u r v e y e d s c h o o l s respon d ed a f f i r m a t i v e l y . ^ T h is seems to show, i f l i t t l e e lse , th a t stu d en t p a r t ic ip a t io n i s a p e r c e p t u a l phenomenon s e e n i n d i f f e r i n g l i g h t s . ^^I b i d . , p . 4 0 , 29I b i d . , pp. 1 1 0 -1 1 5 , 30 e .G. W illia m s o n and John L. Cowan. The American S t u d e n t s ' Freedom o f E xp ression ( M in n e a p o lis : U n i v e r s i t y o f M in n e so ta P r e s s , 1 9 6 6 ) , p . 140. - 21 - The r a t i o n a l e a s s e r t e d f o r and a g a i n s t s t u d e n t p a r t i c i p a t i o n i n u n i v e r s i t y governance i s e q u a lly v ig o r o u s . McGrath c i t e s th e t r a d i t i o n a l argum ents: FOR: I n s t i t u t i o n a l P r o f e s s i o n s and A c t i o n s - S t u d e n t s to d a y have u n p r e c e d e n te d a w a r en ess o f t h e s o c i e t y th e y l i v e i n , t h e s i g n i f i c a n c e o f e d u c a t i o n and t h e i r r o l e s i n t h e i r own d e v e lo p m e n t. S o p h i s t i c a t i o n o f T o d a y 's S tu d e n t - In c o n t r a s t t o t h e i r p r e d e c e s s o r s , t o d a y ' s s t u d e n t s a r e more in fo r m e d , more aware and more s e r i o u s a b o u t s o c i a l , r a c i a l , p o l i t i c a l , econom ic and i n t e r n a t i o n a l p r o b le m s . S t u d e n t s S hould be E ducated f o r D e m o cra tic L i v i n g - I f c o l l e g e s and u n i v e r s i t i e s p r o p o s e to e d u c a te i n e f f e c t i v e c i t i z e n s h i p i n an i n c r e a s i n g l y com plex s o c i e t y , what b e t t e r p l a c e t o i n v o l v e s t u d e n t s than in d e c i s i o n s a f f e c t i n g t h e i r grow th. S t u d e n t s Could Help Improve E d u c a t io n - S t u d e n t s c o u ld a c c e l e r a t e th e c o r r e c t i o n o f p a t e n t d e f i c i e n c i e s i n p r e s e n t c u r r i c u l a r o f f e r i n g s and th e m e t h o d o l o g i e s u sed i n th e t e a c h e r - l e a m e r p r o c e s s . A l s o , by p a r t i c i p a t i o n , th e y c o u ld r e s t o r e much o f th e community c o n c e p t o f acad em ic and u n i v e r s i t y g o v e r n a n c e . The A b o l i t i o n o f "In Loco P a r e n t i s " - S t u d e n t s c o u ld h e l p u s h e r o u t th e l e g a l l y and s o c i a l l y e x t i n c t d o c t r i n e o f p a t e r n a l i s m w h ich a f f e c t s th e c o n d i t i o n , s t y l e and l i f e o f t h e acad em ic community. AGAINST: S t u d e n t s W i l l Dominate The Academic S o c i e t y - S t u d e n t s h ave a l r e a d y a f f e c t e d i n major ways such t h i n g s a s a d m i s s i o n s , c u r r ic u lu m and a d v i s o r y s y s te m s w i t h o u t form al s t a t u s . Im m aturity o f S t u d e n t s - The y o u t h f u l and l i m i t e d e x p e r i e n c e r e n d e r s s t u d e n t s i n e f f e c t i v e i n mapping o u t l o n g - r a n g e d e v e lo p m e n ta l n e e d s e i t h e r f o r t h e m s e l v e s o r th e i n s t i t u t i o n s . B r i e f In v o lv e m e n t o f S t u d e n t s - Most s t u d e n t s spend o n ly two t o fo u r y e a r s i n s c h o o l and h ave a s h a l l o w and t r a n s i e n t c o n c e r n f o r th e in stitu tio n . I g n o r a n c e o f P r o f e s s i o n a l V a lu es - S t u d e n t s s im p ly d o n ' t embrace th e r i c h complement o f s k i l l s and co m p r e h e n siv e k now ledge i n v o l v e d i n t h e broad p r a c t i c e o f a p r o f e s s i o n . I n t e r f e r e n c e W ith S tu dy and G a i n f u l Employment - S t u d e n t s c a n ' t g i v e th e tim e n e c e s s a r y f o r t h e f a i t h f u l d i s c h a r g e o f t h e i r r e s p o n s i b i l i t i e s . The tim e commitments a r e to o e x h a u s t i v e t o s a c r i f i c e i n l i e u o f f u t u r e g o a l s and im m ediate s tu d y n e e d s . ■^McGrath, o p . c i t . , pp. 5 1 - 6 8 . - 22 - Whatever th e outcome o f t h e s e e x te n d e d a rg u m e n ts, s(ome c o m b in a tio n g e n e r a l l y f i n d s r e a l o r to k e n s t u d e n t r e p r e s e n t a t i o n on d e c i s i o n - m a k i n g b o d ies. H ardly any i n s t i t u t i o n rem ains u ntouched by th e a c t i v i t i e s o f s t u d e n t s aimed a t g e t t i n g a v o i c e in p o li c y - m a k i n g d e c i s i o n s . I f th ere has b een one tr e n d i n th e p a s t d e c a d e , th e i n c r e a s e d p a r t i c i p a t i o n i n community g o v e r n a n c e must be i t . C o l l e c t i v e B a r g a i n i n g and t h e S t u d e n t W h ile t h e r e may be a tren d i n p u b l i c employment toward c o l l e c t i v e b a r g a i n i n g and t h e r e may be a s i m i l a r tren d in h i g h e r e d u c a t i o n , th e d i r e c t i o n and a t t i t u d e o f th e s t u d e n t ap p ears v e r y u n c l e a r . Two s t u d e n t newspaper e d i t o r i a l s h i g h l i g h t t h i s d ichotom y: " S in c e f a c u l t y b a r g a i n i n g i s such a r e c e n t o c c u r r e n c e , r e s u l t s remain u n c l e a r . The e s s e n t i a l p u r p o se m c o l l e c t i v e b a r g a i n i n g by any group i s , o f c o u r s e , e c o n o m ic , b u t even econom ic r e s u l t s o f f a c u l t y b a r g a i n i n g are to o r e c e n t t o be c o n c l u s i v e . Y e t pay r a i s e s t h a t m ig h t o c c u r under c o n t r a c t have b een d i s c u s s e d o n ly i n hushed to n e s among f a c u l t y members, presum ably b e c a u s e p r o f e s s i o n a l p e o p l e sh o u ld n o t co n c e r n th e m s e l v e s w i t h such la b o r c l a s s i s s u e s as s a l a r y . I f h i g h e r s a l a r i e s a re a c h i e v e d , h o w ev er, th e money h as t o come from somewhere. And s i n c e th e s t a t e w i l l be somewhat r e l u c t a n t to r a i s e th e u n i v e r s i t y a p p r o p r i a t i o n s b e c a u s e o f f a c u l t y demands, th e crun ch w i l l be f e l t by th e s t u d e n t s who c o u ld end up f i n a n c i n g h i g h e r s a l a r i e s through h ig h e r t u i t i o n , l e s s f i n a n c i a l a i d , and redu ced g e n e r a l u n i v e r s i t y s e r v i c e s . At t h i s j u n c t u r e one tr en d seems c l e a r and t h a t i s th e d im i n u t i o n o f o t h e r academ ic g o v e r n a n c e u n i t s , su ch as th e Academic C o u n c il. The i s s u e s must be w e igh ed c a r e f u l l y , f o r a u n io n o n ce g a in e d i s a lm o s t i m p o s s i b l e t o d i s p o s e o f . " The above e d i t o r i a l was ta k en from th e M ich iga n S t a t e U n i v e r s i t y n ew sp aper, the S t a t e New s, i n March o f 1971 and r e f l e c t s a c a u t i o u s co n ce rn fo r f a c u lt y b a rg a in in g . n ew sp a per, The f o l l o w i n g e d i t o r i a l i s a l s o from a s t u d e n t th e P h o e n i x , p r i n t e d i n December o f 197 0. T h is Queens C o l l e g e (CUNY) p a p e r r e f l e c t s n o t o n ly a c c e p t a n c e o f b a r g a i n i n g , b u t a v i g o r o u s p ress for i t s s tu d e n ts . "An o p i n i o n p o l l i s p r e s e n t l y b e i n g c o n d u c ted by S tu d e n t A s s o c i a t i o n P r e s i d e n t Harry N u s s d o r f r e g a r d in g th e i n c o r p o r a t i o n o f th e SA a s a s t u d e n t l a b o r o r g a n i z a t i o n . - 23 - The main p u r p o se o f t h i s move i s t o e n a b l e SA t o n e g o t i a t e a b in d i n g c o n t r a c t w i t h th e C o l l e g e A d m i n i s t r a t i o n and th e Board o f H igher E d u c a t io n , s p e c i f i c a l l y s p e l l i n g o u t in d e t a i l th e r i g h t s and t h e p r i v i l e g e s o f c o l l e g e s t u d e n t s , what th e u n i v e r s i t y ' s r e s p o n s i ­ b i l i t i e s a r e i n r e g a r d s t o th e s t u d e n t , and what th e s t u d e n t s ' r e s p o n s i b i l i t i e s a r e t o th e u n i v e r s i t y . The s t u d e n t u n i o n w ould be s i m i l a r t o t h e U n i t e d F e d e r a t i o n o f C o l l e g e T e a c h e r s a n d t h e L e g i s l a t i v e C o n f e r e n c e , t h e two u n i o n s r e p r e s e n t i n g th e C o ll e g e F a c u l t y , t h a t i t would s p e c i f y such r i g h t s a s d u e p r o c e s s a p p e a l , and r e t e n t i o n o f s t u d e n t s . I t would s p e l l o u t a s t u d e n t v o i c e i n a c a d e m ic a f f a i r s , t e n u r e and c u r r i c u l u m . T he u n i o n w o u l d a l s o a t t e m p t t o i n c l u d e t h e t r a d i t i o n a l l a b o r p r o v i s i o n s o f h e a l t h p l a n s , i n s u r a n c e o p t i o n s , and a u n i t e d b u y i n g service. I t a l s o would p r o v i d e f o r s t u d e n t c o n t r o l o f s t u d e n t monies and f a c i l i t i e s as w e l l a s j u r i s d i c t i o n o v e r a l l s t u d e n t a c t i v i t i e s , s e r v i c e s , r u l e s and r e g u l a t i o n s . " There has b een r e s e a r c h which would i n d i c a t e f a c u l t y a t t i t u d e toward s t u d e n t s and t h e i r r e l a t i o n s h i p t o c o l l e c t i v e b a r g a i n i n g . A 1970 s o c i a l s c i e n c e s u r v e y a t M ich ig an S t a t e U n i v e r s i t y d e a l t w i t h a v a r i e t y o f t o p i c s r e l a t e d to c o l l e c t i v e b a r g a i n i n g a t t i t u d e s on campus. R esp on se t o a q u e s t i o n n a i r e i n d i c a t e d t h a t g r a d u a te s t u d e n t s a r e more i n f a v o r o f b a r ­ g a i n i n g th an any o t h e r group su rv ey e d ( u n d e r g r a d u a t e s , f a c u l t y and a d m i n i s t r a t o r s ) , w i t h a d m i n i s t r a t o r s b e i n g l e a s t in f a v o r . However, when i n v e s t i g a t i n g w h ich group most fa v o r e d c o l l e c t i v e b a r g a i n i n g fo r g r a d u a te stu d en ts, th e s tu d y showed f a c u l t y m ost n e g a t i v e l y d i s p o s e d t o th e i d e a . I n te r e stin g ly , i t i s th e s t u d e n t s , b o th u n d e r g r a d u a te and g r a d u a te who a r e most e v e n l y d i v i d e d on th e i s s u e s o f c o l l e c t i v e b a r g a i n i n g . The f a c u l t y and a d m i n i s t r a t i o n showed a more c o n s i s t e n t l y s t r o n g and n e g a t i v e a t t i t u d e toward th e t o p i c . ^2 W h ile t h e above s tu d y may have shown c o m p a r a tiv e s t u d e n t s u p p o r t fo r c o l l e c t i v e b a rg a in in g , S ta te. i t appeared m i s l e a d i n g f o r f a c u l t y o p i n i o n a t M ich iga n The u n i v e r s i t y ' s f a c u l t y a f f a i r s com m ittee c o n d u c te d , i n 1 9 7 1 , an " I m p a r t i a l Review o f C o l l e c t i v e B a r g a in in g by U n i v e r s i t y F a c u l t i e s " a s k in g q u e s t i o n s r e g a r d in g b a r g a i n i n g a t campuses p r e s e n t l y e x p e r i e n c i n g c o n t r a c t s . Of 43 q u e s t i o n s ask ed e i g h t s c h o o l s and t h r e e e x p e r t s , n o t one q u e s t i o n i n v o l v e d th e e f f e c t or im p o rta n ce o f c o l l e c t i v e b a r g a i n i n g on th e s t u d e n t . 32"Omnibus Survey # 1 . " M ich ig a n S t a t e U n i v e r s i t y (W in te r , 1 9 7 0 ) . - 24 - There were no q u e s t i o n s a sk ed o f th e q u a l i t y o f e d u c a t i o n or o f any im pact on o r a t t i t u d e o f th e s t u d e n t . 33 a f o l l o w - u p s tu d y i n 1972 by th e u n i v e r ­ s i t y ' s Ad Hoc Committee on C o l l e c t i v e B a r g a in in g showed a s i m i l a r t r e n d . The 3 9 -p a g e r e p o r t i n d i c a t e d o n ly a h a n d fu l o f d i r e c t r e f e r e n c e s t o stu d en ts: a f e a r o f s t u d e n t s ' p o t e n t i a l to e r o d e p r e s e n t g o v e r n in g s y s t e m s , a f e a r o f s t u d e n t a c t i v i s m g e n e r a l l y and a f e a r o f f a c u l t y l o s i n g in v o lv e m e n t i n s t u d e n t a f f a i r s as a r e s u l t o f c o l l e c t i v e b a r g a i n i n g . 34 A 1970 r e v ie w o f f a c u l t y o p i n i o n in th e C a l i f o r n i a S t a t e C o l l e g e s r e v e a l e d a s i m i l a r s t u d e n t co n c e r n when c o n s i d e r i n g c o l l e c t i v e b a r g a i n i n g . A s u r v e y o f some 67 q u e s t i o n s o f a t t i t u d i n a l and dem ographic i n f o r m a t i o n had o n ly two ite m s v a g u e l y r e l a t e d to e d u c a t i o n a l q u a l i t y , c u r r ic u lu m or stu d en ts g e n e r a lly . o c S i n c e c o l l e c t i v e b a r g a i n i n g i s a two-way s t r e e t o n ly and t h e r e i s no p r e s e n t l e g a l avenue f o r s t u d e n t s to a c t u a l l y engage i n c o l l e c t i v e b a r ­ g a i n i n g w i t h th e f a c u l t y and a d m i n i s t r a t i o n , a l i k e l y d i r e c t i o n f o r s t u d e n t s may be s e e n i n th e r e c e n t c a s e s r e g a r d in g s t u d e n t e m p lo y e e s . Wayne S t a t e U n i v e r s i t y (M ich ig an ) s t u d e n t em p loyees o r g a n i z e d and p e t i t i o n e d th e M ich iga n Employee R e l a t i o n s Commission f o r u n i t r e p r e s e n t a t i o n to th e Board o f G overn ors o f th e u n i v e r s i t y . The p a r t - t i m e s t u d e n t t e c h n i c i a n s and a s s i s t a n t s were s u b s e q u e n t l y d e n ie d r e p r e s e n t a t i o n on th e b a s i s t h a t t h e i r community o f i n t e r e s t was n o n - d i s t i n c t from t h a t o f o t h e r e m p lo y e e s . S t r i k i n g W i s c o n s in t e a c h i n g a s s i s t a n t s began an u p ro ar t h a t h as ta k en h o ld on some campuses f o r g r a d u a te s t u d e n t s . With t h e c o n s e n t o f th e U n i v e r s i t y o f W i s c o n s in , a u n i t o f r e p r e s e n t a t i o n was d e te r m in e d (T e a c h in g A s s i s t a n t s A s s o c i a t i o n ) and b a r g a i n i n g was co m p leted c o n c e r n in g work l o a d s , g r i e v a n c e a d m i n i s t r a t i o n , h e a l t h p l a n s , c l a s s s i z e and perform an ce e v a l u a t i o n . 36 33"An Im p artial. Review o f C o l l e c t i v e B a r g a in in g by U n i v e r s i t y F a c u l t i e s , " F a c u l t y A f f a i r s C om m ittee, M ich igan S t a t e U n i v e r s i t y (March, 1 9 7 1 ) . 34"R eport o f th e Ad Hoc U n i v e r s i t y Committee on C o l l e c t i v e B a r g a i n in g ," M ich ig a n S t a t e U n i v e r s i t y (Jan u ary 3 1 , 1 9 7 2 ) . ■ Jt: James 0 . Haehn. A R eport to th e Academic S e n a t e , C a lifo r n ia S ta te C o lle g e s (1 9 7 0 ). ^^W illiam F. McHugh. " C o l l e c t i v e B a r g a in in g and th e S t u d e n t ," J o u r n a l o f H ig h e r E d u c a t io n (March, 1 9 7 1 ) , p . 182. - 25 - At M ich ig a n S t a t e U n i v e r s i t y , s t u d e n t s have s o u g h t a w o r k e r s ' u n io n fo r c a f e t e r i a e m p lo y e e s , and c h a r g e s u n f a i r wage d i f f e r e n t i a l s b etw een s t u d e n t and n o n - s t u d e n t s a l a r i e s . 37 a s i m i l a r and more s u c c e s s f u l v e n t u r e a l r e a d y c o m p leted in Oregon found p a r t - t i m e fo o d s e r v i c e em p lo y ee s ( s t u d e n t s ) s e e k i n g a f f i l i a t i o n w i t h th e American F e d e r a t i o n o f S t a t e , County and M u n ic ip a l Em ployees (AFSCME). They s o u g h t and r e c e i v e d a p e t i t i o n f o r e l e c t i o n and u n i t d e t e r m i n a t i o n . 38 At th e U n i v e r s i t y o f M ic h i g a n , r e s i d e n t s and i n t e r n s a t th e U n i v e r s i t y H o s p i t a l were g r a n t e d r e c o g n i t i o n by th e M ich iga n Employment R e l a t i o n s Com m ission. The s t u d e n t l a b o r u n io n so u g h t to b a r g a in fo r b e t t e r s a l a r i e s and t o r e p r e s e n t th e i n t e r e s t s o f p a t i e n t s and h o s p i t a l w o r k e r s . T h is r e c o g n i t i o n was l a t e r o v e r r u l e d i n c o u r t , where th e i n t e r n s were r u l e d n o t to be p u b l i c e m p lo y e e s . W hile most c o lle g e student a ttitu d e s toward c o l l e c t i v e b a r g a i n i n g a r e l a t e n t and a r e l i k e l y d i r e c t e d m a i n l y to w ard p r i v a t e we a r e j u s t now b e g i n n i n g t o s e e s t u d e n t r e s p o n s e s Three examples sector bargaining, to fa c u lty n e g o tia tio n s . i n M i c h i g a n seem p e r t i n e n t . At Oakland U n i v e r s i t y , th e f a c u l t y c o m p leted b a r g a i n i n g i n th e f a l l o f 1971 a f t e r a f a c u l t y sh ut-dow n and a number o f d e b a te d i s s u e s . o f th e i s s u e s was s a l a r y . One The f a c u l t y was s e e k i n g i n c r e a s e s and th e a d m i n i s t r a t i o n was c l a i m i n g an i n a b i l i t y to p a y . With th e f a c u l t y h o l d - o u t , a l l u n i v e r s i t y a c c o u n t s came i n t o c o m p e t i t i o n w i t h f a c u l t y s a l a r i e s , and i t was f e l t , by some t h a t th e d i r e c t i o n o f th e u n i v e r s i t y , i t s b u d g e t and its commitment t o th e urban t h r u s t (a c o s t l y program) was a t s t a k e o v er th e s a l a r y i s s u e . I t was t h i s i s s u e which prompted th e f o l l o w i n g p r e s s r e l e a s e on Septem ber 15: RE: S h u t d o w n a t O a k l a n d U n i v e r s i t y R e p r e s e n t a t i v e s o f Oakland U n i v e r s i t y ' s B la c k s t u d e n t s , f a c u l t y and a d m i n i s t r a t o r s e x p r e s s e d tod ay t h e i r c o n c e r n w i t h r e g a r d t o t h e c i r c u m s t a n c e s wh i- .h r e c e n t l y l e d t o t h e c l o s i n g o f Oakland U n i v e r s i t y . 3 7 s i l l H o lstein . "Group P la n s to C r e a te S tu d e n t Workers Union", S t a t e News (May, 1 9 7 1 ) , p . 1. ^^McHugh, op. c i t . , p . 183. - 26 - I t was s t a t e d t h a t t h e outcome o f th e c u r r e n t w ith d r a w a l o f th e f a c u l t y s e r v i c e s may be th e e s t a b l i s h m e n t o f new p r i o r i t i e s a f f e c t i n g th e u n i v e r s i t y f o r d e c a d e s t o come. One p o s s i b l e e f f e c t o f r e o r d e r e d p r i o r i t i e s would b e t o r e t u r n Oakland U n i v e r s i t y to i t s v i r t u a l l y a l l - w h i t e and e l i t i s t o r i e n t a t i o n o f t h e e a r l y 1 9 6 0 ' s , w h i l e i g n o r i n g t h e r a m i f i c a t i o n s t h i s would h ave f o r b l a c k s t u d e n t s who come to t h i s i n s t i t u t i o n to a c q u i r e s k i l l s n e c e s s a r y f o r t h e d ev elo p m en t o f t h e i r own p a r t i c u l a r c o m m u n itie s . They s u s p e c t t h a t th e r e a l i s s u e u n d e r l y i n g th e f a c u l t y a d m i n i s t r a t i o n c o n f l i c t i s t h a t o f Power. That i s , who w i l l make d e c i s i o n s on p r i o r i t i e s . More s p e c i f i c a l l y , t h e r e a l i s s u e may be t o expand th e r o l e o f th e f a c u l t y in th e d e te r m in in g o f U n i v e r s i t y p r io r itie s. W ith r e s p e c t to where t h i s power sh o u ld l i e , i t i s n e c e s s a r y t o p o i n t o u t two f a c t o r s . The f i r s t f a c t o r i s th e p o s i t i o n the a d m i n i s t r a t i o n has ta k en i n r e g a rd tc r e c o g n i z i n g th e r e a l s o c i a l d ynam ics to which i n s t i t u t i o n s o f h i g h e r e d u c a t i o n must a d d r e s s th em selv es. T h is p o s i t i o n i s r e f l e c t e d i n P r e s i d e n t O'Dowd's s t a t e ­ ment. to th e U n i v e r s i t y Community on 9 / 1 / 7 1 , where he a d d r e s s e s t h e s e urban c o n c e r n s and th e " d i r e c t i o n and a m b itio n s o f th e u n i v e r s i t y " . . . " a r r i v e d a t c a r e f u l l y and a s a r e s u l t o f c o n t i n u o u s c o n s u l t a t i o n th r o u g h o u t th e u n i v e r s i t y community o v e r a number o f y e a r s . " The s ec o n d f a c t o r i n d i c a t e s th e r e c a l c i t r a n t p o s t u r e on th e p a r t o f th e f a c u l t y to r e c o g n i z e any su ch urban t h r u s t as b e i n g r e l e v a n t to th e i n s t i t u t i o n . In o t h e r w o r d s , th e r e a l q u e s t i o n i s , can Oakland U n i v e r s i t y be r e tu r n e d t o i t s m i d d l e - c l a s s p o s t u r e o f p r e - 1 9 6 7 , where th e c o n c e r n s o f w h i t e f a c u l t y and s t u d e n t s and th e suburban com m u n ities w ere a l l t h a t m a t t e r e d . The r e p r e s e n t a t i v e s o f O a k la n d 's b l a c k community v ie w any r e tr e n c h m e n t by th e U n i v e r s i t y from t h e s e s t a t e d g o a l s a s a r e t r e a t from s o c i a l r e s p o n s i b i l i t i e s a s w e l l a s a s t e p backwards i n th e d e v e lo p m e n t o f th e i n s t i t u t i o n and th e com m u nities i t s h o u ld s e r v e . The American A s s o c i a t i o n o f U n i v e r s i t y P r o f e s s o r s (AAUP) C h a p ter a t Oakland U n i v e r s i t y , th e b a r g a i n i n g a g e n t f o r th e v i r t u a l l y a l l - w h i t e f a c u l t y , h a s r e f u s e d t o commit i t s e l f to t h e p o s i t i o n t h a t any g a i n s t o i t s members a r e n o t to r e d u ce fu n d s f o r t h e s e h ig h p r i o r i t y programs now b e i n g run by t h e U n i v e r s i t y . I t i s c le a r th at g a i n s f o r t h e AAUP g i v e n a f i x e d b u d g e t , w i l l n e c e s s i t a t e c u t s elsew h ere. I f t h e AAUP's a c t i o n s l e a d to r e d u c t i o n s i n t h e s e p rogram s, b o th th e AAUP and th e a d m i n i s t r a t i o n would be g u i l t y o f s o c i a l i r r e s p o n s i b i l i t y and w i l l be h e l d a c c o u n t a b l e f o r t h e i r a c t i o n s . We hope t h a t th e t o t a l U n i v e r s i t y Community r e c o g n i z e i t s s o c i a l and e g a l i t a r i a n e d u c a t i o n a l o b j e c t i v e s and n o t b u c k l e under th e p r e s s u r e o f demands t h a t would ten d to underm ine th e U n i v e r s i t y ' s t h r u s t in t h a t d i r e c t i o n . 39 39Manual H. P i e r s o n , (S ep tem ber 1 5 , 1 9 7 1 ) . ( c o n t a c t p e r s o n ) P r e s s R e l e a s e , Oakland U n i v e r s i t y , - 27 - T h is r e l e a s e and i t s im p lic a tio n s fo r m in o rity stu d e n ts r a i s e s more th an j u s t th e normal econom ic c o n t r o v e r s i e s a s s o c i a t e d w i t h c o l l e c ­ tiv e n eg o tia tio n s. When ask ed a b o u t t h e a t t i t u d e s o f s t u d e n t s r e g a r d in g th e Oakland c o n t r a c t , th e V i c e P r e s i d e n t f o r S tu d e n t A f f a i r s , James A p p le t o n , r e s p o n d e d , "The s t u d e n t s have an enormous n o n - u n d e r s t a n d i n g . I c a n ' t comprehend why s t u d e n t s a r e n o t more pushy on t h i s w h o le i s s u e o f c o l l e c t i v e b a rg a in in g . I t i s l e g a l l y a two-way s t r e e t o n l y , and th e y s im p ly a r e n o t i n c l u d e d . They must be o r g a n i z e d to i n f l u e n c e , and w i l l be f o r c e d t o buck h ead s w i t h i s s u e s a l r e a d y c o n t r a c t e d . "40 In a s e v e n t e e n p age p r e s e n t a t i o n to th e 1972 N a t i o n a l A s s o c i a t i o n o f S tu d e n t P e r s o n n e l A d m i n i s t r a t o r s i n Las V e g a s , A p p le to n went on t o p o i n t o u t th e p o t e n t i a l f o r r a p id growth in s t u d e n t em ployee u n i o n s . 41 " F r a n k ly , th e s t u d e n t s may f i n d t h e m s e l v e s , i n some i n s t a n c e s , th e in n o cen t th ir d p arty v ic t im s . Both f a c u l t y and a d m i n i s t r a t i o n may t r y to 'u s e ' s tu d e n ts a s support fo r e i t h e r p o s i t i o n . S tu d en ts w i l l f i n d t h a t i t i s th e f a c u l t y , n o t o n ly th e p r e s i d e n t and h i s a d m i n i s ­ t r a t i v e team w i t h whom th e y have t o d e a l . " At Saginaw V a l l e y C o l l e g e a d i f f e r e n t i s s u e h a s r e c e n t l y emerged from a s t r u g g l e f o r g o v e r n in g power. U n t i l th e f a l l o f 1 9 7 1 , th e c o l l e g e had b een e x p e r im e n t i n g under a t r i p a r t i t e or community g o v e r n a n c e s y s t e m , i n c l u d i n g a b ic a m e r a l l e g i s l a t u r e o f e q u a l l y r e p r e s e n t e d s t u d e n t s and fa c u lty . I n th e f a l l o f 1 9 7 1 , th e a d m i n i s t r a t i o n d i s s o l v e d th e g o v e r n in g s y s t e m , when th e f a c u l t y e l e c t e d to s e e k a c o l l e c t i v e b a r g a i n i n g c o n t r a c t w i t h th e a d m i n i s t r a t i o n . T h is i n v e s t i g a t o r c o n t a c t e d i n March, th e t h r e e s e p a r a t e p a r t i e s f o r t h e i r p e r c e p t i o n s and r e c e i v e d th e f o l l o w i n g r e s p o n s e s : The B u s i n e s s Manager s a i d , " I t seemed a p p a r en t t h a t some o f th e f a c u l t y f e l t a need f o r t h e i r own p r o t e c t i o n to have a more d i r e c t and c o n t r o l l a b l e c h a n n e l to t h e a d m i n i s t r a t i o n and th e board - - and c o l l e c t i v e s t r e n g t h a p p e a le d to them. In some i n s t a n c e s w i t h th e g o v e r n in g sy s te m ^ J a m e s R. A p p le to n . V ic e P r e s i d e n t f o r S t u d e n t A f f a i r s , Oakland U n i v e r s i t y , t e l e p h o n e i n t e r v i e w on March 1 2 , 1972. ^ Ijam es R. A p p le to n . " C o l l e c t i v e B a r g a in in g i n H igh er E d u c a t io n w i t h Emphasis on th e Impact o f B a r g a in in g on S t u d e n t s and S t u d e n t A f f a i r s P e r s o n n e l . " Oakland U n i v e r s i t y (March, 1 9 7 2 ) . - 28 - i t seemed a s though t h e f a c u l t y f e l t s t u d e n t s d e l a y e d im p o r ta n t f a c u l t y m easures and p rog ram s, and th e ch a n n e l t o th e a d m i n i s t r a t i o n became i n c r e a s i n g l y i m p o r t a n t . "^2 From C h r is F e r g u s o n , t h e S t u d e n t Body V ic e P r e s i d e n t , came a d if f e r e n t story: "The number one r e a s o n f o r t h e d i s s o l u t i o n o f our community g o v e r n a n c e s y s t e m was n o n - e c o n o m i c , a s th e f a c u l t y a r e a d m i t t e d l y w e l l p a i d . The i s s u e was th e f a c t t h a t g r e a t a n i m o s i t y b etw een f a c u l t y and a d m i n i s t r a t i o n d e v e l o p e d from th e community g o v e r n in g set-u p . The a d m i n i s t r a t i o n d i d n o t make i t work and d i s t r u s t s e t i n . A sec o n d r e a s o n came from c o n t r a c t h a s s l e s ; th e a d m i n i s t r a t i o n s e n t o u t n o n - b i n d i n g memorandas o f a p p o in tm e n t to th e f a c u l t y . A t h i r d c o n c e r n i s t h a t s t u d e n t s now f e e l th e y a r e b e i n g p u n is h e d f o r so m e th in g th e y had n o t h in g to do w i t h . W h ile t h e r e was a mutual r e s e n tm e n t o f th e b ic a m e r a l s y s t e m , n o t u n l i k e any a d v e r s a r y s i t u a t i o n , t h e r e a r e some s t u d e n t s who now a r e a f r a i d f o r t h e i r r i g h t s and p a r t i c i p a t i o n , and a r e d e d i c a t e d t o b r e a k in g th e u n io n . Other s t u d e n t s f e e l t h a t th e f a c u l t y a r e f i g h t i n g f o r t h e i r l i v e s a g a in s t th e a d m in is tr a tio n . I b e l i e v e th e v a s t m a j o r i t y o f th e s t u d e n t s c o u ld c a r e l e s s ab ou t th e g o v e r n in g s t r u c t u r e o f c o l l e c t i v e b a r g a i n i n g , and m o s t , I b e l i e v e , a r e a n t i - u n i o n , b u t now th e y s u p p o r t th e f a c u l t y . " ^ ^ The f a c u l t y v i e w p o i n t was f a r from c l e a r in th e s p r i n g 19 72. In a t e l e p h o n e i n t e r v i e w , Dr. Donald N ov ey, p r e s i d e n t o f th e f a c u l t y a s s o c i a t i o n , made i t e m p h a t i c a l l y c l e a r t h a t w i t h b a r g a i n i n g g o i n g o n , t h e r e was o b v i o u s l y a s t r a t e g y i n v o l v e d and to d i s c u s s any a s p e c t o f th e f a c u l t y a t t i t u d e tow ards s t u d e n t s , th e a d m i n i s t r a t i o n , th e p a s t g o v e r n in g s i t u a t i o n , o r a f u t u r e one would be i n a p p r o p r i a t e . At C e n t r a l M ich iga n U n i v e r s i t y , where th e s t a t e ' s l o n g e s t (and f o r some t i m e , M i c h i g a n 's o n l y ) f a c u l t y b a r g a i n i n g c o n t r a c t e x i s t s , been no p u b l i c d is a g r e e m e n t s a s in th e o t h e r two s c h o o l s . t h e r e haVe B oth b a r g a i n i n g h e a d s , J o y c e P i l o t t i f o r t h e f a c u l t y and N e i l Bucklew f o r t h e a d m i n i s t r a t i o n fee] t h a t u n l e s s s t u d e n t s g e t o r g a n i z e d i n seme f a s h i o n , th ey s ta n d to l o s e ^ R u s s e l b . D r iv e r. V i c e P r e s i d e n t and B u s i n e s s Manager, Saginaw V a l l e y C o l l e g e , t e l e p h o n e i n t e r v i e w on March 1 1 , 1972. ^ C h r i s Ferguson. V ic e P r e s i d e n t , Saginaw V a l l e y C o l l e g e S t u d e n t Government, t e l e p h o n e i n t e r v i e w , March 1 2 , 1972. - 29 - in flu e n c e in fu tu r e n e g o t i a t i o n s . acknowledged t h i s n e e d . Tim Horan, S t u d e n t Body P r e s i d e n t , H i* f e e l i n g s w ere t h a t s i n c e t h e r e w ere no l e g a l c h a n n e l s * th e m ost v i a b l e form o f r e p r e s e n t a t i o n would b e th rou gh an a c t i v e and i n v o l v e d s t u d e n t a s s o c i a t i o n , t o i n c l u d e r e p r e s e n t a t i o n on f a c u l t y c o m m it t e e s , board o f t r u s t e e s , l o c a l community g o v e r n a n c e , and s t a t e h ig h e r e d u c a t i o n l o b b i e s . S e v e r a l f a c u l t y , a d m i n i s t r a t i o n and s t u d e n t l e a d e r s had i n d i c a t e d th e p o t e n t i a l f o r s t u d e n t s becom ing a p o l i t i c a l f o o t b a l l i n th e n e g o t i a t i o n s a s c l a s s s i z e o r s t u d e n t e d u c a t i o n a l b u d g e t s sq u a r e o f f a g a i n s t so m e th in g l i k e a f a c u l t y s a l a r y r a i s e . 4 4 , 4 5 , 4 6 When a sk ed t o draw a c o n c l u s i o n r e g a r d in g c o l l e g e s t u d e n t s and s t u d e n t a t t i t u d e s r e g a r d in g c o l l e c t i v e b a r g a i n i n g i n h i g h e r e d u c a t i o n , Drew O lim , N a t i o n a l S t u d e n t A s s o c i a t i o n (NSA) e x e c u t i v e s e c r e t a r y , r e p l i e d , " S tu d e n ts s im p ly do n o t have th e l e g a l in r o a d s t o a f f e c t i n s i g n i f i c a n t ways t h e i n i t i a l b a r g a i n i n g e f f o r t s o f f a c u l t y and a d m i n i s t r a ­ tio n . They may m a i n t a i n a c t i v e g overn m en ts t o e x e r t s t u d e n t o p i n i o n , b u t th e l i k e l i h o o d o f most s t u d e n t s g e t t i n g e x c i t e d a b o u t c o l l e c t i v e b a r g a i n i n g when i t c o u n t s ( a t f i r s t ) i s slim . Our e f f o r t s a t s t u d e n t u n io n s i n W is c o n s in and M ich ig a n and form ing n a t i o n a l r e p r e s e n t a t i o n h a ve n o t b een s u c c e s s f u l to d a te . I t i s n o t a s e a s y a s i n E urope; we seem t o h ave more p o l i t i c a l f r a g m e n t a t i o n , and i n some c a s e s , more e l i t i s m among our s t u d e n t b o d ies. The N a t i o n a l S tu d e n t A s s o c i a t i o n c o n v e n t i o n i n S eptem ber o f 1971 v o te d t o i n i t i a t e a p i l o t u n i o n p r o j e c t i n an a t t e m p t t o b u i l d a n a t i o n a l u n ion o f s t u d e n t s . 48 The program h as a c h i e v e d l i m i t e d s u c c e s s , though 44Ne.il B ucklew . V i c e P r o v o s t , C e n t r a l M ich iga n U n i v e r s i t y . o f i n t e r v i e w s from January th rou gh March, 1972. A se r ie s ^Joyce P ilo tti. F a c u l t y B a r g a i n in g Chairman, C e n t r a l M ich iga n U n iv ersity . I n t e r v ie w e d on January 5 , 197 2. ^ T i m Horan. S t u d e n t Body P r e s i d e n t , C e n t r a l M ich ig a n U n i v e r s i t y . S e r i e s o f d i s c u s s i o n s from O ctob er 1971 t o March 1972. ^ D r e w O lim . N a t i o n a l S t u d e n t A s s o c i a t i o n E x e c u t i v e S e c r e t a r y , W a sh in g to n , D.C. I n t e r v ie w e d i n C h ic a g o , March 7 , 1972. ^®W illiam S i e v e r t . C h r o n i c l e o f H ig her E d u c a t i o n . Septem ber 2 7 , 19 71. efforts continue in t h i s d i r e c t i o n to achieve a broader base o f b a rg a in in g p o w e r . 4-9 D a v i d O ' C o n n o r s u g g e s t s a n a n s w e r may b e s o o n t o c om e . In a recent law r e v i e w h e b u i l d s a c a s e f o r s t u d e n t s and c o l l e c t i v e b a r g a i n i n g u n d e r th e N a t i o n a l Labor R e l a t i o n s A c t, c la im in g s t u d e n t s a r e employees m e r e l y by t h e i r p r e s e n c e . He a s s e r t s that c o n t r a c t i n v o l v e d and th at, th e u n i v e r s i t y a lo n e - - th a t, i t must have th e s t u d e n t state aid, Since and t h e l i k e to c o n tin u e there i s more t h a n a s e r v i c e could not e x i s t from t u i t i o n to co n tin u e to b u i l d , to g e t f e d e r a l m onies, research, th e N a t i o n a l Labor R e l a t i o n s Board d e c i s i o n over p riv a te buy, and i n v e s t . 50 to assume j u r i s d i c t i o n i n s t i t u t i o n s w ith incomes o f a t Least $1 m i l l i o n h a s a c c e l e r a t e d t h e movement to w a rd c o l l e c t i v e bargaining at those i n s t i t u t i o n s , O 'C onner's p o s i t i o n may b e h e a r d One o f sooner t h e most t h a n e x p e c t e d . 51 radical departures from, t h e t r a d i t i o n a l a p p r o a c h e s to c o l l e c t i v e b a r g a i n i n g emerged in A p r i l o f The e n t i r e g o v e r n a n c e co ntract, including s tr u c tu r e of to rs, the fa c t are a l l that involved it, in to the As w i t h Though th e g o v e r n i n g s t r u c t u r e i t s e l f along w ith s tu d e n ts , contractually, The e n t i r e d e v e l o p m e n t o f best., young. t h e c o l l e g e wa s w r i t t e n s t . u i e n t mem bership on such c o m m i tte e s a s c u r r i c u l u m , b u d g e t , and c o l l e g e d e v e lo p m e n t. not unique, i972 a t Boston S t a t e C o lle g e . is students u n i q u e . s e t t l e m e n t , t h e s t u d e n t movement, w i l l f a c u l t y and a d m i n i s t r a ­ 52 in c o l l e c t i v e b a r g a in in g i s , th e facu lty ' developm ents is at in r e c o g n i t i o n and c o n t r a c t be marked by h e a r i n g s , court cases and c o n s i d e r a b l e u n c e r t a i n t y . i 9 W i l I i.am S l e v e r t , C t u v n i i l c- o f H i g h e r E d u c a t i o n ( S e p t e m b e r 27 , 1 9 7 1 ) . 50da v i d 0 ' C o n n e r . " S t u d e n t E m p l o y e e s U nd er t h e N a t i o n a l L a b o r R e l a t i o n s Act: An A l t e r n a t i v e t ; V i o l e n c e on Our C a m p u s e s . " G e o r g e W a s h i n g t o n Law Review ( J u l y , 1970), pp. 1023-1050. ^ M a l c o l m G. S c u l l y a n d W i l l Lain A S i e v e r t . " C o lle c tiv e B argaining G a i n s C o n v e r t s Among T e a c h e r s . Three N a tio n a l O r g a n iz a tio n s Vie to R e p re s e n t F acu lties," C h r o n i c l e o f H igh e r E d u c a t i o n (May 1 0 , 1 9 7 1 ) . - ^ P h i l l i p W. S e m a s , C h r o n i c l e o f H ig h er E d u c a t i o n ( A p r i l 3, 1972). - 31 - Research Findings No r e s e a r c h h as b een u n c o v ere d by t h i s w r i t e r w h ich d i r e c t l y r e l a t e s c o l l e g e s t u d e n t a t t i t u d e s and c o l l e c t i v e b a r g a i n i n g . A th orou gh r e v ie w o f ERIC and DATRTX r e s e a r c h s o u r c e s show no d i s s e r t a t i o n s or s t u d i e s s i m i l a r t o t h i s i n v e s t i g a t i o n have been c o n d u c te d . There have b een a v er y few r e s e a r c h s t u d i e s co n d u c te d w i t h h ig h s c h o o l s t u d e n t s and o t h e r a r e a s p e r i p h e r a l to t h i s s t u d y , i . e . a t t i t u d e s and r e s i d e n c e , s e x , r a c e . T h is s e c t i o n w i l l f o c u s on t h o s e s t u d i e s . The most com p r eh en siv e s tu d y done on s t u d e n t a t t i t u d e s and c o l l e c t i v e b a r g a i n i n g was done in M ich ig a n in 1 9 6 9 .- ^ B len d in g er in v e s t ig a t e d a t t i t u d e s o f 1 ,1 6 7 h ig h s c h o o l s t u d e n t s in t h e s t a t e o f M ich igan a t t e n d i n g se c o n d a r y s c h o o l s in d i s t r i c t s which had e x p e r i e n c e d t e a c h e r s t r i k e s . The a r e a s o f i n q u i r y i n c lu d e d image o f t e a c h e r , econom ic s t a t u s a t t r i b u t e d to t e a c h i n g p r o f e s s i o n , t e a c h e r s t r i k e s , v i o l a t i o n o f law by t e a c h e r s , s t u d e n t p ow er, e v a l u a t i o n o f e d u c a t i o n a l o p p o r t u n i t y and v i o l a t i o n o f law by s t u d e n t s . B l e n d i n g e r ' s s tu d y so u g h t to d e te r m in e w h eth er or n o t t h e r e was a s i g n i f i c a n t d i f f e r e n c e i n t h e a fo r e m e n tio n e d a t t i t u d e s in re g a r d to s e x , c a r e e r p l a n s and w h eth er or n o t th e s t u d e n t s ' p a r e n t s w ere AFL-CIO u n io n members or n o t . C o n c l u s io n s re ach ed by B l e n d i n g e r on s t u d e n t s who had e x p e r ie n c e d te a ch er s t r i k e s in clu d ed : t h a t s t u d e n t s s e e t e a c h e r s as im p o r ta n t p e o p le and a r e a s a p o w e r fu l f o r c e i n th e community; s t r i k e s as a means f o r im proving e d u c a t i o n ; th e y do n o t s u p p o r t t e a c h e r th e y do n o t b e l i e v e e i t h e r s t u d e n t s or t e a c h e r s s h o u ld v i o l a t e t h e law even i f p r a c t i c e s a r e u n f a i r o r i f v i o l a t i o n would a s s i s t s t u d e n t s ; th e ir tea ch ers; t h e y want o p p o r t u n i t i e s t o e v a l u a t e th ey do n o t b e l i e v e t h a t t h e i r t e a c h e r s a r e more i n t e r e s t e d in what th e y t h i n k o r f e e l now than b e f o r e th e s t r i k e s . 5 3 j a c k G lenn B l e n d i n g e r . " A t t i t u d e s o f Secon d ary S c h o o l S t u d e n t s in th e S t a t e o f M ich ig an Who Have E x p e r ie n c e d T each er S t r i k e s . " (U n p u b lish e d D o c to r o f E d u c a t io n D i s s e r t a t i o n . G r e e le y : C o lora d o S t a t e C o l l e g e , 1 9 6 9 ) . - 32 - C h i-s q u a r e d t e s t s o f in d ep en d en ce y i e l d o t h e r f i n d i n g s . s t u d e n t s p e r c e i v e th e t e a c h e r image p o s i t i v e l y than b o y s . More g i r l S t u d e n t s w hose p a r e n t s a r e AFL-CIO u n io n members a r e s i g n i f i c a n t l y l e s s c e r t a i n t h a t s t u d e n t s s h o u ld p a r t i c i p a t e i n t h e e v a l u a t i o n o f t h e i r t e a c h e r s than s t u d e n t s whose p a r e n t s a r e n o t u n io n members. F i n a l l y , g e n e r a l c o n c l u s i o n s w ere drawn: tea ch er s t r ik e s are not d e t r i m e n t a l t o t h e image o f th e t e a c h i n g p r o f e s s i o n , do n o t prom ote an o b s e r v a b l e te n d e n c y toward l a w l e s s n e s s , do n o t d i m i n i s h s t u d e n t s ' own i n t e r e s t i n p o w er , and do n o t promote a t t i t u d e s i n s t u d e n t s t h a t th e q u a l i t y o f t h e i r e d u c a t i o n has im proved. G en era l r e s e a r c h on c o l l e g e s t u d e n t a t t i t u d e s have been c o m p iled in a number o f s t u d i e s . A l a t i t u d i n a l s tu d y o f c o l l e g e s t u d e n t a t t i t u d e s was done by G r a fto n i n 1967 i n w h ich he r e p l i c a t e d a 1.957 s tu d y o f campus is s u e s .^ He found t h a t i n 118 o f a p o s s i b l e 176 a r e a s o f co m p a r iso n , t h e 1967 s t u d e n t s d i f f e r e d s i g n i f i c a n t l y . The 1967 s t u d e n t s were more a f f i r m a t i v e in a t t i t u d e s on p r e - m a r i t a l s e x r e l a t i o n s , u s e o f a l c o h o l and is s u e s p erc eiv ed as stu d en t r ig h t s ; i.e ., in 1 9 6 7 , t r a d i t i o n a l c l a s s s t a n d i n g s , fr esh m an , sophom ore, j u n i o r , s e n i o r , w ere l e s s p r e d i c t i v e o f stu d en t a t t it u d e s ; i n 1967; g r e a t e r s k e p t i c i s m e x i s t s among c o l l e g e s t u d e n t s s t u d e n t s i n 1967 s e e k g r e a t e r i n d i v i d u a l i t y w h eth er i n an o r g a n i z a t i o n or a s i n d i v i d u a l s ; and s t u d e n t s i n 1967 e n t e r c o l l e g e w i t h a g r e a t e r d e g r e e o f s o p h i s t i c a t i o n than th e p r e v i o u s d e c a d e . Simon ( e t . a l . ) 1968, a f t e r con d u ctin g in te r v ie w s w ith 1 ,2 0 0 s tu d e n ts a t 12 c o l l e g e s and u n i v e r s i t i e s n o te d t h a t 807, were p o l i t i c a l l y i n a c t i v e . Fewer th an 5% w ere e x t r e m e l y i n t e r e s t e d i n p o l i t i c s . The a u th o r s co n c lu d e d t h a t s e n i o r s w ere no more i n t e r e s t e d or com m itted toward a p a r t i c u l a r o r i e n t a t i o n than f r e s h m e n . 55 ^ C l i v e L l e w e l l y n G r a ft o n . "A L a t i t u d i n a l S tu d y o f A t t i t u d e s Comparing C e r t a i n S t u d e n t Groups on I s s u e s R e la t e d to U n i v e r s i t y L i f e . " (U n p u b lish e d D o c to r o f E d u c a t io n D i s s e r t a t i o n . Los A n g e le s : U n i v e r s i t y o f S ou th e rn C a lif o r n ia , 1968). Sim on, E .E . C a r n s, G.H. Gagnon. " S tu d e n t P o l i t i c s : C o n tin u ities in P o l i t i c a l S o c i a l i z a t i o n . " Paper p r e s e n t e d a t th e American S o c i o l o g i c a l A s s o c i a t i o n , B o s t o n , A u gu st 1 968 . - 33 - More r e c e n t r e s e a r c h by th e American C o u n c il on E d u c a t io n r e v e a l s s i m i l a r d a t a on freshm an c o l l e g e s t u d e n t a t t i t u d e s , b u t a r i s e i n p r o t e s t e x p e r i e n c e and p r e d i s p o s i t i o n . 56 The 3 2 6 - i n s t i t u t i o n r e s e a r c h o f 1 7 1 ,5 0 9 f a l l fresh m en i n 1 9 7 1 , showed l e s s e n t h u s ia s m f o r e d u c a t i o n g e n e r a l l y and more p r e d i s p o s i t i o n f o r d i s s e n t th an t h e i r p r e d e c e s s o r s . T h i r t y - f i v e p e rc e n t o f th e stu d en ts p e r c e iv e d th em selves as l i b e r a l p o l i t i c a l l y . On c o l l e g i a t e i s s u e s , s e v e n t y - s i x p e r c e n t o f t h e s t u d e n t s f e l t th e y s h o u ld h e l p d e c i d e f a c u l t y p ro m o tio n s and f o r t y - t w o p e r c e n t f e l t c o l l e g e g r a d e s s h o u ld be a b o l i s h e d . McGaw a tt e m p te d t o e x p l a i n and p r e d i c t th e p o l i t i c a l a t t i t u d e s o f c o l l e g e s t u d e n t s i n h i s 1968 r e la tiv e s, r e s e a r c h . 57 On th e b a s i s o f p e r c e p t i o n s o f f r i e n d s , news s o u r c e s and p r o f e s s o r s , he s o u g h t t o p r e d i c t a t t i t u d e s and i n v e s t i g a t e t h e r o l e o f s o c i a l c l a s s , s e t f~>-steeni and e d u c a t i o n i n th e d e v e lo p m e n t o f p o l i t i c a l a t t i t u d e s . H is f i n d i n g s w ere: t h a t th e p e e r group and mass m edia e x p l a i n th e most v a r i a t i o n i n s t u d e n t a t t i t u d e s ; t h a t w orkin g c l a s s c o l l e g e s t u d e n t s tend t o i d e n t i f y more w i t h t h e i r p r o f e s s o r s th an m id d le c l a s s c o l l e g e stu d en ts; and t h a t t h e more y e a r s s p e n t i n c o l l e g e , th e g r e a te r i d e n t i f i c a t i o n w ith p r o f e s s o r s . Two r e s e a r c h s t u d i e s r e g a r d in g t e a c h e r a t t i t u d e s and c o l l e c t i v e b a r g a i n i n g r e v e a l some dem ograph ic d a t a . I n 1968 O s tr a n d e r fo u n d , o f T e n n e s s e e t e a c h e r s , N e g ro es w ere s i g n i f i c a n t l y more s y m p a th e tic t o c o l l e c t i v e a c t i o n by t e a c h e r s . 58 Evans found i n 1968 t h a t M in n e s o ta t e a c h e r s e x h i b i t e d a l a c k o f k now ledge ab o u t b o th c o l l e c t i v e b a r g a i n i n g and b a r g a i n i n g power. a l s o found i n m e a su r in g 1 , 3 0 0 t e a c h e r s ' p e r c e p t i o n s o f ( 1 ) Evans f a c t o r s which g i v e them b a r g a i n i n g power and (2 ) a t t i t u d e s toward th e u s e o f t h a t power, t h a t t h e r e was a v e r y low c o r r e l a t i o n , ,or s l i g h t r e l a t i o n s h i p b etw e en th e ^ R o b e r t L. J a c o b s o n . "Freshmen R ep o rted More P r o t e s t - p r o n e Than P r e d e c e s s o r s . " C h r o n i c l e o f H igher E d u c a t io n (J an u ary 1 0 , 1 9 7 2 ) . - ^ D i c k in s o n Lamb McGaw. "The E f f e c t s o f S o c i a l i z i n g A ge n ts on S t u d e n t s ' L e a rn in g o f P o l i t i c a l A t t i t u d e s . " (U n p u b lish e d D o c to r o f P h i lo s o p h y D isser ta tio n . B lo om in g to n : I n d ia n a U n i v e r s i t y , 1 9 6 8 ) . 5®Kenneth H. O s tr a n d e r . "A Study o f t h e S c a l a b i l i t y o f S e l e c t e d A t t i t u d e Item s R e la t e d t o C o l l e c t i v e A c t i o n by T e a c h e r s ." (U n p u b lis h e d D o c to r o f E d u c a t io n D i s s e r t a t i o n . K n o x v ille: U n iv e r s ity o f T en n essee, 1968). - 34 - two s c a l e s . Of 14 c a t e g o r i e s o f p e r s o n a l and p r o f e s s i o n a l d a t a u sed i n th e s t u d y , o n l y t h r e e f a c t o r s w ere found s i g n i f i c a n t l y a s s o c i a t e d a t th e .0 5 l e v e l w i t h b o th t e s t s . Men s c o r e d h i g h e r th an women, AFT members s c o r e d h i g h e r th an NEA members and th e more r e c e n t a t e a c h e r ' s c o u r s e w ork, t h e more l i k e l y h e was to s c o r e h ig h on b o th m e a s u r e s . ^9 C o n ce rn in g ch a n g e s o f i n t e r e s t o r a t t i t u d e s r e g a r d in g w o r ld and n a t i o n a l a f f a i r s , N a s a t i r found t h e h i g h e s t ch an ge i n c o l l e g e s t u d e n t i n t e r e s t a s s o c i a t e d w i t h th e ty p e o f r e s i d e n c e . The g r e a t e s t o v e r a l l c h a n g e , b o th i n c r e a s e and d e c r e a s e , was found among s t u d e n t s l i v i n g i n a p a r tm e n ts . N a s a t i r ' s r e c o r d o f 800 U n i v e r s i t y o f C a l i f o r n i a freshm en and sophomore men showed a l s o t h a t th e l e a s t change was found among stu d en ts l i v in g in f r a t e r n i t i e s . ^ Feldman and Newcomb a tt e m p t to summarize freshm en t o s e n i o r ch an ges th e y s e e h a v in g c o n s i d e r a b l e u n i f o r m i t y in m o st American c o l l e g e s as f o l l o w s : " D e c l i n i n g ' a u t h o r i t a r i a n i s m ' , dogm atism and p r e j u d i c e , t o g e t h e r w i t h d e c r e a s i n g l y c o n s e r v a t i v e a t t i t u d e s toward p u b l i c i s s u e s and gro w in g s e n s i t i v i t y t o a e s t h e t i c e x p e r i e n c e s . "61 Feldman and Newcomb a l s o c h a r a c t e r i z e r e s i d e n t i a l impact on a t t i t u d e s and v a l u e s . " T h is p r o c e s s o f r e i n f o r c e m e n t o r c o n s o l i d a t i o n i s l e s s c o n s p ic u o u s than t h a t o f change in i n d i v i d u a l s ' a t t i t u d e s and v a lu e s. But i t r e p r e s e n t s j u s t a s r e a l an im p a c t, i n th e s e n s e t h a t , i n th e a b s e n c e o f th e r e i n f o r c i n g o r c o n s o l i d a t i n g e x p e r i e n c e s , o u tcom es would h a v e b een d i f f e r e n t . S tu d e n ts, l i k e o th er p e o p le , ten d t o m eet or t o s e e k o u t and a s s o c i a t e w i t h o t h e r s who have s i m i l a r a t t i t u d e s and v a l u e s . In sofar as th is occu rs, p ro cesses o f c o n s o l i d a t i o n a r e u b i q u i t o u s ; we s u s p e c t t h a t t h e y a r e a t on ce t h e m ost common and t h e l e a s t n o t i c e d s o u r c e s o f c o l l e g e s ' im p a cts on t h e i r s t u d e n t s . ■ ^ G erald in e Ann E vans. " P e r c e p t i o n s o f A t t i t u d e s Toward th e Use o f C o l l e c t i v e B a r g a in in g Pow er." (U n p u b lis h e d D o c to r o f P h i lo s o p h y D i s s e r t a t i o n . M in n e a p o lis : U n i v e r s i t y o f M in n e s o ta , 1 9 6 8 ) . 60 d . N a s a t i r . " C o l l e g i a t e C o n t e x t s . " Paper p r e s e n t e d a t C o l l e g e S tu d e n t P e r s o n n e l I n s t i t u t e , C la r e m o n t, C a l i f o r n i a , November, 1965 . ^ F e ld m a n and Newcomb, op . c i t . , p . 3 2 6 . 62Ibid. p. 330. 1 - 35 - Many r e s e a r c h f i n d i n g s t o d a t e h a v e o n l y to u ch ed on th e p e r i p h e r a l a s p e c ts o f t h i s stu d y. R e se a r c h on s t u d e n t a t t i t u d e s toward o r g a n i z e d l a b o r , u n io n is m and econom ic i s s u e s i s s e e m i n g l y n o n - e x i s t e n t . With s e v e r a l n a t i o n a l c o n v e n t i o n s and c o n f e r e n c e s now f o c u s i n g on c o l l e c t i v e b a r g a i n i n g and s t u d e n t s ' p o t e n t i a l i n v o l v e m e n t , r e s e a r c h w i l l no d oubt be fo r th c o m in g in t h i s a r e a . C e n t r a l M ich iga n U n i v e r s i t y , I t s S t u d e n t s , and th e F a c u l t y - A d m i n i s t r a t i v e Agreement C e n t r a l M ich ig an U n i v e r s i t y i s go v er n e d by an eigh t-m em b er Board o f T r u s t e e s a p p o in t e d by th e Governor o f th e S t a t e o f M ich ig a n w i t h the c o n s e n t o f th e S e n a t e . The U n i v e r s i t y s e r v e s fo u r prim ary g o a l s : 1. To p r o v i d e a l i b e r a l e d u c a t i o n w h ich w i l l en g a g e and d e v e l o p th e i n t e l l e c t u a l , c u l t u r a l and moral c a p a c i t i e s o f i t s s t u d e n t s ; 2. To p r o v i d e an e x t e n s i v e program o f t e a c h e r e d u c a t i o n and e x p e r im e n t a t i o n i n t h e s c i e n c e and a r t o f t e a c h i n g ; 3= To p r o v i d e p ro g ram s, b o th u n d e r g r a d u a te and g r a d u a t e , t e r m in a l and p r e p a r a t o r y , w h ich w i l l q u a l i f y s t u d e n t s f o r a number o f o c c u p a t i o n s , and 4. To o f f e r g r a d u a te i n s t r u c t i o n , u l t i m a t e l y i n c l u d i n g d o c t o r a l p rogram s, i n a number o f acad em ic a r e a s . Through th e e f f o r t s o f a group o f l o c a l b u s in e s s m e n th e i n s t i t u t i o n from w h ich C e n t r a l M ich iga n U n i v e r s i t y has d e v e lo p e d was e s t a b l i s h e d in Mount P l e a s a n t . C e n t r a l M ic h ig a n Normal and B u s i n e s s I n s t i t u t e opened i t s d o o rs on September 1 3 , 1 892 . In 1895 t h e s t a t e l e g i s l a t u r e was p ersu a d ed t n a c c e p t t h e normal s c h o o l as a g i f t . But i t was n o t u n t i l 1897 t h a t s t a t e a p p r o p r i a t i o n s were made. The i n s t i t u t i o n th u s became t h e secon d s t a t e normal s c h o o l in M ich igan . A L i f e C e r t i f i c a t e , g r a n te d a f t e r two y e a r s o f work beyond h ig h s c h o o l , was a u t h o r i z e d a t C e n t r a l i n 1903. The f a c u l t y i n c r e a s e d to fo rty -fo u r. In 1918 t h e B a c h e lo r o f A r ts d e g r e e and i n 1927 th e B a c h e lo r o f S c i e n c e d e g r e e w ere a u t h o r i z e d . A c o o p e r a t i v e program w i t h t h e U n i v e r s i t y o f M ich iga n p e r m it t e d th e i n t r o d u c t i o n o f g r a d u a te c o u r s e s i n 19 38 . **• The - 36 - Copeland E x p e r im e n t, a l o n g w i t h a number o f o t h e r i n n o v a t i v e p rogram s, e s t a b lis h e d a r e p u ta tio n fo r C entral as a te a ch er tr a in in g i n s t i t u t i o n . From 1 9 3 9 -1 9 5 9 th e campus was expanded t o 235 a c r e s . b u i l d i n g s w ere b u i l t or s t a r t e d . N in eteen The g r a d u a te program became in d e p e n d e n t o f th e U n i v e r s i t y o f M ich ig a n and was a c c r e d i t e d by t h e N orth C e n t r a l A sso cia tio n . The d e g r e e s o f B a c h e lo r o f M u s ic , soon changed t o B a c h e lo r o f Music E d u c a t io n , and th e B a c h e lo r o f S c i e n c e i n B u s i n e s s A d m i n i s t r a t i o n was added. The d ev elo p m en t o f t h e T ea ch er E x te r n Program h e l p e d m a i n t a i n th e r e p u t a t i o n f o r l e a d e r s h i p i n t e a c h e r t r a i n i n g . T h is program o f d ev elo p m en t cu lm in a te d in th e r e c o g n i t i o n o f C e n t r a l as a u n i v e r s i t y on June 1, 1959. P r e s i d e n t Judson W, F o u s t ( 1 9 5 9 - 1 9 6 8 ) l e d th e U n i v e r s i t y through y e a r s o f r e o r g a n i z a t i o n and a c c e l e r a t e d e x p a n s io n . New b u i l d i n g programs moved t h e c e n t e r o f t h e campus so u th w ard , w i t h th e l i b r a r y b u i l d i n g , s t a r t e d d u r in g P r e s i d e n t F o u s t ' s y e a r o f r e t i r e m e n t , c l i m a x i n g t h i s tr e n d . The a d d i t i o n o f t h e d e g r e e , S p e c i a l i s t i n E d u c a t io n , marked th e e n t r a n c e o f C e n t r a l M ich iga n U n i v e r s i t y i n t o t r a i n i n g beyond th e m a s t e r ' s l e v e l . In t h e f a l l o f 1971 C e n t r a l M ich igan U n i v e r s i t y had n e a r l y 1 5 ,0 0 0 s t u d e n t s w i t h o v e r 500 f a c u l t y . ^3 Three p e r c e n t o f th e C e n t r a l M ich ig an U n i v e r s i t y s t u d e n t body come from t h i r t y - f i v e f o r e i g n c o u n t r i e s and t h i r t y o f t h e U n ite d S t a t e s . The o t h e r n i n e t y - s e v e n p e r c e n t come from e i g h t y - t w o o f M i c h i g a n 's e i g h t y - t h r e e co u n ties. E i g h t y - f i v e p e r c e n t o f th e s t u d e n t body come from a t h i r t y - t h r e e - co u n ty b e l t ru n n in g d i a g o n a l l y a c r o s s th e s t a t e from T r a v e r s e C i t y to D etro it. S i x t y p e r c e n t o f th e s t u d e n t body come from a r e a s s o u th and e a s t o f Mt. P l e a s a n t . ^4 A p p r o x im a te ly t h r e e p e r c e n t o f th e s t u d e n t body r e p r e s e n t e t h n i c background o t h e r than w h i t e . F a l l term 1971 r e p o r t s i n d i c a t e d t h a t t h e r e ^ U n i v e r s i t y C a t a l o g , C e n t r a l M ich iga n U n i v e r s i t y , 1 9 7 0 , pp. 4 0 - 4 5 . ^ M a r g a r e t J . S m ith . F i n a n c i a l A id s O f f i c e r , C e n t r a l M ich ig an U n i v e r s i t y , Mt. P l e a s a n t , M ich ig a n . - 37 - were 180 A fro-A m erica n (B la c k ) s t u d e n t s , t h i r t y - f o u r American I n d i a n s , e i g h t y - s i x S p a n ish Am ericans (C h ican o) and t h i r t y O r i e n t a l s t u d e n t s . 65 The a v e r a g e income o f th e s t u d e n t body was b rok en down a s f o l l o w s Income Range 0 -2 ,9 9 9 3 .0 0 0 - 5 ,9 9 9 6 .0 0 0 - 7 ,4 9 9 7 ,5 0 0 - 8 ,9 9 9 9 .0 0 0 - 1 1 ,9 0 0 1 2 .0 0 0 - 1 4 ,9 9 9 1 5 .0 0 0 p l u s 7° o f T o t a l A verage Income 3.2% $ 1 ,8 9 3 $ 5 ,2 2 9 $ 6 ,4 4 9 $ 8 ,4 3 3 $ 1 0 ,9 2 4 $ 1 3 ,4 9 7 $ 2 3 ,6 9 0 6.017, 6.43% 14.93% 21.577. 12.47. 30.307. In d ep en d en t - 4.847c C e n t r a l M ich iga n U n i v e r s i t y s t u d e n t s h av e s o c i a l , p o l i t i c a l , econom ic and p s y c h o l o g i c a l s i m i l a r i t y w i t h most m i d - w e s t e r n , l o w e r -m id d le c l a s s c o lle g e stu d en ts. The f o l l o w i n g a re a l i s t o f s t a t e m e n t s u sed to d e s c r i b e C e n t r a l M ichigan U n i v e r s i t y ’ s s t u d e n t s :^7 They ten d t o be f i r s t g e n e r a t i o n c o l l e g e s t u d e n t s . They tend toward th e c o n s e r v a t i v e . They a r e n o t " f a s t " s o c i a l l y , e n j o y i n g s im p le p a r t y p l e a s u r e s . They f a l l i n th e lo w e r -m id d le income b r a c k e t . They a r e v o c a t i o n a l l y o r i e n t e d (many i n t e a c h e r p r e p a r a t i o n ) . They a r e n o t p o l i t i c a l l y a c t i v e . Most d o n ’ t c a r e a b o u t s t u d e n t go vernm en t. Most a r e upward m o b i l e . Most a r e R e p u b lic a n , M id-Am erican. Most a r e a p p r o a c h a b le , e a s y to g e t to know. They r e s p e c t, f a c u l t y and go to them e a s i l y . 6^Ibid . 66Ib id . 67Taken from a c o m p i l a t i o n o f i n t e r v i e w s w i t h t w e n t y - f i v e c o u n s e l o r s , a d m i n i s t r a t o r s , f a c u l t y , s t a f f and s t u d e n t s . The l i s t r e p r e s e n t s t h e m ost common d e s c r i p t i o n s u sed to d e s c r i b e th e C e n t r a l M ich ig a n U n i v e r s i t y s t u d e n t body. - 38 - Two e v e n t s i n th e 1 9 7 1 -7 2 acad em ic y e a r a l s o d i s t i n g u i s h e d th e C e n tr a l M ich ig a n U n i v e r s i t y s t u d e n t s . F a l l term s t u d e n t v o t e r r e g i s t r a t i o n ex c eed ed th e 2 , 5 0 0 mark, and a w i n t e r term p r e s i d e n t i a l p rim ary found R ichard Nixon w in n in g h a n d i l y o v e r th e D e m o cra tic c a n d i d a t e s i n a mock e le c tio n . In r e s p e c t to t h e f a c u l t y - a d m i n i s t r a t i v e c o l l e c t i v e b a r g a i n i n g a g re em e n t, s c a t t e r e d w i n t e r term (1 9 7 2 ) i n t e r v i e w s by t h i s i n v e s t i g a t o r w ith f i f t y s t u d e n t s r e v e a l e d t h a t t h e v a s t m a j o r i t y o f th e s t u d e n t s a r e n o t aware o f t h e c o n t r a c t , i t s i m p l i c a t i o n s f o r U n i v e r s i t y g o v e r n a n c e , or t h e i r own f e e l i n g s a b o u t p u b l i c or p r i v a t e em ployee b a r g a i n i n g . N e a r ly 75% had g r e a t d i f f i c u l t y even f o r m u la t in g a d e f i n i t i o n o f c o l l e c t i v e b a rg a in in g . O rganized f a c u l t y l a b o r a r r i v e d f o r m a l l y o n t h e c am pu s o f C e n t r a l M i c h i g a n U n i v e r s i t y on Septem ber 2 4 , 1 969 . On t h a t d a y , 463 f u l l - t i m e f a c u l t y members, i n c l u d i n g i n s t r u c t o r s and some temporary i n s t r u c t o r s , v o te d on th e i s s u e o f w h e th e r MAHE ( C e n t r a l M ich ig an U n i v e r s i t y D i s t r i c t o f th e M ich iga n A s s o c i a t i o n o f H ig h e r E d u c a t io n , a s s o c i a t e d w i t h MEA, th e M ich ig a n E d u c a tio n A sso cia tio n ) s h o u ld s e r v e th e f a c u l t y a s i t s e x c l u s i v e b a r g a i n i n g a g e n t . A t o t a l c f 239 s a i d y e s and 221 no ( t h r e e b a l l o t s were c h a l l e n g e d and n o t opened). T hus, by e i g h t e e n v o t e s , MAHE won what a number o f p e o p l e b e l i e v e I s a landmark e l e c t i o n . A lth o u g h i t i s n o t a major s c h o o l i n th e s e n s e o f an I v y League o r B ig Ten u n i v e r s i t y , C e n t r a l M ich ig a n U n i v e r s i t y i s r e p r e ­ s e n t a t i v e o f numerous o t h e r s t a t e - s u p p o r t e d i n s t i t u t i o n s th r o u g h o u t th e U n ite d S t a t e s . ^ ® ^ C e n t r a l M ichigan U n i v e r s i t y i s one o f s e v e r a l M ichigan s t a t e s u p p o r t e d u n i v e r s i t i e s and c o l l e g e s t o h a v e d e v e l o p e d a s m u l t i p u r p o s e i n s t i t u t i o n s from normal s c h o o ls . I t e n r o l l s o v er twelve thousand s t u d e n t s and h a s a f a c u l t y o f 540. I t is lo c a te d in the c e n te r o f the s t a t e ' s l o w e r p e n i n s u l a a t M t . P l e a s a n t , w h i c h a c c o r d i n g t o t h e 1970 c e n s u s had a p o p u l a t i o n o f 1 9 ,9 6 1 . - 39 - On March 2 3 , 1 9 7 0 , th e secon d form al f a c u l t y e l e c t i o n was h e l d . At i s s u e t h i s tim e was t h e r a t i f i c a t i o n o f an a c t u a l c o l l e c t i v e b a r g a i n i n g a gre em e n t. Of 451 b a l l o t s c a s t , 369 ap proved ; 82 d is a p p r o v e d . The C e n tr a l M ich ig a n U n i v e r s i t y f a c u l t y - - w i t h o v e r e i g h t y p e r c e n t o f t h e fa c u lty v o tin g - - r a t if ie d th e c o n t r a c t . A lth o u g h th e background o f l a b o r ' s formal in v o lv e m e n t on th e campus i s t a n g l e d , th e c h i e f r e a s o n s i n c l u d e d an a n t i q u a t e d s t e p - s a l a r y sch ed u le , s i g n i f i c a n t s a la r y i n e q u i t i e s , d i s s a t i s f a c t i o n w ith te a c h in g lo a d s i n terms o f h o urs and s t u d e n t s , u n h a p p in e s s o v er f r i n g e b e n e f i t s , and what may be c a l l e d , d isc o n te n t. f o r want o f a more p r e c i s e term , a h e r i t a g e o f g e n e r a l S i n c e u n i o n s , i n M ic h ig a n , a re v i r t u a l l y h a b i t u a l i n i n d u s t r y , i n th e p u b l i c s c h o o l s , and i n community and j u n i o r c o l l e g e s , i t was c l e a r t h a t s o o n e r or l a t e r u n i o n i z a t i o n o r form al o r g a n i z a t i o n would come t o a fou r-year i n s t it u t io n i n th e W o lv e r in e s t a t e . In a d d i t i o n t o i t s p e r v a s i v e p r o b le m s , C e n t r a l M ich ig a n U n i v e r s i t y became a t a r g e t b e c a u s e o f an u n u s u a l l y l a r g e number o f young and new f a c u l t y members; m o s t l y i n s t r u c t o r s had b een added i n th e y e a r s 1 9 6 8 -6 9 and 1 9 6 9 - 7 0 . In f a c t , f o r t y - s i x new i n s t r u c t o r s a l o n e had j o i n e d th e f a c u l t y i n th e f a l l o f 1969. In o t h e r w o r d s, t w e n t y - f o u r p e r c e n t o f th e f a c u l t y was in th e low er ran k s and had b een members o f t h e f a c u l t y e i t h e r one o r two y e a r s . Many o f t h e s e young p e o p l e f e l t t h e y were i n s u f f i c i e n t l y co m p e n sa te d . became a f o r m id a b le b l o c . c o l l e g e s and u n i v e r s i t i e s : They There i s a s a y i n g t h e s e d a ys among f a c u l t y a t A l l e g i a n c e among th e young i s f i r s t to t h e m s e l v e s , second t o t h e i r d i s c i p l i n e , and f i n a l l y t o th e i n s t i t u t i o n . So i t seemed in t h i s c a s e . A n oth er f a c t o r was c o n s i d e r e d t o be new p r e s i d e n t , W i l li a m Boyd. assumed th e p r e s i d e n c y in th e summer o f 196 8. e x p e r i e n c e w ere i n s t u d e n t a f f a i r s . He His c h i e f i n t e r e s t and With h i s a r r i v a l on campus, t h e r e appeared to be a f o c u s on s t u d e n t p roblem s in p a r t i c u l a r . I f C e n tr a l M ich ig an U n i v e r s i t y has had o n ly i s o l a t e d c a s e s o f v i o l e n c e b u t no d e v a s t a t i n g r i o t s or major c o n f r o n t a t i o n s , i t i s c h i e f l y t h e r e s u l t o f P r e s i d e n t B o y d 's e x t r a o r d i n a r y empathy w i t h s t u d e n t s . ^9 6 9 jo h n C. H e lp e r . "T im e t a b l e f o r T a k e o v e r ." The J o u r n a l o f H igher E d u c a t i o n , V o l . X L II, No. 2 (F e b r u a r y , 1 9 7 1 ) , pp. 1 0 3 -1 0 5 . But w i t h t h i s e m p h a s is , n e i t h e r t h e t r a n s f o r m a t i o n o f t h e u n i v e r s i t y s e n a t e t o an o r g a n i z a t i o n w h ich was becom ing each day a more e f f e c t i v e means o f f a c u l t y p a r t i c i p a t i o n i n u n i v e r s i t y a f f a i r s , n or th e e s t a b l i s h m e n t o f numerous a d m i n i s t r a t i v e a d v i s o r y co m m itte es was enough t o q u i e t a s e n s e o f u n e a s i n e s s among some f a c u l t y members. s ta n d o u t . As one l o o k s b a c k , two f a c t s One was a w id e s p r e a d f e a r t h a t th e new p r e s i d e n t m ig h t n o t be a b l e t o o b t a i n a d e q u a te money from th e s t a t e l e g i s l a t u r e a t a p p r o p r i a t i o n tim e . The second was a s m o ld e r in g r e s e n tm e n t t h a t Mr. Boyd was n o t so much co n cern ed w i t h f a c u l t y i n t e r e s t s a s he was w i t h s t u d e n t p r o b le m s , w h ich i n c lu d e d f i n d i n g ways and means o f e n a b li n g the b la c k s t u d e n t community on campus t o be s e r v e d and e n l a r g e d . 70 In th e f a l l o f 1 9 7 1 , a seco n d c o n t r a c t was r a t i f i e d which ex te n d e d t h e terms u n t i l 1974. As H elp er w r o t e , " I t i s a w o r k a b le , h i g h l y su p p o rted agreem ent t h a t can e v o l v e a f r u i t f u l d i g n i f i e d p r o d u c t . "71 I t would appear a s though th e s t u d e n t p o p u l a t i o n , t o o , w i l l c o n t i n u e t o s u p p o r t t h e a greem ent e i t h e r th rou gh i t s g e n e r a l p a s s i v i t y o r through i t s g o v er n m en ta l s t r u c t u r e s . 7 0 I b i d . p . 113. CHAPTER I I I DESIGN OF THE STUDY I t was the purpose of t h i s of u n d e rg ra d u a te bargaining. stu d y to i n v e s t i g a t e and d e s c r i b e a t t i t u d e s s tu d e n ts a t C e n tr a l M ichigan U n i v e r s i t y In t h i s toward c o l l e c t i v e c h a p t e r t h e method employed t o a c c o m p l i s h this purpose is d e sc rib e d . SOURCES OF DATA The p o p u l a t i o n for th is C e n tra l M ichigan U n i v e r s i t y . s t u d y was t h e u n d e r g r a d u a t e s t u d e n t body of C e n tr a l M ichigan i s i n Ml . P l e a s a n t , located a n d h a s a n u n d e r g r a d u a t e e n r o l l i r e u t . o f a p p r o x im-) t e l v 1 2 , 0 0 0 s t u d e n t s . i s " c s s e n t i a 1 !.v n S t a t e i i v e pu.cc.ent located m I a s ; i ' at i on - f H i g h e r E d u c a t i o n . o f t h e s t u d e n t , b.--dy come f r o m t h i r t y - t h r e e a b e l t running d ia g o n a lly a c ro ss to D e tro it,. Pleasant. Regional S ix ty p e r c e n t of th e T he in stitu tion governed by an Governor w i t h w as students f i r s t opened the s t a t e live m from T r a v e r s e C i t y s o u t h a n d t - a s t o f Mt. 1892 a n d is p re se n tly level "core courses" this s t .u dv t o m e s f r '.m t h r e e s o i r e e s common t o m o s t g e n e r a l The c l a s totalling were c h o s e n f t r ease as w e ll as section of tw enty-five an in vitation (12.0%) invalidated forms, final the A third group of s a m p l e may be volunteers, tieir Wi.t.h i.-’ t h e sam p le of total Of t h o s e 510 s t ' . u d e - r . s , i n s t r u m e n t s <- r sample o f 2 5 3 r e s p o n s e s . found b-oad 200 r a n d o m l y s e l e c t e d in t i e p r o j e c t . ^ becav.se of - i n c o m p l e t e working s r . >•••[.. to p a r t i c i p a t e responded. f i f t y - s e v e n were leaving a t h e i r sampling the s tu d e n t body. s tu d e n ts were m ailed t:»* • e d u c a t i.on r e q u i r e m e n t s , o n e a t h e o t h e r ap s y c h o l o g y t l a s s . 285, -- The two c l a s s e s s a m p l e d w e r e i n t e r m e d i a t e history c lass, breakdown o f by th e th e c o n sen t of the S e n a t e . " 1 c l a s s r o o m s and a random m a i l i n g . 200, E tgb j.y - C v u a t i e s t-:-u* i a l i , e i g h t - m e m b e r B o a r d o f T r u s t e e s w h i c h a r e a p p u r' t t d The s a m p l e d r a w n f o r cross It ienr.g r apb. io A d - n r g s apt i n Ap pe nd i x: A. • ^-Central M ic h ig a n U n i v e r s i t y C a t a l o g , 1970-71. ^ R a n d o m i z a t i o n by t a b l e o f r a n d o m n u m b e r s a n d t h e u n i v e r s i t y d i r e c t o r y , F a l l 1.971. 41 telephone - 42 - METHOD OF COLLECTING DATA B e g i n n i n g w i t h t h e w i n t e r acad em ic term , 1 9 7 2 , t h e v a r i o u s s o u r c e s f o r th e sam ple p o p u l a t i o n w ere c o n t a c t e d by t h i s i n v e s t i g a t o r w i t h t h e a s s i s t a n c e o f th e V ic e P r e s i d e n t f o r S tu d e n t A f f a i r s , th e V ice P r o v o s t, s e v e r a l f a c u l t y and th e S t u d e n t Body P r e s i d e n t . In th e c a s e o f t h e two c l a s s r o o m s , each s t u d e n t who v o l u n t e e r e d to c o m p le te th e q u e s t i o n n a i r e (APPENDIX C) was handed th e in s t r u m e n t . A c o v e r s h e e t w h ich i n c l u d e d d i r e c t i o n s a s w e l l as a b r i e f dem ographic q u e s t i o n n a i r e (APPENDIX B) was s t a p l e d t o th e in s t r u m e n t . The group o f s t u d e n t s who resp on d ed to th e randomly m a ile d i n v i t a t i o n (APPENDIX D) met i n a r e s e r v e d c l a s s r o o m and were g i v e n t h e in s t r u m e n t in fa sh io n . A week l a t e r , a f o l l o w - u p l e t t e r and q u e s t i o n n a i r e a sim ila r (APPENDIX E) were s e n t t o a random group o f s t u d e n t s who d id n o t resp o n d to th e in it ia l in v ita tio n . GENERAL CHARACTERISTICS OF THE INSTRUMENT The i n s t r u m e n t in t h i s i n v e s t i g a t i o n in c l u d e d t h r e e f o r t y - i t e m L ik ert^ s c a l e s : The Labor-Management A t t i t u d e Q u e s t i o n n a i r e . The F a c u l t y - A d m i n i s t r a t i v e A t t i t u d e Q u e s t i o n n a i r e , and The S t u d e n t U n io n -N o n -S tu d e n t Union A t t i t u d e Q u e s t i o n n a i r e . Each ite m o f th e t h r e e s c a l e s i s s c o r e d by a f i v e - p o i n t , s t r o n g l y a g r e e , a g r e e , u n d e c id e d , d i s a g r e e , s t r o n g l y d i s a g r e e r a n k in g . The t o t a l s c o r e ra n g e f o r each s c a l e was 40 t o 2 0 0 , t h e h ig h e r th e number, th e more i d e n t i f i c a t i o n w i t h l a b o r , f a c u l t y , and s t u d e n t u n io n a ttitu d e s. The low er th e s c o r e , t h e g r e a t e r th e i d e n t i f i c a t i o n w i t h management, a d m i n i s t r a t i v e , and n o n - s t u d e n t u n io n a t t i t u d e s . On eac h s c a l e , th e ite m s w ere worded to p r e v e n t r e s p o n s e b i a s and ite m s l a n t i n g . ^ ^ R e n s is L i k e r t , r e s e a r c h e r and p s y c h o m e t r i s t who d e v e l o p e d th e s c a l i n g method d e s c r i b e d a b o v e. ^A common te c h n iq u e to p r o v i d e b a la n c e on n e g a t i v e and p o s i t i v e q u estio n s. B a la n c e was a l s o s o u g h t by i n v e r s i n g th e d i r e c t i o n o f some ite m s t o p r e v e n t c o n s i s t e n t l y p o s i t i v e o r n e g a t i v e r e s p o n s e s from s l a n t i n g th e to ta l sca le score. '■P' - 43 - The Labor-Management A t t i t u d e Q u e s t i o n n a i r e T h is s c a l e was d e r i v e d from e a r l i e r in s t r u m e n t s and i n s t r u m e n t a t i o n by John W. H e lp e r and R .J . Campbell.-* The c o m p leted in s t r u m e n t which i s u sed in t h i s s tu d y was d e v e lo p e d by John J . H orvat and i s p r e s e n t l y b e in g u sed by C h a r le s E. M e r r i l l P u b l i s h e r s in t h e i r s i m u la t e d n e g o t i a t i o n s e r i e s , " P r o f e s s i o n a l N e g o t i a t i o n s i n E d u c a t io n ." The q u e s t i o n n a i r e i n d i c a t e s s e v e n a t t i t u d i n a l r a n g e s from h ig h i d e n t i f i c a t i o n w i t h Management t o h ig h i d e n t i f i c a t i o n w i t h L ab o r, b ased on respon ses to fo r ty item s r e f l e c t i n g la b o r and management c o n c e p t s . The v a l i d i t y o f th e in s tr u m e n t was found to be s i g n i f i c a n t beyond th e .01 l e v e l by com puting t w i t h gro u p s o f d i f f e r e n t N ' s . The r e l i a b i l i t y o f th e q u e s t i o n n a i r e was d e te r m in e d by t e s t - r e t e s t m ethod, showing a .8 6 c o r r e l a t i o n . I n t e r n a l c o n s i s t e n c y o f th e in s tr u m e n t u s i n g th e Kuder R ic h a rd so n form u la showed a .8 9 c o e f f i c i e n t o f r e l i a b i l i t y . 6 There has been l i t t l e r e c o r d e d d a ta on u s e o f th e in s t r u m e n t , though n i n e t e e n c o l l e g e s and u n i v e r s i t i e s a r e now a d m i n i s t e r i n g i t . 7 T h is i n v e s t i g a t o r a d m i n i s t e r e d th e q u e s t i o n n a i r e to s e v e n t e e n c o l l e g e s t u d e n t s a s o n e - t h i r d o f a t o t a l i n s t r u m e n t to b e t e s t e d f o r r e l i a b i l i t y . U sin g a t h i r t y - d a v t e s t - r e t e s t i n t e r v a l , th e Labor-Management A t t i t u d e Q u e s t i o n n a i r e showed a c o r r e l a t i o n c o e f f i c i e n t o f .9.3 w h ich was found t o be s i g n i f i c a n t a t th e .0 5 l e v e l . -’The i n s t r u m e n t s a re b oth u n p u b lis h e d D octor o f P h i lo s o p h y d i s s e r t a t i o n s from The Ohio S t a t e U n i v e r s i t y , Columbus, O hio. John W. H e lp e r . "The R e l a t i o n s h i p Between th e E f f i c i e n c y o f th e Group D e c is io n -M a k in g P r o c e s s and Group P o l a r i z a t i o n " (1 9 5 3 ) and R .J . C am p b ell. "Team C o m p o sitio n and Group D e c is io n -M a k in g in a C o l l e c t i v e B a r g a in in g S i t u a t i o n " ( 1 9 6 0 ) , ^John J . H o rv a t. "A Q u a s i~ E x p e rim en ta l Study o f B e h a v io r in th e P r o f e s s io n a l N e g o tia tio n s P r o c e ss." (U n p u b lish e d D octor o f P h ilo s o p h y d isse r ta tio n . Columbus: The Ohio S t a t e U n i v e r s i t y , 1 9 6 8 ) . ^ C h arles E, M e r r i l l P u b l i s h i n g Company, Columbus, O h io , l e t t e r r e c e i v e d J u n e , 1971, - 4 4 - The F a c u l t y - A d m i n i s t r a t L v e A t t i t u d e Q u e s t i o n n a i r e The F a c u l t y - A d m i n i s t r a t i v e A t t i t u d e Q u e s t i o n n a i r e •was m o d i f i e d b y this i n v e s t i g a t o r from t h e Labor-Management: A t t i t u d e Q u e s t i o n n a i r e . also u t i l i z e s a Likert. s c a l e , contains forty of th e t o t a l q u e s t i o n n a i r e a d m i n i s t e r e d s c a l e was p e r f o r m e d i n t h r e e w a y s . a d m i n i s t r a t i o n were s u b s t i t u t e d Labor-Management s c a l e . item s, and c o n s t i t u t e s o n e - t h i r d to th e sample. I n some i n s t a n c e s M o d ificatio n of the th e words f a c u l t y and f o r l a b o r and management i n i t e m s from th e In o th e r instances, item s f r o m D.A. H a r r i s ' s "P otential f o r I n s t i t u t i o n a l C o n f l i c t " were used,® additional item s were c o n s t r u c t e d u s i n g a c o m b in a tio n o f th e Seventy-nine item s were s c r e e n e d f i n a l l y e x a m i n e d by a g r o u p o f fifty t:o r e a d e a c h i t e m a n d if, indicate for c l a r i t y students. in h is /h e r an i d e n t i f i c a t i o n w i t h f a c u l t y a t t i t u d e s , n e i t h e r of th e above. It F inally, a f ew two i n s t r u m e n t s . and r e d u n d a n c y and Each s t u d e n t was r e q u e s t e d opinion, the item expressed adm inistrative a ttitu d e s , or Based on rec o m m e n d a tio n s from th e M ic h ig a n S t a t e U n iv e rsity O ffic e of Education R esearch, any ite m l a c k i n g seventy p e rc e n t d i r e c t i o n a l a g r e e m e n t , was r e j e c t e d , 9 R e lia b ility of t h e s c a l e was d e t e r m i n e d b y a t h i r t y - d a y i n t e r v a l on s e v e n t e e n Q uestionnaire significant at students. The F a c u l t y - A d m i n i s t r a t i v e A t t i t u d e showed a c o r r e l a t i o n the test-retest c o e ffic ie n t of . 8 4 w h i c h was f o u n d .05 l e v e l . The S t u d e n t . U n i o n - N o n - S t u d e n t U n i o n A t t i t u d e Q u e s t i o n n a i r e T h i s s c a l e was a l s o m o d i f i e d Q uestionnaire. utilizes Sim ilar the L ik e rt from th e L abor-M anagem ent A t t i t u d e t o t h e o t h e r two s c a l e s , scaling technique, a nd m e a s u r e s a t t i t u d e s on a p o s s i b l e c a tio n of the s c a le it is is o n e -th ird of forty items the t o t a l in length instrum ent, s c o r e c o n t i n u u m o f 40 t o 2 0 0 . M odifi­ f r o m t h e L a b o r - M a n a g e m e n t A t t i t u d e Q u e s t i o n n a i r e was Q David A l l e n H a r r i s . "The Development o f an I n s t r u m e n t D esig n ed to Assess the P o te n tia l fo r C o n f lic t R e la tiv e to F a c u lty -A d m in is tra tiv e R e la tio n sh ip s." (U npublished Doctor o f P h ilo so p h y d i s s e r t a t i o n . E a st Lansing: Michigan S t a t e U n i v e r s i t y , 1970). ^Roy G a b r i e l , c o n s u l t a n t , O f f i c e o f E d u c a t i o n a l R e s e a r c h , C o l l e g e o f E d u c a t i o n , M ichigan S t a t e U n i v e r s i t y , J a n u a r y 1 / , 1972. - 45 - done i n t h r e e d i f f e r e n t w a y s . I n some c a s e s ite m s w ere u sed d i r e c t l y from th e Labor-Management s c a l e w i t h a word l i k e s t u d e n t i n s e r t e d f o r worker or s t u d e n t o r g a n i z a t i o n i n s e r t e d f o r u n i o n s . I n some c a s e s i t e m s w ere c o n ­ s t r u c t e d from E a r l McGraths t r a d i t i o n a l argum ents f o r and a g a i n s t s t u d e n t p a r tic ip a tio n in u n iv e r s ity g o v e r n a n c e . ^ F i n a l l y , a few ite m s were c o n ­ s t r u c t e d u s i n g a c o m b in a tio n o f th e two methods i n d i c a t e d a b o v e. S e v e n t y - s i x i t e m s w ere s c r e e n e d f o r c l a r i t y and re d u n d an cy, an d, l i k e th e F a c u l t y - A d m i n i s t r a t i v e A t t i t u d e Q u e s t i o n n a i r e , f i f t y s t u d e n t s were u sed to i d e n t i f y d i r e c t i o n a l a g re em e n t. A g a in , on th e recomm endation o f th e O f f i c e o f E d u c a t io n a l R e s e a r c h , t h o s e ite m s n o t showing s e v e n t y p e r c e n t d i r e c t i o n a l agreem ent w ere r e j e c t e d . For a t e s t o f r e l i a b i l i t y , t h i s i n v e s t i g a t o r ad m in istered th e q u e stio n n a ir e to sev en teen c o l l e g e stu d e n ts. U s in g a t h i r t y - d a y t e s t - r e t e s t i n t e r v a l , The S t u d e n t Uni.on-N on-Student Union A t t i t u d e Q u e s t i o n n a i r e showed a c o r r e l a t i o n c o e f f i c i e n t o f . 8 9 , w h ich was found s i g n i f i c a n t a t th e .0 5 l e v e l . l^McGrath, o p . c i t . pp. 1 1 0 -1 1 5 . - 46 - PRESENTATION OF THE DATA A l l t h r e e o f th e s c a l e s w ere p r e s e n t e d as recommended by th e p u b l i s h e r o f " P r o f e s s i o n a l N e g o t i a t i o n s in E d u c a t i o n . " H >12 Seven ran ges o f i d e n t i f i c a t i o n w ere a s c r i b e d to each in s t r u m e n t as f o l l o w s : MANAGEMENT (score) 7 7 7 h ig h -----------------------m od erate low 40102 1 03111 112120 ADM1NISTRAT ION r t - .------ a ~ ~~Z h ig h m oderate 40102 7 103111 7 7 i° — - - - - 2 ------------t. n eu tral low m od erate 121128 129137 1 38 146 7 J° h ig h LABOR 1 47 200 ................. 1°- - - - - - - ...........- - - - - — - c T- r FACULTY low n eu tral low m oderate h ig h 1 12 120 1 21 128 129137 138146 147200 NON STUDENT %---------- % -------- %............................................ 1°... STUDENT UNION UNION h ig h m od erate low n eu tral low m od erate h ig h 40102 1 03 111 1 1 2120 1 2 1128 1 29 137 138146 147200 Along w i t h th e above c o n t i n u a , a number o f t a b l e s were u sed to show th e v a r i e t y o f means f o r th e t h r e e s c a l e s , c o r r e l a t i o n s , a n a l y s i s o f v a r i a n c e , and dem ographic c o m p a r is o n s . The d a t a were co m p r ise d o f t h e f o l l o w i n g : (1) s t u d e n t s c o r e s on ea c h o f th e t h r e e a t t i t u d i n a l s c a l e s (2) s t u d e n t a g e , r a c e , s e x , academ ic c l a s s i f i c a t i o n , hometown, and campus r e s i d e n c e . The d a ta were coded and key punched f o r u t i l i z a t i o n o f th e C .D .C . 3600 and 6500 com puters' s t a t i s t i c a l program s. H-Robert. M e r r i l l P u b l i s h e r s , op. c i t . p . 20. ^ R e c o m m e n d e d a l s o by r e s e a r c h c o n s u l t a n t s Roy G a b r i e l and Jo Lynn Cunningham, O f f i c e o f E d u c a t io n a l R e s e a r c h , M ich ig a n S t a t e U n i v e r s i t y . - 47 - ANALYSIS OF THE DATA To s e e k an sw ers to t h e q u e s t i o n s o u t l i n e d in C h ap ter I , were a n a ly z e d i n a number o f s t a t i s t i c a l w a y s. th e d a ta Means and Standard D e v i a t i o n s o f t h e s c o r e s were u sed t o g e n e r a l l y d e s c r i b e th e s t u d e n t a t t i t u d i n a l r e s p o n s e s on t h e t h r e e s c a l e s . They a r e d e l i n e a t e d by major g r o u p in g s o f s e x , home tow n, r a c e , a ge c l a s s i f i c a t i o n and by s e l e c t e d su b -g r o u p in g t o i n c l u d e fe m a le fr esh m en , urban m a les and th e l i k e , A m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e was a l s o u sed to show th e r e l a t i o n s h i p b etw een th e t h r e e s c a l e s , th e v a r i o u s major g r o u p in g s and between s e l e c t e d s u b - g r o u p i n g s . T h is a n a l y s i s w i l l compare means on th e t h r e e s c a l e s , b o th a s a p r o f i l e and i n d e p e n d e n t l y . CHAPTER IV PRESENTATION AND ANALYSIS OF DATA I t has been th e p u r p o se o f t h i s s tu d y to d e s c r i b e th e a t t i t u d e s o f C e n t r a l M ich ig an U n i v e r s i t y s t u d e n t s toward c o l l e c t i v e b a r g a i n i n g . Three s c a l e s were u sed to g a t h e r th e d a ta : The Labor-Management A t t i t u d e Q u e s t i o n n a i r e w h ich i s u sed i n t e r c h a n g e a b l y w i t h S c a l e A . The F a c u l t y A d m i n i s t r a t i v e A t t i t u d e Q u e s t i o n n a i r e w h ich i s u sed i n t e r c h a n g e a b l y w i t h S c a l e B , and th e S tu d e n t Union-Non S tu d e n t Union A t t i t u d e Q ues­ t i o n n a i r e w h ich i s used i n t e r c h a n g e a b l y w i t h S c a l e C, These t h r e e s c a l e s r e L a te s t u d e n t i d e n t i f i c a t i o n w it h o p p o s i t e ends o f a con tin u u m , s c o r i n g from 40 to 200. The h ig h e r th e s c o r e r e f l e c t s th e more th e i d e n t i f i ­ c a t i o n w i t h L abor, F a c u l t y , and S tu d e n t Union c o n c e p t s , th e low er th e score r e f l e c t s th e mere the i d e n t i f i c a t i o n w it h Management, A d m i n i s t r a t i o n , and N on -S tu d en t Union c o n c e p t s . T h is ch a p ter p r e s e n t s t h e - d a t a in two s e c t i o n s : and a n a l y s i s o f th e c o m p lete sa m p le, (1 ) p r e s e n t a t i o n (2) p r e s e n t a t i o n and a n a l y s i s o f th e major g r o u p in g s o f th e sam ple. P r e s e n t a t i o n and Ana1y s i a o f th e Com plete Sample T a b le 1 i n d i c a t e s how tl r 253 s t u d e n t s ' r e s p o n s e s w ere c a t e g o r i c a l l y d i s t r i b u t e d cn th e Labor-Management A t t i t u d e Q u e s t i o n n a i r e ( S c a l e A ) . T h is q u e s t i o n n a i r e measured th e d e g r e e o f i d e n t i f i c a t i o n th e s t u d e n t s had w i t h Labor and Management c o n c e p t s . TABLE 1. D i s t r i b u t i o n o f A l l S c o r e s on S c a l e A________________________________ 77o 16% 21% MANAGEMENT - - ------------------------------h ig h m oderate low (sc o re) 40102 103111 26% 19% 9% 5% n eu tral low m oderate h ig h 1 29 137 1 38146 147200 LABOR 112120 121128 - 4 8 - - 49 On S c a l e A t h e r e was a mean s c o r e o f 1 2 3 . 1 0 and a sta n d a r d d e v ia tio n o f 1 4 .4 9 . From T a b le 1 i t i s a p p a r e n t t h a t th e d i s t r i b u t i o n o f stu d ertt a t t i t u d e s i s somewhat s y m e t r i c a l , w i t h t w o - t h i r d s o f th e sample e x h i b i t i n g low or n e u t r a l i d e n t i f i c a t i o n w i t h e i t h e r end o f th e continuum . I f any d i r e c t i o n or i d e n t i f i c a t i o n w ere a s c r i b e d i t from S c a l e A, i t would be a v e r y s l i g h t p r e f e r e n c e f o r Management a t t i t u d e s . The d i s t r i b u t i o n o f s c o r e s shown in T a b le 2 i n d i c a t e s t h a t th e F a c u l t y - A d m i n i s t r a t i v e A t t i t u d e Q u e s t i o n n a i r e ( S c a l e B) i s a l s o somewhat sy m etrica l. S c a l e B shows more d i r e c t i o n a l i d e n t i f i c a t i o n than S c a l e A, h ow ever, and r e f l e c t s a s l i g h t i d e n t i f i c a t i o n and p r e f e r e n c e fo r f a c u l t y a t t i t u d e s o v er a d m i n i s t r a t i v e a t t i t u d e s . The mean o f 1 2 9 .0 0 p l a c e s th e a v e r a g e s t u d e n t r e s p o n s e i n th e "low" i d e n t i f i c a t i o n ran ge toward f a c u l t y . The 1 3 .2 2 s ta n d a r d d e v i a t i o n f c r S c a l e B i n d i c a t e s a p p r o x im a te ly s i x t y e i g h t p e r c e n t o f th e s t u d e n t s i n th e n e u t r a l t o m od erate i d e n t i f i c a t i o n r a n g e s toward f a c u l t y . TABLE 2. D i s t r i b u t i o n o f a l l S c o r e s on S c a l e B.______________________________ 4% 47, 19% 287 25% 14% 7% ADMINISTRATION---------- ------------------------------------- ------------- - ................................ h ig h m oderate low n e u t r a l low m od erate h ig h (sco re) 40102 103111 112120 121128 129137 138146 FACULTY 1 4 7200 An i n s p e c t ion o f T ab le 3 r e v e a l s s t u d e n t a t t i t u d e s on The S t u d e n t Union-Non S tu d e n t Union A t t i t u d e Q u e s t i o n n a i r e ( S c a l e C) show a low to m oderate i d e n t i f i c a t i o n w i t h S tu d e n t Union c o n c e p t s . o f th e r e s p o n s e s Over f i f t y p e r c e n t i n d i c a t e d a low to h ig h i d e n t i f i c a t i o n w i t h s t u d e n t c o n ­ c e p t s w h i l e o n ly tw e n ty -tw o p e r c e n t r e f l e c t e d th e same i d e n t i f i c a t i o n w i t h th e o p p o s in g N o n -S tu d e n t Union c o n c e p t s . was 1 3 0 .0 0 w i t h a sta n d a r d d e v i a t i o n o f 1 3 . 0 3 . The mean s c o r e on S c a l e C - 50 - TABLE 3 . D i s t r i b u t i o n o f a l l S c o r e s f o r S c a l e C.__________________________ NON STUDENT UNION (sc o re) 2% . h ig h 7% 13% j m oderate low 40102 103111 1 12120 24% 2?% . n eu tral 121128 lo w 129137 l9% m od erate 138146 8% STUDENT UNION h ig h 1 47 200 I n s p e c t i o n o f th e o v e r a l l sample r e v e a l e d a f a i r l y normal d i s t r i b u t i o n w i t h o u t an e x a g g e r a t e d i d e n t i f i c a t i o n w i t h any o f th e s i x p o le s. S c a l e s B and C d e v i a t e d th e most from th e n e u t r a l r e s p o n s e , showing some i d e n t i f i c a t i o n w it h F a c u l t y and s l i g h t l y more i d e n t i f i c a t i o n w it h S t u d e n t Union c o n c e p t s . A com p ariso n o f th e t h r e e s e p a r a t e s o u r c e s f o r th e sample seems a p p r o p r i a t e a t t h i s tim e i n d i s c u s s i o n o f th e c o m p le t e sa m p le. T a b le 4 shows th e means and sta n d a rd d e v i a t i o n s f o r t h e h i s t o r y c l a s s , th e p s y c h o l o g y c l a s s , and th e random m a i l i n g . TABLE 4 . Means and S tan dard D e v i a t i o n s f o r Three S e p a r a t e Sample S o u r c e s S ca le A S ca le B S ca le C H isto ry C la ss 1 2 3 .1 3 1 2 8 .8 3 1 2 8 .4 0 P s y c h o lo g y C l a s s 1 2 2 .3 1 1 2 9 .0 7 1 3 0 .3 1 Random M a i l i n g 1 2 4 .9 6 1 2 8 .9 2 1 3 0 .2 4 1 4 .5 2 1 3 .2 8 1 3 ,2 1 S tandard D e v i a t i o n s T a b le 5 d i s p l a y s a m u l t i v a r i a t e a n a l y s i s o f v a r i a n c e , showing th e p r o f i l e s ( S c a l e s ABC) o f each grou p . A sig n ific a n c e le v e l of .8 3 4 3 i n d i c a t e s no s i g n i f i c a n t d i f f e r e n c e s b etw een th e group p r o f i l e s . T a ble 5 a l s o i n d i c a t e s th e r e s u l t s o f th e u n i v a r i a t e a n a l y s i s o f v a r i a n c e w h ich shows a s i m i l a r l a c k o f d i f f e r e n c e b etw e en groups a c r o s s S c a l e s A , B , and C. - 51 - A l l t h r e e sample g r o u p s , t h e r e f o r e , show no s i g n i f i c a n t d i f f e r e n c e in t h e i r group a t t i t u d e s toward th e c o n t i n u a Labor-Management, F a c u l t y A d m i n i s t r a t i o n , and S tu d e n t Union-Non S t u d e n t U n io n . N or, i n th e com parison o f p r o f i l e s w h ich r e f l e c t a c o m p o s it e group a t t i t u d e on a l l t h r e e s c a l e s , do th e t h r e e sample grou p s show any s i g n i f i c a n t d i f f e r e n c e . TABLE 5. A n a l y s i s o f V a r ia n c e f o r Three S e p a r a t e Sample S ource ____________ Group Means on S c a l e s A, B, and C._______________________ Between Mean Sq V a r ia b l e U n iv a ria te F P L e s s Than A Score 8 0 .8 1 0 6 0 .3 8 3 0 0 .6 8 2 3 B Score 1 .4 2 8 0 0 .0 0 8 1 0 .9 9 2 0 C Score 9 4 .7 5 2 7 0 .5 4 2 4 0 .5821 D e g r e e s o f Freedom fo r H y p o t h e s is = 2 D e g r e e s o f Freedom fo r Error = 250 F - r a t i o fo r m u l t i v a r i a t e t e s t o f e q u a l i t y o f mean v e c t o r s = 0 .4 6 5 1 D .F. = 6 and 4 9 6 .0 0 0 0 P = l e s s th an 0 . 8 3 4 3 P r e s e n t a t i o n and A n a l y s i s o f Maior Groups T h is s e c t i o n shows th e d a t a and a n a l y s i s o f th e d a t a a s s o c i a t e d w i t h th e major g r o u p in g s o f s e x , hometown, campus r e s i d e n c e , r a c e , a g e and academ ic c l a s s i f i c a t i o n . Hometown r e f e r s t o e i t h e r an urban or non-urban s e t t i n g , as d ete r m in e d by I n d u s t r i a l P s y c h o l o g i s t David Donovan, N o r th ­ w e s t e r n M ich igan C o l l e g e , and S o c i o l o g i s t M i l t o n H a g e lb e r g , M ich igan S ta te U n iv ersity . For f u r t h e r r e f e r e n c e , S e e Appendix F. Under R e s i d e n c e , "Other" r e f e r s to l i v i n g a rr an g em en ts i n f r a t e r n i t y and s o r o r i t y h o u s in g or at home. 'P*' - 52 - TABLE 6 . Means and S ta n d ard D e v i a t i o n s f o r Major Sample G roupings on Major Group SEX Male Female C e ll N 124 129 S t d . Dfev. S ca le A S ca le B S ca le C 1 2 3 .8 1 1 2 1 .8 5 1 3 0 .0 1 1 2 8 .0 0 1 3 2 .0 0 1 2 7 .5 8 1 4 .4 8 1 3 .2 2 1 3 .0 3 1 2 0 .3 1 1 2 4 .4 1 1 2 6 .2 5 1 2 5 .8 8 1 2 0 .7 6 1 2 7 .9 2 1 2 9 .8 7 1 2 9 .7 2 1 3 3 .0 0 1 2 7 .5 8 1 2 8 .6 2 1 2 9 .0 1 1 3 4 .5 5 1 3 1 .5 5 1 2 7 .0 5 1 4 .3 9 1 3 .2 8 1 3 .0 9 1 2 0 .3 4 1 2 4 .3 8 1 2 6 .5 8 1 2 3 .7 1 1 2 5 .3 2 1 2 9 .3 8 1 3 0 .5 4 1 3 1 .2 8 1 2 7 .0 8 1 3 0 .9 2 1 3 4 .0 6 1 3 1 .5 0 1 5 .9 9 1 8 .8 1 1 4 .9 1 1 2 3 .3 5 1 2 2 .5 1 1 2 9 .4 5 1 2 8 .7 2 1 3 0 .5 9 1 2 9 .2 7 1 4 .5 1 1 3 .2 5 1 3 .2 0 1 2 2 .5 3 1 2 6 .9 6 1 2 0 .9 7 1 2 8 .9 5 1 2 6 .4 4 1 3 1 .1 6 1 2 9 .6 4 1 2 5 .8 2 1 3 3 .3 5 1 4 .4 6 1 3 .2 3 1 3 .1 0 1 2 2 .3 2 1 3 2 .5 8 1 2 8 .5 8 1 3 7 .0 0 1 2 9 .3 4 1 3 7 .8 3 1 4 .3 5 1 3 .1 4 1 3 .0 9 AGE 18 y r . 19 y r . 20 y r . 21 y r . 22+ y r . o ld o ld o ld o ld o ld 106 78 43 9 17 St.d. Dev. CLASSIFICATION Freshmen Sophomore J u n io r S e n io r 142 65 31 14 S t d . Dev. HOMETOWN Urban Non-Urban 91 162 S t d . Dev. RESIDENCE R e s i d e n c e H a ll Other Apartment 187 29 37 S t d . Dev. RACE W hite Non-White S t d . Dev. 241 12 - 53 - T a b le 6 d i s p l a y s t h e means and sta n d a r d d e v i a t i o n s f o r ea ch o f th e major g r o u p in g s . The f o l l o w i n g p o r t i o n s o f t h i s c h a p t e r r e f e r to i t s e v e r a l tim e s, as i t r e f l e c t s th e s t a t i s t i c a l h ea r t o f t h i s stu d y. Betw een th e male and fe m a le grou p s on the p r o f i l e d i f f e r e n c e was o f o n ly m a r g in a l s i g n i f i c a n c e ( . 0 6 6 7 ) . (ABC), th e However, a one-way a n a l y s i s o f v a r i a n c e a s shown in T a b le 7 i n d i c a t e d a s i g n i f i c a n t d i f f e r e n c e on S c a l e C. Women w ere found s i g n i f i c a n t l y l e s s i d e n t i f i e d w it h student, u n io n c o n c e p t s than men. TABLE 7. A n a l y s i s o f V a r ia n c e f o r Males and Fem ales on S c a l e s A, B, and C. V a r ia b l e Between Mean Sq. U n iv a ria te F P L e s s Than A Score 2 4 3 .3 3 3 4 1 .1 5 9 6 0 .2 8 2 6 B Score 2 6 5 .9 9 6 7 1 .4 6 9 4 0 .2 2 6 6 C Score 1 2 3 8 .9 2 5 0 7.2963 0 .0 0 7 4 D e g r e e s o f Freedom f o r H y p o t h e s is = 1 D e g r e e s o f Freedom f o r E rror = 251 F - r a t i o f o r m u l t i v a r i a t e t e s t o f e q u a l i t y o f mean v e c t o r s = 2 .4 2 0 1 D .F. = 3 and 2 4 9 .0 0 0 0 P = l e s s th an 0 .0 6 6 7 Among th e a ge g r o u p in g s , T a b le 8 i n d i c a t e s t h a t no s i g n i f i c a n t d i f f e r e n c e s e x i s t e i t h e r in p r o f i l e s c o r e s or i n th e one-way a n a l y s i s o f v a ria n ce. A p o s t hoc e x a m in a tio n o f th e mean s c o r e s a t th e . 0 5 l e v e l o f s i g n i f i c a n c e , h ow ev e r, i n d i c a t e t h a t t h e r e i s a s i g n i f i c a n t d i f f e r e n c e b etw een 18 and 20 year o l d s on S c a l e s A and C. T h is p a t t e r n o f h ig h e r i d e n t i f i c a t i o n w i t h Labor and S t u d e n t Union c o n c e p t s d u r in g th e m id d le age g r o u p in g s i s s i m i l a r to th e c o r r e s p o n d i n g g r o u p in g s i n th e academ ic c l a s s i f i c a t i o n found i n T a b le s 6 and 9 . - 54 - TABLE 8 . V a r ia b l e A n a l y s i s o f V a r ia n c e f o r F i v e Age G roupings on S c a l e s A, B, and C. Betw een Mean Sq. U n iv a ria te F P L e s s Than A Score 3 8 2 .1 3 4 2 1 .8 4 4 3 0 .1 2 1 0 B Score 95 .5 2 0 4 0 .5 4 1 2 0 .7 0 5 7 C Score 3 3 0 .9 1 2 8 1 .9 2 9 4 0 .1 0 6 1 D e g r e e s o f Freedom fo r H y p o t h e s is = 4 D e g r e e s o f Freedom f o r E rror = 248 F - r a t i o fo r m u l t i v a r i a t e t e s t o f e q u a L ity o f mean v e c t o r s = 1 .2 0 9 1 D . F . = 12 and 6 5 1 .1 4 6 3 P = l e s s thAn .2 7 2 4 In a v e r y s i m i l a r com parison to th e a ge a n a l y s i s , T a b le 9 d i s p l a y s th e acad em ic c l a s s i f i c a t i o n d i f f e r e n c e s . A s i g n i f i c a n c e l e v e l" o f .4 3 1 4 i n d i c a t e s that, no s i g n i f i c a n t p r o f i l e d i f f e r e n c e s e x i s t among th e academ ic c l a s s i f i c a t i o n s in th e stu d y . On th e i n d i v i d u a l s c a l e s an a n a l y s i s o f l e a s t s q u a r e s e s t i m a t e s r e v e a l e d , h o w ever, s i g n i f i c a n t d i f f e r e n c e s e x i s t b etw een fresh m en and j u n i o r s . On b o th S c a l e A and S c a l e C j u n i o r s s c o r e s i g n i f i c a n t l y h i g h e r than fresh m en . TABLE 9 . V a r ia b l e A n a l y s i s o f V a r ia n c e f o r Academic C l a s s i f i c a t i o n s on S c a l e A, B, and C. Between Mean Sq. U n iv a ria te F P L e s s Than A Score 4 7 7 .1 3 7 0 1 .8 6 4 5 0 .1 3 6 2 B Score 5 0 7 .1 3 1 9 1.4320 0 .2 3 4 0 C Score 5 4 8 .4 6 5 2 2.4642 0 .0 6 3 0 D e g r e e s o f Freedom f o r H y p o t h e s is = 3 D e g r e e s o f Freedom f o r E rro r = 250 F - r a t i o f o r m u l t i v a r i a t e test: o f e q u a l i t y o f mean v e c t o r s “ 1 .0 0 8 9 D .F . = 9 and 6 0 3 .7 1 7 4 P = l e s s than .4 3 1 4 - 55 - F u r th e r a n a l y s i s o f th e acad em ic c l a s s i f i c a t i o n co m p arison r e v e a l s , as e x h i b i t e d in T a b le 1 0 , t h a t i t i s d iffe r e n c e s. is th e m ales w h ich r e f l e c t th e s i g n i f i c a n t The fe m a le p r o f i l e s i g n i f i c a n c e l e v e l fo r a l l t h r e e s c a l e s . 7 3 7 7 , w h erea s t h e male p r o f i l e s i g n i f i c a n c e l e v e l i s a t .0 2 8 9 f o r academ ic c l a s s i f i c a t i o n . T a b le 10 shows f u r t h e r t h a t on th e i n d i v i d u a l s c a l e s t h e r e a r e h i g h s i g n i f i c a n c e l e v e l s o f .0 0 4 9 ( S c a l e A) and .0 1 5 3 (S ca le C ). W h ile j u n i o r s show s i g n i f i c a n t l y more i d e n t i f i c a t i o n toward la b o r and s t u d e n t u nio n c o n c e p t s than fr esh m en , i t a p p e a r s to be th e m a les who most s i g n i f i c a n t l y a f f e c t t h i s . TABLE 10. A n a l y s i s o f V a r ia n c e fo r Academic C l a s s i f i c a t i o n s o f M ales on S c a l e A, B, and C. Betw een Mean Sq. V a r ia b l e U n iv a ria te F P L e s s Than A Score 8 4 7 .6 9 2 1 4.5255 0 .0 0 4 9 B Score 2 5 5 .8 0 0 2 1..4198 0 .2 4 0 4 C Score -6 1.0235 3 .6 1 5 9 0.0 1 5 3 D e g r e e s o f Freedom f o r H y p o t h e s is = 3 D e g ree s o f Freedom f o r E rror = 120 II nj o F - r a t i o f o r m u l t i v a r i a t e t e s t o f e q u a l i t y o f mean v e c t o r s = 2 .1 0 8 7 9 and 2 8 7 .3 3 1 6 P = l e s s than .0 2 8 9 A s i g n i f i c a n t d i f f e r e n c e was found among th e C e n t r a l M ich igan U n i v e r s i t y s tu d e n t r e s i d e n c e s . A sig n ific a n c e le v e l of p r o f i l e d i f f e r e n c e s among th e s t u d e n t r e s i d e n c e s . .0 0 8 1 r e f l e c t e d Among f r a t e r n i t y , s o r o r i t y , and t h o s e s t u d e n t s l i v i n g a t home ( a l l c l a s s i f i e d as "O thers") t h e r e was o n ly a one p o i n t mean sp read cn a l l t h r e e s c a l e s . R e s id e n c e h a l l s t u d e n t s r e f l e c t e d a 7 p o i n t sp rea d and ap a rtm en t r e s i d e n c e s e x h i b i t e d a 13 p o i n t mean sp read on th e t h r e e s c a l e s . T a b le 11 r e f l e c t s , h ow ever, t h a t no s i g n i f i c a n t d i f f e r e n c e s e x i s t e d b etw e en th e i n d i v i d u a l s c a l e s . - 56 - TABLE 11. A n a l y s i s o f V a r ia n c e f o r S t u d e n t R e s i d e n c e s on S c a l e s A, B, and C. V a r ia b l e _____________ Betw een Mean Sq.______ U n i v a r i a t e F.______ P L e s s Than_________ A Score 3 1 9 .9 0 3 1 1.5299 0 .2 1 6 8 B Score 1 8 1 .0 9 9 1 1 .0 3 3 8 0 .3 5 7 2 C Score 4 6 4 .0 1 8 0 2 .7 0 2 1 0 .0 6 9 1 D e g r e e s o f Freedom f o r H y p o t h e s is = 2 D e g r e e s o f Freedom f o r E rror = 250 F - r a t i o f o r m u l t i v a r i a t e t e s t o f e q u a l i t y o f mean v e c t o r s = 2 .9 3 4 4 D .F. = 6 and 4 9 6 .0 0 0 0 P = l e s s than .008 1 F u r th e r a n a l y s i s o f R e s i d e n c e com p a r iso n s showed s i g n i f i c a n t d i f f e r e n c e s w i t h th e u rb a n , non-urban c l a s s i f i c a t i o n s . r e s id e n tia l ca teg o ries Comparing th e (R e s i d e n c e H a l l , A p artm en t, O ther) f o r urban hometowns, no s i g n i f i c a n t , d i f f e r e n c e s were found f o r t h e i r p r o f i l e s . An e x a m in a tio n o f th e u n i v a r i a t e a n a l y s i s o f v a r i a n c e comparing th e t h r e e s c a l e s c o n fir m e d t h i s . T a b le 12 shows th e n on-urban s t u d e n t s ; h ig h p r o f i l e l e v e l o f . 0 0 1 3 . h o w ev e r, w i t h a s i g n i f i c a n t l y The u n i v a r i a t e a n a l y s i s o f t h e s c a l e s found ap artm en t r e s i d e n t s s i g n i f i c a n t l y l e s s i d e n t i f i e d w i t h s t u d e n t u n io n c o n c e p t s than e i t h e r r e s i d e n c e h a l l s t u d e n t s o r t h o s e c a t e g o r i z e d a s O ther ( F r a t e r n i t y , S o r o r i t y , Home). TABLE 12. A n a l y s i s o f V a r ia n c e f o r Non-Urban R e s i d e n t i a l S t u d e n t s on _____________ S c a l e A, B, and C.________________________________________________________ V a r ia b l e Between Mean Sq. U n iv a ria te F P L e s s Than A Score 3 8 4 .5 2 0 6 2 .0 4 0 3 0 .1 3 3 4 B Score 2 8 3 .6 4 4 9 1 .8 4 6 9 0 .1 6 1 1 C Score 6 6 7 .4 0 5 5 4 .6 7 2 4 0 .0 1 0 7 D e g r e e s o f Freedom f o r H y p o t h e s is = 2 D e g r e e s o f Freedom fo r E rro r = 159 F - r a t i o f o r m u l t i v a r i a t e t e s t o f e q u a l i t y o f mean v e c t o r s = 3 .7 5 1 8 D .F . = 6 and 3 1 4 .0 0 0 0 P., = l e s s than 0 .0 0 1 3 - 57 - B etween th e Hometown c l a s s i f i c a t i o n s t h e r e w ere no s i g n i f i c a n t d i f f e r e n c e s e i t h e r among p r o f i l e s or i n d i v i d u a l s c a l e s . re fle c ts TABLE 13. V a r ia b le T ab le 13 th e s t r o n g s i m i l a r i t y b etw een th e Urban and Non-urban s c a l e s . A n a l y s i s o f V a r ia n c e f o r Hometown C l a s s i f i c a t u---i o n on S c a l e r-i A._rB,• and C. Betw een Mean Sq. U n iv a ria te F P L e s s Than A Score 41,0462 0 .1 9 4 9 0 .6 5 9 3 B S co re 3 0 .3 8 7 6 0 ,1 7 2 9 0 .6 7 8 0 C S co re 1 0 0 ,8 5 6 2 0 .5 7 8 5 0 .4 4 7 7 D e g ree s o f Freedom f o r H y p o t h e s is = 1 D e g rees o f Freedom f o r E rror = 251 F - r a t i o for m u l t i v a r i a t e t e s t o f e q u a l i t y o f mean v e c t o r s = 0 .1 9 5 5 D .F . = 3 and 2 4 9 .0 0 0 0 P = L e ss than .899 4 A n a l y s i s o f th e d a t a h a s shown s i g n i f i c a n t , d i f f e r e n c e s i n R ace. On a l l t h r e e i n d i v i d u a l s c a l e s N o n -w h ite s were s i g n i f i c a n t l y more i d e n t i f i e d w i t h L abor, F a c u l t y , and S tu d e n t Union c o n c e p t s th an th e w h ites. T ab le 14 i n d i c a t e s t h a t t h e r e was a l s o a s i g n i f i c a n t p r o f i l e d i f f e r e n c e b etw een w h i t e s and n o n - w h i t e s , showing a s i g n i f i c a n c e l e v e l o f .0491. TABLE 1 4 . A n alysis of V ariance f o r R a c e on S c a l e A, B , a n d C. V a r ia b l e Between Mean Sq. U n i v a r i a t e F. P L e s s Than A Score 1 2 0 2 .2 4 8 4 5.8355 0 .0 1 6 5 B S co re 8 0 8 .6 3 2 5 4 .6 8 2 2 0 .0 3 1 5 C Score 8 2 2 .9 2 3 6 4 .7 9 9 5 0 .0 2 9 4 D e g r e e s o f Freedom fo r H y p o t h e s is = 1 D e g r e e s o f Freedom fo r Error = 251 F - r a t i o fo r m u l t i v a r i a t e t e s t o f mean v e c t o r s = 2 .6 5 5 9 D .F . = 3 and 2 4 9 .0 0 0 0 P = L e ss than .049 1 - 58 - In summary, th e a n a l y s i s o f t h e d a t a has shown th e f o l l o w i n g to be s t a t i s t i c a l l y s i g n i f i c a n t at. th e .0 5 l e v e l : 1. Fem ales a r e l e s s m a le s . i d e n t i f i e d w i t h S t u d e n t Union c o n c e p t s than 2. Twenty y e a r o l d s i d e n t i f y more w i t h Labor and S tu d e n t Union c o n c e p t s th an 18 y e a r o l d s . 3. J u n i o r s i d e n t i f y more w i t h Labor and S t u d e n t Union c o n c e p t s than fresh m en . 4. Of the j u n io r s who more s t r o n g l y i d e n t i f y w it h Labor and S tu d e n t Union c o n c e p t s than fr esh m en , th e men d i f f e r more tow ards t h e s e c o n c e p t s than th e women. 5. S t u d e n t s l i v i n g i n t h e v a r i o u s l i v i n g a rran g em en ts d i f f e r a t t i t u d e s toward c o l l e c t i v e b a r g a i n i n g . 6. N o n -w h ite s i d e n t i f y more w i t h L abor, F a c u l t y , and c o n c e p t s than w h i t e s . in S t u d e n t Union CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS T h is f i n a l c h a p t e r i s d e v o t e d to a summary o f th e s t u d y , in clu d in g a d i s c u s s i o n o f th e r e s u l t s o f C h ap ter IV, r e s e a r c h l i m i t a t i o n s , and recom m endations f o r f u r t h e r r e s e a r c h . A t t e n t i o n w i l l be g i v e n to b o th th e g e n e r a l f i n d i n g s o f th e s tu d y a s w e l l a s th e s t a t i s t i c a l l y sig n ific a n t d a ta g a th e r e d in th e r e s e a r c h . The o b j e c t i v e o f th e s tu d y was to o b t a i n d e s c r i p t i v e , b a s e l i n e d a t a r e g a r d in g C e n t r a l M ich ig an U n i v e r s i t y s tu d e n t a t t i t u d e s toward c o l l e c t i v e b arg a in in g . W hile no h y p o t h e s i s or p r e d i c t i o n s were a d van ced , fo u r q u e s t i o n s were a s k e d , 1. What axe th e s t u d e n t a t t i t u d e s a t C e n t r a l M ich iga n U n i v e r s i t y toward c o l l e c t i v e b a r g a i n i n g among o r g a n i z e d l a b o r and management? I t would appear a s a w h ole t h a t C e n t r a l M ich ig an U n i v e r s i t y s t u d e n t s h ave no d i s t i n c t i d e n t i f i c a t i o n w i t h and in fac.t a r e very n e u t r a l toward o r g a n iz e d la b o r and management. W ith in th e sample th e s t u d e n t s m ost i d e n t i f i e d w i t h management c o n c e p t s seemed to be th e y ou nger (1 8 y ea r o l d s ) and th o s e s t u d e n t s o v er 22 y e a r s o f a g e . O ther grou p s showing a s i m i l a r i d e n t i f i c a t i o n w i t h management w ere freshm en and s t u d e n t s l i v i n g i n a p a r tm e n ts . The l o w e s t mean s c o r e by any s u b -g rou p was 1 1 5 .0 0 by 20 fe m a le s t u d e n t s l i v i n g i n a p a r tm e n ts . Those s t u d e n t s who most i d e n t i f i e d th e m s e lv e s w i t h la b o r c o n c e p t s appeared from th e r e s p o n s e s t:o be 20 y e a r s o l d , j u n i o r s , and s t u d e n t s e i t h e r l i v i n g a t home or i n f r a t e r n i t y or s o r o r i t y h o u s i n g . The h i g h e s t mean s c o r e f o r any sub-group was 1 3 3 . 0 0 , r e c o rd ed by te n m ales l i v i n g in apartm en ts. It: i s f e l t one primary f a c t o r i n f l u e n c e d th e n e u t r a l r e s p o n s e to the Labor-Management continuum . As many s t u d e n t s i n d i c a t e d through remarks w r i t t e n on th e q u e s t i o n n a i r e , commented i n f o r m a l l y , and i n i n t e r v i e w s , th e y s im p ly know v e r y l i t t l e ab out c o l l e c t i v e b a r g a i n i n g . n e u t r a l r e s p o n s e on th e L i k e r t s c a l e , UNDECIDED, may w e l l r e f l e c t m ost stu d en t a t t i t u d e s . - 59 - The - 60 - A n o th er p o s s i b l e r e a s o n f o r t h e n e u t r a l r e s p o n s e , and one c o m p le ­ mentary to th e e x p l a n a t i o n a b o v e , i s o f most c o l l e g e s t u d e n t s . th e l a c k o f form al w orkin g e x p e r i e n c e Having n o t worked f o r an e x te n d e d l e n g t h o f time o r u nd er a c o r p o r a t e s t r u c t u r e c o u ld c e r t a i n l y i n f l u e n c e a n e u t r a l r e s p o n s e on q u e s t i o n s o f l a b o r and management. A f i n a l e x p l a n a t i o n may b e t h a t extrem e s u b - g r o u p s w i t h i n th e sample c a n c e l l e d t h e m s e l v e s o u t . The s m a ll sta n d a r d d e v i a t i o n would seem to m in im iz e t h i s e x p l a n a t i o n , how ever. 2. Vlhat a r e th e s t u d e n t a t t i t u d e s a t C e n t r a l M ich ig an U n i v e r s i t y toward c o l l e c t i v e b a r g a i n i n g among u n i v e r s i t y f a c u l t y and a d m in istra tio n ? In com p arison to th e Labor-Management con tin u u m , th e s t u d e n t s seemed more a b l e t o i d e n t i f y w i t h one o f th e p o l a r c o n c e p t s . to m oderate i d e n t i f i c a t i o n w i t h f a c u l t y c o n c e p t s . t h o s e most, r e f l e c t i n g T here was a low The h i g h e s t s c o r e s , f a c u l t y i d e n t i f i c a t i o n , came from 21 y e a r o l d s , s e n i o r s and apartm ent r e s i d e n t s . The h i g h e s t s u b -g rou p mean was 1 3 8 . 7 2 , r e c o rd ed by 11 m a le s l i v i n g a t home or i n Greek h o u s i n g . The group o f s t u d e n t s m ost i d e n t i f i e d w i t h a d m i n i s t r a t i v e c o n c e p t s seemed to be freshmen and s t u d e n t s l i v i n g a t home. The l o w e s t su b -grou p mean was 1 2 0 .4 5 r e c o rd ed by 20 fe m a le s l i v i n g i n a p a r tm e n ts . The r e a s o n fo r t h i s i d e n t i f i c a t i o n p a t t e r n can o n ly b e s p e c u l a t e d from th e d a t a g a t h e r e d and th e r e s e a r c h a v a i l a b l e on s t u d e n t a t t i t u d e s . The lorfer i d e n t i f i c a t i o n w i t h f a c u l t y by freshm en and s t u d e n t s l i v i n g a t home, i t is f e l t , r e f l e c t s a l a c k o f e x p o su re to f a c u l t y p r i m a r i l y , j u s t a s th e w h ole sample i d e n t i f y i n g w i t h f a c u l t y may r e f l e c t a l a c k o f e x p o s u r e to u n i v e r s i t y a d m i n i s t r a t o r s . McGaws (1 9 6 8 ) s tu d y would su p p o rt t h i s c o n c l u s i o n . It is also likely s to o d and a p p r e c i a t e d t h a t a d m i n i s t r a t i v e c o n c e p t s may b e l e s s u n d e r ­ by s t u d e n t s adm inistrative p rin cip les in th a t include so c ia l the most f r e q u e n t l y en c o u n te re d regulations, class registration a nd t h e 1 i k e . The r e c e n t h i s t o r y o f s t u d e n t d e m o n s t r a t i o n s and media r e p r e s e n t a ­ t i o n has more o f t e n r e f l e c t e d a s t u d e n t - f a c u i t y r e l a t i o n s h i p i n such a r e a s o f s o c i a l , p o l i t i c a l , and u n i v e r s i t y reform than any s o r t o f - 61 stu d en t-a d m in i.sfrr a ti.v e a l l i a n c e . tiv e concepts i t o ften When s t u d e n t s d i f f e r w i t h a d m i n i s t r a ­ i s p u b l i c l y , w h erea s f a c u l t y - s t u d e n t d i s a g r e e ­ ments a r e o f t e n i n d i v i d u a l or i n d e l i b e r a t i v e b o d i e s . 3. What, a r e student, a t t i t u d e s a t C e n t r a l M ich ig a n U n i v e r s i t y toward s t u d e n t p a r t i c i p a t i o n i n c o l l e c t i v e b a r g a i n i n g in h ig h er e d u c a tio n ? C e n t r a l M ich ig a n U n i v e r s i t y s t u d e n t s e x h i b i t e d a low t o m o d erate i d e n t i f i c a t i o n w i t h s t u d e n t u n io n c o n c e p t s , c o n c e p t s w h ich r e f l e c t e d a c t i v e p a r t i c i p a t i o n in c o l l e c t i v e u n i v e r s i t y g o v e r n a n c e . s c a l e s u sed i n th e q u e s t i o n n a i r e , fic a tio n Of th e t h r e e the s t u d e n t s showed th e s t r o n g e s t i d e n t i ­ in t h i s a r e a o f student: u n io n p a r t i c i p a t i o n . W ith in th e sa m p le, the s t u d e n t s showing the s t r o n g e s t i d e n t i f i c a t i o n w i t h s t u d e n t u n io n c o n i. e p t s were th e 20 y e a r e l d s , and th e j u n i o r s . Of th e s u b - g r o u p i n g s , th e h i g h e s t mean sc .'re was 1 4 0 .8 3 by 12 male j u n i o r s . The l o w e s t su b-grou p mean s c o r e was 1 1 9 . 0 0 , r e c o rd ed by 20 fem ale apartm ent r e s i d e n t s . R eason s a s s o c i a t e d w i t h t h i s d a ta a r e a g a i n i l l u s i v e . few s tu d e n t la b o r u n io n s e x i s t , th e c o n c e p t s or item s on S c a l e C a r e d i f f i c u l t , ft r s t u d e n t s to i n t e r p r e t and u n d e r s ta n d . g a in in g c o n te x t, S in c e very In a c o l l e c t i v e b a r ­ t h e s e c o n c e p t s become more q u e s t i o n s o f group p a r t i c i p a t i o n and group in v o lv e m e n t in i n s t i t u t i o n a l d e c i s i o n - m a k i n g . S t u d e n t s , h ow ever, have t r a d i t i o n a l 1./ r e f l e c t e d a L t i t u i e s w h ich would i n d i c a t e t h e i r d e s i r e s to p a r t i c i p a t e and be i n v o l v e d . F in a lly , th e c o n c e p t o f s t u d e n t s b e i n g p r i m a r i l y l e a r n e r s i n the i n s t i t u t i o n a l framework, may n o t be a s thorough Iy a c c e p t e d a s a. it on ce was. What t e l .at: sh i p s e x i s t b etw een th e s tu d y ; s a t t i t u d i n a l c o n t i n u a and th e s e x , r a c e , a g e , r e s i d e n c e , hometown, and academ ic c l a s s i f i c a t i o n o f C e n tr a l M ich ig an U n i v e r s i t y s t u d e n t s ? In comparing the t h r e e c o n t i n u a a s a p r o f i l e fo r s t u d e n t a t t i t u d e , a few' g e n e r a l i z a t i o n s can be a s s e r t e d . Of th e 16 major g r o u p i n g s , 11 showed a p a t t e r n o f i n c r e a s i n g t h e i r s c o r e s from S c a l e A to S c a l e B t o S c a l e C. In a l l 16 grou p s th e d i f f e r e n c e b etw een S c a l e A and S c a l e B was g r e a t e r than b etw e en s c a l e s B and C. e x p o su re ar.d d a i l y c o n t a c t . A g a in , th e e x p l a n a t i o n i s f e l t to be one o f On a t e g u l a r b a s i s s t u d e n t s deal, w i t h f a c u l t y a t t i t u d e s and i s s u e s w h ich r e q u i r e them to c o n s i d e r t h e i r tim e and i n t e r e s t - 62 - in p a r t i c i p a t i o n . Once t h e s e s t u d e n t s e n t e r th e w ork in g w o r ld on a permanent b a s i s , t h e i r a t t i t u d e s may change s i g n i f i c a n t l y . At t h e p r e s e n t tim e , h o w e v e r , t h e i r a b i l i t y to i d e n t i f y w i t h la b o r and management c o n c e p t s i s not g r e a t. I n r e l a t i o n to t h e dem ographic c o m p a r is o n s , t h e r e a r e a few s p e c i f i c , though s p o r a d i c , d i f f e r e n c e s . th e su b -gro u p means f e l l By f a r th e l a r g e s t p e r c e n t a g e (67%) o f i n th e n e u t r a l r a n g e . The f o l l o w i n g c o m p a r is o n s , how ever, were found to b e s i g n i f i c a n t a t th e .0 5 l e v e l : 1. F em ales a r e l e s s i d e n t i f i e d w i t h s t u d e n t u n io n c o n c e p t s than m a l e s . Though p a r t i a l l y s u p p o rted by th e Evans s tu d y (1 968 ) , th e r e a s o n s for th is fin d in g are n ot p e r f e c t ly c le a r . r e a s o n , may l i e A p o ssib le , though g e n e r a l i n th e w h o le W estern s o c i a l i z a t i o n p a t t e r n i n w h ich men a r e en co u ra ged to p a r t i c i p a t e and le a d more than women. A lso , i t seems a s i f men a r e more commonly a s s o c i a t e d w i t h u n io n s and u n io n is m th an women. 2. Twenty y e a r o l d s i d e n t i f y more w i t h l a b o r and s t u d e n t u n io n c o n c e p t s than 18 y e a r o l d s . T h is d i f f e r e n c e i s somewhat opposed to th e p r e v i o u s l y m ention ed f i n d i n g s o f Sim on, e t . a l . (1968). The d i f f e r e n c e may be s im p ly a f u n c t i o n o f m a t u r i t y o r work e x p e r i e n c e and e x p o s u r e . Two c o l l e g i a t e y e a r s o r two a d d i t i o n a l y e a r s o f work e x p e r i e n c e beyond h ig h s c h o o l may i d e n t i f y s t u d e n t s more w i t h w o r k e rs or w i t h c o n c e p t s e x p r e s s i n g a more a c t i v e s t u d e n t r o l e in i n s t i t u t i o n a l g o v e r n a n c e . 3. J u n i o r s i d e n t i f y more w i t h la b o r and s t u d e n t u n io n c o n c e p t s than fr e s h m e n . S i m i l a r to th e above f i n d i n g , i t a p p e a r s a s though i n c r e a s e d e x p o s u r e t o e i t h e r work or p a r t i c i p a t i o n i n u n i v e r s i t y a f f a i r s i n f l u e n c e s s t u d e n t a ttitu d e s. G r a f t o n ' s (1 9 6 7 ) s tu d y a s s e r t s th at t h is is le s s p re d ictiv e than a d ec a d e a g o , h ow ever. 4. Of th e J u n i o r s who more s t r o n g l y i d e n t i f y w i t h la b o r and s t u d e n t u n io n c o n c e p t s than fr e s h m e n , t h e meyi seem to d i f f e r more towards t h e s e c o n c e p t s than women. T h i s a p p e a r s c o n s i s t e n t w i t h th e f i r s t s i g n i f i c a n t f i n d i n g , t h a t men seem t o i d e n t i f y more w i t h s t u d e n t u n io n c o n c e p t s th an women. vanced i n t h a t s e c t i o n , For th e r e a s o n s ad ­ i t a l s o seems r e l e v a n t f o r l a b o r a t t i t u d e s g e n e r a l l y . - 63 - 5. S t u d e n t s l i v i n g i n d i f f e r e n t l i v i n g a rra n g e m en ts r e f l e c t d i f f e r e n t a t t i t u d e s toward c o l l e c t i v e b a r g a in in g :. The r e s e a r c h o f Feldman, Newcomb, and N a s a t i r would s u p p o rt t h i s fin d in g , though th e a t t i t u d e s r e f l e c t e d above a r e n o t i n a c o n s i s t e n t p a t t e r n and a r e r e f l e c t i v e more o f t o t a l p r o f i l e s than i n d i v i d u a l s c a l e s . sp ecific More i n v e s t i g a t i o n i n t h i s r e a s i s need ed t o c l a r i f y th e d i f f e r e n t i a t i o n . 6. N o n -w h ite s i d e n t i f y more w i t h L a b o r , F a c u l t y and S tu d e n t Union c o n c e p t s than w h i t e s . A s s e r t i o n s in t h i s a r e a a r e p a r t i c u l a r l y n o n - c o n c l u s i v e i n l i g h t o f the s m a ll c e l l s a n a ly z e d a s w e l l as e r r o n e o u s r a c i a l s t e r e o t y p e s . be t h a t th e n o n - w h it e s a r e from w orking c l a s s I t may f a m i l i e s which would r e a d i l y s c o r e in t h i s p a t t e r n , or more in k e e p in g w i t h th e demography o f t h i s s tu d y t h a t t i e m a j o r i t y o f th e non-w hit.es were n o t freshm en (9) and th e m a j o r i t y w ere not 18 ( 8 ) . At t h i s j u n c t u r e , h ow ev e r, it. d o e s n ' t appear t h a t enough d a ta i s a v a i l a b l e fo r any c o n c l u s i v e ju d g m en ts. L im ita tio n s I t seems im portant a t t h i s j u n c t u r e to i d e n t i f y some o f th e l i m i t a t i o n s e n c o u n te r e d in th e s tu d y . The 120 ite m L ikert. s c a l e , though t a k i n g o n ly 20 t o 25 m in u te s to c o m p l e t e , seemed to be to o long for s t u d e n t s , p a r t i c u l a r l y when one o f th e s c a l e s (Labor-Management) seemed to be an a r e a th ey knew l i t t l e a b o u t . T h is c a u s e d d i f f i c u l t y in two s i t u a t i o n s : s c a l e s n o t f u l l y com p leted and (2 ) (1 ) r e s p o n s e s w i t h a l l t h r e e f o l l o w - u p m a i l i n g s w h ich were n o t retu rn ed . The instrument: d id n o t measure know ledge i n any way, s o i t i s d i f f i ­ c u l t t o d e r i v e any u n d e r s ta n d in g o f c o l l e c t i v e b a r g a i n i n g from th e a t t it u d i n a l response. P a r tic u la r ly 13 c o l l e c t i v e b a r g a in in g , in r e l a t i n g S c a l e C ( S tu d e n t Union) it: i s d i f f i c u l t , to d e te r m in e th e e x a c t meaning o f th e r esp o n se. S c a l e C iri i t s e l f i s n ot p e r f e c t l y c l e a r . Though th e r e l i a b i l i t y and v a l i d i t y t e s t s would i n d i c a t e t h a t th e s c a l e m ea su res " s t u d e n t union" a ttitu d e s, it i s f e l t , th e a c t u a l item s may som etim es be u n c l e a r to s t u d e n t s in t h a t c o n t e x t . B e c a u s e o f th e l a r g e number o f r e s p o n s e s w h ich were thrown o u t b e c a u s e o f u n c om p leted s c a l e s (5 0 ) and in c o m p le t e dem ographic i n f o r m a t io n ( 7 ) , th e - 64 - s i z e o f t h e s a m p l e w as r e d u c e d s o m e , m a k i n g t h e c e l l s quite i n some c a s e s sm all. In regard particularly to c e l l s , lim ited the demographic stu d y of r a c i a l d i f f e r e n c e s in th is sense. The r a n g e l i m i t a t i o n is s e e ms q u i t e severe. The a c t u a l sampling te c h n iq u e c o u ld be improved. fr om t h e e x p e r i e n c e w i t h m a i l e d f o l l o w - u p s received, th a t m ailing assist: the stu d y . th is problem i f Though i t is felt i n w h i c h no r e s p o n s e s w e r e i s n o t a good t e c h n i q u e , b e t t e r r a n d o m i z a t i o n would P o s s i b l y d e p a r t m e n t a l r a n d o m i z a t i o n w ould a l l e v i a t e c o o p e r a t i o n c o u ld be g a in e d f o r testin g in departm ents, Recommendations f o r F u r t h e r Study A c o m p a r a t i v e s t u d y o f s t u d e n t s and f a c u l t y in the co n tex t of c o l l e c t i v e b a r g a i n i n g w o u l d be b o t h i n t e r e s t i n g a n d u s e f u l . exposure is significant in a t t i t u d e developm ent, to i n v e s t i g a t e d e p a rtm e n ta l, a t t i t u d e s stu d en t through departm ent to w ard c o l l e c t i v e b a r g a i n i n g , student p a r tic ip a tio n g o v e r n a n c e and no d e f i n i t i v e m odels fo r a specific bargaining from in u n i v e r s i t y student p a r t i c i p a t i o n in c o lle c tiv e d e l i n e a t i o n o f s t u d e n t a t t i t u d e s m ig h t be u s e f u l . An i m p o r t a n t a r e a aw areness, knowledge, i t would seem w o r t h w h i l e head. W i t h no c l e a r - c u t . m o d e l s f o r bargaining, If faculty to i n v e s t i g a t e seems to be t h e w h o le s c o p e o f and u n d e r s t a n d i n g in both p u b lic and p r i v a t e stu d e n ts have re g a rd in g c o l l e c t i v e sectors. A thorough a n a ly s is of p a r e n t a l o c c u p a t i o n a n d h o me t ow n e n v i r o n m e n t w o u l d a m p l i f y s u c h a s t u d y . Another concept u s e f u l attitude attitudes for is t h e l o n g i t u d i n a l know ledge and change r e g a r d i n g c o l l e c t i v e b a r g a i n i n g . exist, p r i o r bargaining, a nd a t F inally, t h e end of t h e c o n t r a c t p e r i o d ? a collective faculty faculty, Wh at d i f f e r e n c e s , bargaining? Does t h i s d i f f e r investigation a nd a d m i n i s t r a t o r k n o w l e d g e a n d a t t i t u d e ? Are th e in higher i f a n y , do g e o g r a p h i c a l r e g i o n s s t u d e n t s a t R u t g e r s more a w a re and u n d e r s t a n d i n g o f s t u d e n t s a t Oakland? t h e end o f or adm inistrators? b a rg a in in g a re a needing is a re g io n a l one. make i n s t u d e n t , Wh a t k n o w l e d g e o r to unit, d e t e r m i n a t i o n on a campus, a t s i g n i f i c a n t l y among s t u d e n t s , education study Are th e c o lle c tiv e bargaining than the f a c u l t y more k n o w l e d g e a b le r e g a r d i n g c o l l e c t i v e P e r so n a l Summary W h ile n o t d i r e c t l y r e l a t e d to th e s t a t i s t i c a l r e s u l t s o f th e s t u d y , th is i n v e s t i g a t o r ' s i n t e r v i e w s and in f o r m a l c o n t a c t s w i t h th e C e n tr a l Michigan s t u d e n t s have i n many i n s t a n c e s com plem ented th e d a t a p r e v i o u s l y presented. In c o n c l u d i n g th e d i s s e r t a t i o n , t h i s w riter, has ta k e n th e l i b e r t y t o a s s e r t some a d d i t i o n a l f i n d i n g s and p r e d i c t i o n s a s a r e s u l t o f the o v e r a l l i n v e s t i g a t i o n . I t is th is w r ite r 's b e lie f t h a t th e C e n t r a l M ich iga n U n i v e r s i t y s t u ­ d ents w i l l become i n v o l v e d i n c o l l e c t i v e b a r g a i n i n g o n ly when i t i s p e r c e i v e d by them to be d i r e c t l y im p a c tin g on t h e i r d a i l y l i v e s . The n e u t r a l r e s p o n s e r e f l e c t e d i n the d a ta i s n o t n e c e s s a r i l y a r e s p o n s e o f a p a t h y , b u t more l i k e l y one o f immediate d i s i n t e r e s t or u n w a r t i i e s s , and may change s i g n i f i ­ c a n tly from Lime to tim e . These ch a n g e -,, i n c r e a s e d i n t e r e s t , or c o n c e r n , for w h a tev e r r e a s o n , may p r e c i p i t a t e or be p r e c i p i t a t e d by d i s c o n t e n t among th e b a r g a i n i n g p a r t i e s . C e r t a i n l y a f a c u l t y s t r i k e or i n c r e a s e d t u i t i o n as a r e s u l t o f c o l l e c t i v e b a r g a in in g would have an impact, on s tu d e n t a t t i t u d e s . Most c o l l e c t i v e b a r g a i n i n g p r o c e s s e s today a r e e s s e n t i a l l y p t i v a t e , tw o-p arty r e l a t i o n s h i p s . I t i s not l i k e l y in most in sta n c e s th a t stu d en ts w i l l be a p p r is e d to th e d i s c u s s i o n s or even th e i s s u e s on th e b a r g a in in g t a b l e . C o n s e q u e n t l y , a s i s s u e s such a s p a r k in g p r i v i l e g e s , fa c u lty - s tu d e n t r a t i o , c l a s s r o o m s i z e , i n s t r u c t i o n , and s t u d e n t s e r v i c e s a r e d i s ­ c u s s e d , th e s t u d e n t s must assume a r o l e o f i n t e r e s t e d le a r n i n g o f d e c i s i o n s a f t e r th e t a c t . th ird p a r t ie s As more c o n t r a c t s a r e a g re ed 1:0 and d e c i s i o n s a r e made r e l a t i v e to s tu d e n t c o n c e r n s , i t d oes seem l i k e l y t h a t s tu d e n ts a t C e n tr a l M ich ig an w i l l s e e k , i f n o t demand, a more a c t i v e p a r t i c i p a t i o n in c o l l e c t i v e b a r g a i n i n g . The a c t u a l form o f t h i s p a r tic ip a tio n i s , of cou rse, q u e stio n a b le. P ost c o n t r a c t com m ittee work, f a c t - f i n d i n g , and r e s e a r c h may w e l l c o m p r ise th e i n i t i a l in r o a d s the s t u d e n t s may have in th e b a r g a i n i n g p r o c e s s . It is t h i s w r i t e r ' s o p in i o n t h a t t h e r e a r e i n t e r e s t e d and c a p a b le s t u d e n t s on th e C e n tr a l M ich iga n campus who w i l l s e e k in v o lv e m en t in c o l l e c t i v e - 6 r> - b arg a in in g. I t seems a l s o t h a t t h e r e a r e f a c u l t y and a d m i n i s t r a t i o n who in the main a r e s e n s i t i v e to t h i s s t u d e n t i n t e r e s t and w i l l s ee k them. to i n v o l v e I t would seem to b e to th e a d v a n ta g e o f a l l co n ce rn ed to i n v o l v e even th e m ost m i l d l y i n t e r e s t e d s t u d e n t s where p o s s i b l e . I t would in d ee d be u n f o r t u n a t e and d i f f i c u l t i f a s i t u a t i o n a r i s e s from some a s p e c t o f c o l l e c t i v e b a r g a i n i n g w here a g r e a t l y a ro u s e d student, body found i t to o l a t e o r i m p o s s i b l e to p a r t i c i p a t e . 6 6 - BIBLIOGRAPHY Books Feldman, Kenneth A. and Newcomb, Theodore M. The Impact o f C o l l e g e on S t u d e n t s . San F r a n c i s c o : Jossey-B ass I n c . , P u b lish ers Volume I , 1969. F eu er , L ew is S . The C o n f l i c t o f G e n e r a t i o n s . I n c . , P u b l i s h e r s , 1969. New York: F r o s t , S .E . I n t r o d u c t i o n t o American E d u c a t io n . and Company I n c . , 1962. G o ld s e n , R.K. What C o l l e g e S t u d e n t s T h in k . Company, I n c . , 1960. B a s i c Books New York: P rin ceton : D oubleday D. Van N ostran d G reenwald, Anthony G. and B ro ck , Timothy C. and Ostrom, Thomas M. P s y c h o l o g i c a l F o u n d a tio n s o f A t t i t u d e s . New York: Academic P r e s s , 1968. H i l g a r d , E r n e s t R. I n t r o d u c t i o n to P s y c h o l o g y . W orld, and B r a c e , 1962. H u l l , Frank W. The O rgan ized O r g a n i z a t i o n . J a c o b , P h i l l i p E. 1956. New York: H a rco u rt, U n i v e r s i t y o f T o le d o , 1971. Changing V a lu e s in C o l l e g e . The Edward Hazen F o u n d a tio n , K a tz , D. and S t o t l a n d E. "A P r e l im in a r y S ta te m e n t to a Theory o f A t t i t u d e S t r u c t u r e and C hange." E d u c a t io n a l P s y c h o lo g y : S tu dy o f a S c i e n c e . E d i t e d by S . Koch. New York: M cG raw -H ill, Volume I I I , 1959. K err, C la r k . Uses o f th e U n i v e r s i t y . New York: Harper and Row, 1963. Lehmann, I . J . and D r e s s e l , P a u l . C r i t i c a l T h in k in g , A t t i t u d e s and V a lu e s i n H igher E d u c a t i o n . E a s t L a n s in g : M ich ig a n S t a t e U n i v e r s i t y , 196 2. L in d g r e n , Henry C. An I n t r o d u c t i o n to S o c i a l P s y c h o l o g y . John W ile y and S o n s , 1969. McGrath, E a r l J„ S hould S t u d e n t s S hare th e Power? Temple U n i v e r s i t y P r e s s , 1970. New York: P h ila d e lp h ia : M i l l e r y , W i l li a m and Newbury, D a v id . T each er N e g o t i a t i o n s : A Guide f o r B a r g a in in g Teams. New York: P a rk er P u b l i s h i n g Company, 1 97 0. R o b e r t s , H arold S . (e d .) R o b e r ts D i c t i o n a r y o f I n d u s t r i a l R e l a t i o n s . W a sh in g to n , D . C . : BNA I n c o r p o r a t e d , 1966. Rudolph, F r e d e r i c k . New York: The Am erican C o l l e g e and U n i v e r s i t y : V i n t a g e B o o k s , 1962. T h u rsto n e , L .L . The Measurement o f A t t i t u d e . C h ica g o P r e s s , 1929. C h ic a g o : A H isto ry . U n iv ersity of T urabian, K ate L. A Manual f o r W r i t e r s o f Term P a p e r s , T h e s e s , and D i s s e r t a t i o n s . U n i v e r s i t y o f C h icag o P r e s s , 1964. Webster-Meriam. W e b s t e r ' s S e v e n th New C o l l e g i a t e D i c t i o n a r y . M assachu setts: G. & C. Meriam Company, 1963. W illia m s o n , E.G. and Cowan, John L. E x p r e s s i o n . M in n e a p o lis : The American S t u d e n t s Freedom o f U n i v e r s i t y o f M in n e so ta P r e s s , 1966. Yamamoto, Kaoru ( e d . ) . The C o l l e g e S tu d e n t and H is C u l t u r e : B o sto n : Houghton M i f f l i n Company, 1968. An A n a l y s i s A r t i c l e s and P e r i o d i c a l s Brown, Ralph S . , J r . " C o l l e c t i v e B a r g a in in g in H ig h e r E d u c a t io n ," M ich igan la w R e v ie w , LXVIII (March 1969) 1075. C a r d o z ie r , V.R. "Student. Power in M e d e iv a l U n i v e r s i t i e s , " Personnel and Guidance J o u r n a l , No. 46 (Ju n e 1 9 6 8 ) , pp. 944 - 9 48. __________ . " F a c u lt y U n i o n i z a t i o n : A Very K n otty Q u e s t i o n , " S t a t e News, E d i t o r i a l , M ich iga n S t a t e U n i v e r s i t y , (March 2 , 1 9 7 1 ). Garbari.no, Jo sep h W. " P r e c a r i o u s P r o f e s s o r s : New P a t t e r n s i n R e p r e s e n ­ ta tio n ," I n d u s t r i a l R e l a t i o n s , No. 1 0 , (F e b r u a r y 1 9 7 0 ) , pp. 1 - 20. Gramont, Sanche d e . "The French Workers Want t o J o i n th e A ff lu e n t. S o c i e t y , Not Wreck I t , " New York Times M a g a z in e , (June 1 9 6 8 ) . ________ „ F i f t h E s t a t e , D e t r o i t , Volume V ., No. 9105 (May 1 4 , 1 9 7 0 ) . H a r b i s o n, F r e d r i c k H. "Campus R e v o l t From an I n d u s t r i a l R e l a t i o n s P e r s p e c t i v e , " Department, o f E co n o m ic s , P r i n c e t o n U n i v e r s i t y . H e lp e r , John C. " T im e ta b le f o r T a k e o v e r ," J o u r n a l o f H igher E d u c a t i o n , Volume XXXII, No. 2 (F eb ru a ry 1 9 7 1 ) , p p. 1 0 3 -1 0 5 . H o l s t e i n , B i l l "Group P l a n s t o C r e a t e S t u d e n t Workers U n io n ," M ich iga n S t a t e U n i v e r s i t y , (May 5 , 1 9 7 1 ) . H orv at, John J . " P r o f e s s i o n a l N e g o t i a t i o n s i n E d u c a t io n ," M e r r ill P u b lis h e r s , 1969). - 6 8 - S t a t e News R ob ert J a co b so n , R ob ert L. "Freshmen R ep orted More P r o t e s t - P r o n e Than P r e d e c e s s o r s , " C h r o n i c l e o f H ig h e r E d u c a t i o n . (J an u a ry 1 0 , 1972) K rauss, I r v i n g . " S o u r c e s o f I n s p i r a t i o n Among Working C l a s s Y ou th ," American S o c i o l o g i c a l R e v ie w , No. 2 9 . (December 1 9 6 4 ) , pp. 867 - 8 7 9 . ________. L i b e r a t e d G u ard ia n , New York, (May 2 3 , 197 0) . McHugh, W i l l i a m F. " C o l l e c t i v e B a r g a i n in g and th e S t u d e n t , " J o u r n a l o f H igher E d u c a t i o n , X L I I , No. 3 , (March 1 9 7 1 ) , p p. 175 - 18 5. ________ . M ich ig an Employment R e l a t i o n s C om m ission , "Wayne S t a t e U n i v e r s i t y and Board o f G overn ors and U n ite d Workers O r g a n i z a t i o n C om m ittee, R69 F - 2 1 2 , ( 1 9 6 9 ) . O'Connor, D a v id , " S tu d e n t E m ployees and C o l l e c t i v e B a r g a i n in g Under t h e N a t i o n a l Labor R e l a t i o n s Act: An A l t e r n a t i v e t o V i o l e n c e on A m e r ic a 's C o l l e g e C a m p u ses,” G eorge W ash in g ton Law R e v ie w , No. 38 ( J u l y 1970) pp. 1026 - 1 0 5 0 . _________ . P h o e n i x , Queens C o l l e g e , E d i t o r i a l , (Septem ber 1 9 7 1 ) . S c u l l y , Malcolm G. and S i e v e r t , W i l l i a m A. " C o l l e c t i v e B a r g a i n in g G ains C o n v e r ts Among T e a c h e r s ," C h r o n i c l e o f H ig h e r E d u c a t i o n , Volume V. No. 31 (May 1 0 , 1 9 7 1 ) . S i e v e r t , W i l li a m . ________ . C h r o n i c l e o f H ig h er E d u c a t io n (S ep tem ber 1 9 7 1 ) . U n i v e r s i t y C a t a l o g , C e n t r a l M ic h ig a n U n i v e r s i t y (1 9 7 0 ) , pp. 45 - 55. Waldron, Andrew. "The S t u d e n t a s H a rd h a t," New York T im e s , (May 3 1 , 1971) U n p u b lis h e d S o u r c e s B l e n d i n g e r , Jack G le n n , " A t t i t u d e s o f S eco n d a ry S c h o o l S t u d e n t s in the S t a t e o f M ich ig a n Who Have E x p e r ie n c e d T e a ch er S t r i k e s . " U n p u b lish ed D o c to r o f E d u c a t io n D i s s e r t a t i o n , C o lo ra d o S t a t e C o l l e g e , 19 69. Dawson, L e s l i e M. " S o c i a l and P r o f e s s i o n a l D im e n sio n s o f th e Image o f B u sin ess: A S t u r y o f A t t i t u d e s o f C o l l e g e S t u d e n t s and R e cen t C o l l e g e G ra d ua tes R e p r e s e n t i n g S e l e c t e d F i e l d s o f S t u d y ." U n p u b lish ed D i s s e r t a t i o n P h D ., M ich ig an S t a t e U n i v e r s i t y , 196 8. E vans, G e r a l d i n e Ann, " P e r c e p t i o n s o f A t t i t u d e s Toward th e Use o f C o l l e c t i v e B a r g a in in g Power." U n p u b lish e d D o c to r o f P h i lo s o p h y D i s s e r t a t i o n , U n i v e r s i t y o f M i n n e s o t a , 196 8. G r a fto n , C l i v e L l e w e l l y n , "A L a t i t u d i n a l S tu d y o f A t t i t u d e s Comparing C e r t a i n S t u d e n t Groups on I s s u e s R e l a t e d to U n i v e r s i t y L i f e . " U n p u b lis h e d D o c to r o f E d u c a t io n D i s s e r t a t i o n , U n i v e r s i t y o f S o u th e r n C a l i f o r n i a , 19 68. Haehn, James 0 . "A S u rvey o f F a c u l t y and A d m i n i s t r a t o r A t t i t u d e s on C o l l e c t i v e B a r g a in in g : A R eport t o th e Academic S e n a t e , " C a l i f o r n i a S t a t e C o l l e g e s , 1970. H a r r i s , D avid A l l e n , "The D evelopm ent o f an In s tr u m e n t D e sig n e d to A s s e s s th e P o t e n t i a l f o r C o n f l i c t R e l a t i v e to F a c u lt y - A d m in ls t .r a f i.v e R e l a t i o n s h i p s . " U n p u b lish e d D o c to r o f P h i lo s o p h y D i s s e r t a t i o n , M ich iga n S t a t e U n i v e r s i t y , 1970. McGaw, D i c k i n s o n Lamb, "The E f f e c t s o f S o c i a l i z i n g A g e n ts on S t u d e n t s ' L e a r n in g o f P o l i t i c a l A t t i t u d e s . " U n p u b lis h e d D o c to r o f P h i lo s o p h y D i s s e r t a t i o n , In d ia n a U n i v e r s i t y , 1968. M ichigan S t a t e U n i v e r s i t y F a c u l t y A f f a i r s C om m ittee, "An I m p a r t i a l R eview o f C o l l e c t i v e B a r g a in in g by U n i v e r s i t y F a c u l t i e s , " (March 9 , 1 9 7 1 ) . M ichigan S t a t e U n i v e r s i t y , S o c i a l S c i e n c e Omnibus S urvey # 1 , Bureau o f S o c i a l S c i e n c e R e s e a r c h , 1970. N a s a t i r , D . , " C o l l e g i a t e C o n t e x t s . " Paper p r e s e n t e d a t C o l l e g e S tu dent P e r s o n n e l I n s t i t u t e , C la re m o n t, C a l i f o r n i a , November 196 5. O s tr a n d e r , Kenneth H. "A S tudy o f th e S c a l a b i l i t y o f S e l e c t e d A t t i t u d e Item s R e la t e d t o C o l l e c t i v e A c t i o n by T e a c h e r s ." U n p ub lish ed D o c to r o f E d u c a t io n D i s s e r t a t i o n , U n i v e r s i t y o f T e n n e s s e e , 1968. Simon, W. , C a r n s , E .E . , and Gagnon, G .H ., " S tu d e n t P o l i t i c s : C o n t.in u it i t s in P o l i t i c a l S o c i a l iz a t i o n . " Paper p r e s e n t e d a t th e American S o c i o l o g i c a l A s s o c i a t i o n , B o s t o n , A u gu st 1968. Other S o u r c e s A p p le to n , James. V i c e P r e s i d e n t fo r Student. A f f a i r s , Oakland U n i v e r s i t y . T elep h o n e i n t e r v i e w on March 1 2 , 197 2. A p p le to n , James. " C o l l e c t i v e B a r g a in in g i n H ig h e r E d u c a t io n w i t h Emphasis on th e Impact o f B a r g a i n in g on S t u d e n t s and S t u d e n t A f f a i r s P e r s o n n e l . " A p aper p r e p a re d f o r p r e s e n t a t i o n a t the. 1972 NASPA c o n v e n t i o n , i n A p r i l o f 1972. - 70 Bucklew, N i e l . V ic e P r o v o s t , C e n t r a l M ic h ig a n U n i v e r s i t y . A s e r i e s o f i n t e r v i e w s and p e r s o n a l c o n v e r s a t i o n s th r o u g h o u t th e w i n t e r o f 1972. D r iv e r , R u s s e l B. V ic e P r e s i d e n t and B u s i n e s s Manager, Saginaw V a l l e y C o lleg e. T elep h o n e i n t e r v i e w on March 1 1 , 1972. F er g u so n , C h r i s . V i c e P r e s i d e n t , Saginaw V a l l e y S t u d e n t Body. i n t e r v i e w on March 1 2 , 1972. T elep h o n e G a b r i e l , Roy. R e se a r c h c o n s u l t a n t , M ich iga n S t a t e U n i v e r s i t y . o f c o n v e r s a t i o n s r e g a r d in g r e s e a r c h d e s i g n . A se r ie s G roty , C. K e i t h . A s s i s t a n t V ic e P r e s i d e n t , M ich ig a n S t a t e U n i v e r s i t y . A s e r i e s o f c o n v e r s a t i o n s o v e r a tw o - y e a r p e r i o d r e g a r d in g c o l l e c t i v e b a r g a i n i n g , c o l l e c t i v e b a r g a i n i n g r e s e a r c h , and s t u d e n t s , e d u c a t i o n and i n d u s t r i a l r e l a t i o n s . Horan, Tim. P r e s i d e n t , C e n t r a l M ich iga n U n i v e r s i t y S tu d e n t Body. A s e r i e s o f d i s c u s s i o n s and i n t e r v i e w s th r o u g h o u t th e academ ic y e a r , 1 9 7 1 -7 2 . __________ . R o b ert M e r r i l l P u b l i s h e r s , l e t t e r r e c e i v e d 1971. Manger, Ben. M ich ig a n E d u c a t io n A s s o c i a t i o n . J u n e , 1971 . T e le p h o n e i n t e r v i e w in Olim, Drew. N a t i o n a l S tu d e n t A s s o c i a t i o n E x e c u t i v e S e c r e t a r y , W a sh in g to n , D.C. I n t e r v ie w e d on March 7 , 1972. Owen, W i l li a m . M ich igan E d u c a tio n A s s o c i a t i o n . June o f 1971 and A p r i l o f 1972. T e le p h o n e i n t e r v i e w s in P i e r s o n , Manual H. Dean o f S t u d e n t s , Oakland U n i v e r s i t y . Septem ber 1 5 , 1971. Press r e le a se P i l o t t i , Joyce. F a c u l t y B a r g a in in g Chairman, C e n t r a l M ich ig a n U n i v e r s i t y . I n t e r v i e w on January 5 , 1972. R ob erts, S k ip , N a t i o n a l S tu d e n t A s s o c i a t i o n , W a s h in g to n , D.C. i n t e r v i e w on December 1 5 , 1971. T elep h o n e S m ith , M arga ret J . F i n a n c i a l A id s O f f i c e r , C e n t r a l M ich igan U n i v e r s i t y . C o rresp o n d en ce and t e l e p h o n e i n t e r v i e w s d u r in g t h e w i n t e r o f 1972. S ytsm a, S id n e y . R e se a r c h c o n s u l t a n t , M ich ig a n S t a t e U n i v e r s i t y . A s e r i e s o f c o n s u l t a t i o n s th ro u g h o u t th e w i n t e r and s p r i n g o f 1972. - 71 - APPENDIX A DEMOGRAPHIC DISTRIBUTION OF CENTRAL MICHIGAN UNIVERSITY STUDENTS AND THE STUDY'S SAMPLE - 72 - APPENDIX. A CLASSIFICATION Male Female White Non-White Freshmen Sophomore Junior S en io r Urban* Non-Urban* 18 y e a r o ld 19 y ea r o ld 20 y e a r old. 21 y e a r o ld 22 and over R e sid e n c e Hall. Apartment Other ( R e s id e n c e ) SAMPLE NUMBER PERCENTAGE 124 129 241 12 147 65 31 14 91 162 106 78 43 9 17 187 37 29 49 51 95 5 56 25 12 6 36 64 42 31 17 4 7 74 15 11 ACTUAL CMU** NUMBER PERCENTAGE 6 ,0 4 5 7 ,2 1 6 1 2 ,9 1 1 3 ,5 0 0 3 ,4 3 4 3 ,3 0 3 3 ,3 5 6 3 ,1 1 4 6 ,0 0 0 ° 7 ,2 0 0 45 55 97 3 26 25 25 24 45 55 5 ,7 5 0 3 ,8 0 0 2 ,1 0 0 48 29 23 * C l a s s i f i c a t i o n sy ste m d e s i g n e d by I n d u s t r i a l P s y c h o l o g i s t David Donovan and S o c i o l o g i s t M i l t o n H a g e lb e r g . S e e Appendix G. ** F i g u r e s s u p p l i e d by C e n t r a l M ich ig a n U n i v e r s i t y A d m is s io n s and F i n a n c i a l Aid O f f i c e s on F a l l 1971 p o p u l a t i o n . ° A p p rox im a tion by A d m is s io n s O f f i c e . 73 - APPENDIX B INSTRUMENT INSTRUCTIONS AND DEMOGRAPHIC QUESTIONNAIRE 74 APPENDIX B T h is r e s e a r c h q u e s t i o n n a i r e i s p a r t o f a s tu d y i n v e s t i g a t i n g s t u d e n t a t t i t u d e s a t C e n t r a l M ich ig a n U n i v e r s i t y toward c o l l e c t i v e b a r g a i n i n g g e n e r a l l y , and i n s e v e r a l s p e c i f i c form s. The s tu d y i s b e i n g co n d u c ted w ith th e a p p r o v a l o f b o th t h e Dean o f S t u d e n t s and th e P r o v o s t . Your tim e and a s s i s t a n c e a r e g r e a t l y a p p r e c i a t e d . P lea se f i l l i n o r c i r c l e th e a p p r o p r i a t e i n f o r m a t io n . Age - 1 8, 1 9 , 2 0 , 2 1 , 22 and o v e r Sex - M a le, Female Race - B l a c k , Brown, Red, W h it e , Y e ll o w , O ther R e s id e n c e - A p artm en t, R e s i d e n c e H a l l , F r a t e r n i t y / S o r o r i t y , Other C l a s s i f i c a t i o n - Freshman, Sophomore, J u n i o r , S e n i o r , Other Hometown ~ ___________________________________ A B C The f o l l o w i n g 120 s t a t e m e n t s a r e d i v i d e d i n t o t h r e e , 4 0 - i t e m s e c t i o n s . Read each s t a t e m e n t c a r e f u l l y and in th e row to th e l e f t o f th e s t a t e m e n t , c i r c l e th e l e t t e r t h a t m ost r e f l e c t s y ou r a t t i t u d e ab out th e s t a t e m e n t . SD = S t r o n g l y D i s a g r e e D * D isag ree U = Undecided A = Agree SA = S t r o n g l y Agree - 75 - APPENDIX C THE LABOR-MANAGEMENT ATTITUDE QUESTIONNAIRE (SCALE A ) , THE FACULTY-ADMINISTRATIVE ATTITUDE QUESTIONNAIRE (SCALE B ) , AND THE STUDENT UNION-NON-STUDENT UNION ATTITUDE QUESTIONNAIRE (SCALE C) - 76 - APPENDIX C SCALE A (LABOR-MANAGEMENT ATTITUDE QUESTIONNAIRE) SD D U A SA 1. U n ion demands o f e x c e s s i v e wage i n c r e a s e s a r e p r i m a r i l y r e s p o n s ib le for la r g e in c r e a s e s in p r i c e s . SD D U A SA 2. L a y o f f s s h o u ld be made on th e b a s i s o f s e n i o r i t y . SD D U A SA 3. The company s h o u ld be g i v e n t h e r i g h t to d i s c h a r g e a man i t c o n s i d e r s u n s a t i s f a c t o r y a t any tim e d u r in g h i s employment. SD D U A SA 4. I n d i v i d u a l i n i t i a t i v e i s more im p o r ta n t th an c o l l e c t i v e s e c u r i t y SD D U A SA 5. Union l e a d e r s a r e more i n t e r e s t e d in t h e i r own f i n a n c i a l w e l f a r e than in th e w o r k e r ' s f i n a n c i a l w e l f a r e . SD D U A SA 6. The u n io n s h o u ld be g i v e n e q u a l r e p r e s e n t a t i o n w i t h management on th e Board o f D i r e c t o r s . SD D U A SA 7. W hite c o l l a r w orkers a s w e l l a s l a b o r e r s s h o u ld be o r g a n i z e d . SD D U A SA 8. S i n c e management c o n s i d e r s th e w or k e rs a s j u s t a n o t h e r commodity to be u s e d i n p r o d u c t i o n , w o r k e r s must o r g a n i z e u n i o n s t o d e fe n d t h e i r r i g h t s as i n d i v i d u a l s . SD D U A SA 9. Management must p r e s e r v e th e s o l e r i g h t to g o v er n th e com pany's p r ic in g p o lic y i f in d u stry i s to su r v iv e . SD D U A SA 0. U n io ns s h o u ld lob b y f o r la b o r l e g i s l a t i o n . SD D U A SA 1. U n io ns s t r u g g l e to keep e x i s t i n g work r u l e s i n o r d e r to e n s u r e t h e h e a l t h and s a f e t y o f t h e w o r k e r , n o t t o make u n n e c e s s a r y work or t o f e a t h e r b e d . SD D U A SA .2. Most o f t h e v i o l e n c e found a t p i c k e t l i n e s management i t s e l f . SD D U A SA .3. In a l l p r o b a b i l i t y , management w i l l someday b reak a l l u n io n s s i n c e th e y do n o t f u l f i l l any d u ty w h ich ca n n o t be f u l f i l l e d by management. SD D U A SA .4. John L. L ew is h a s g a in e d much f o r h i s men, b u t m ost o f h i s g a i n s h a v e been a t th e e x p e n s e o f th e p u b l i c . SD D U A SA .5 . In r e c e n t y e a r s , h ig h p r o f i t s o f management have b een thrown away on a d v e r t i s i n g and th e l i k e when th e y s h o u ld have b een u s e d t o com pensate w o rk ers f o r t h e i r i n c r e a s e d p r o d u c t i v i t y . SD D U A SA .6. A u n io n shop ( a l l w o rk ers must j o i n th e u n io n ) th e w o rk er. SD D U A SA .7. The u n io n d o e s n o t r e p r e s e n t th e p l a n t owners and s h o u ld n o t a t t e m p t t o p a r t i c i p a t e i n management d e c i s i o n s on p l a n t p o l i c i e s - 77 - is i n s t i g a t e d by i s b e n e f i c i a l to - 2 - SD D U A SA 18 . C o r p o r a t io n p r o f i t s to d a y a r e e x c e s s i v e . SD D U A SA 19. The u n io n s no l o n g e r r e p r e s e n t t h e i n t e r e s t s o f t h e w orkin g man, but. t h a t o f to p u n io n e x e c u t i v e s . SD D U A SA 2 0. Management s t a t e m e n t s t o th e e f f e c t t h a t i n f l a t i o n i s a r e s u l t o f r i s i n g l a b o r c o s t s i s a d i s t o r t i o n o f f a c t s and d e g r a d e s l a b o r ' s c o n t r i b u t i o n t o i n d u s t r i a l gro w th . SD D U A SA 21. I n a p i e c e - r a t e s y s te m o f paym ent, management s h o u ld be a llo w e d t o s e t t h e p i e c e r a t e s i n c e t h e y have h i r e d e x p e r t s i n t h i s f i e l d t o do th e work. SD D U A SA 2 2. The AFL-CIO m erger was SD D U A SA 23. T here i s no r e a s o n why h ig h u n io n o f f i c i a l s s h o u ld n o t be p a id a s much a s h ig h management o f f i c i a l s . SD D U A SA 2 4. S h o r t e n i n g th e work week w i t h no l o s s o f pay i s a s e n s i b l e s o l u t i o n t o th e p roblem o f a u to m a tio n and unemployment. SD D U A SA 2 5. The u n io n s h o u ld h e l p management i n s e t t i n g th e p o l i c y o f th e company. SD D U A SA 26. The h i g h e r sta n d a r d o f l i v i n g t h a t i s e n jo y e d by t h e a v e r a g e American workingman to d a y would have come ab ou t w i t h o u t th e a i d o f u n io n s. SD D U A SA 27. Some o f t h e u n i o n ' s power s h o u ld be ta k en away from i t . SD D U A SA 28. Unions w i l l e v e n t u a l l y E n t e r p r i s e s y s te m . SD D U A SA 2 9. Management's p r a c t i c e o f d i s c r i m i n a t i o n a g a i n s t o l d e r w ork ers makes th e u n i o n ' s f i g h t f o r s e n i o r i t y r u l e s u n n e c e s s a r y . SD D U A SA 3 0. The p ro b lem s i n l a b o r r e l a t i o n s tod ay i s n o t t h a t u n io n s a r e to o s t r o n g b u t m anagem ent's r e f u s a 1 t o a c c e p t la b o r a s an eq u al p a r t n e r i n th e i n d u s t r i a l p r o c e s s . SD D U A SA 31. Unions s h o u ld i n t e n s i f y t h e i r e f f o r t s t o o r g a n i z e government em p lo y ees. SD D U A SA 32. The r e c e n t s p i r a l i n p r i c e s i s due to p r i c e h i k e s on th e p a r t o f management a f t e r w h ich t h e u n i o n s demand pay h i k e s to keep up w i t h th e c o s t o f l i v i n g . SD D U A SA 33. The a c t i o n s o f top u n io n o f f i c i a l s a r e more f o r t h e i r own b e n e f i t than f o r t h e w o r k e r s . SD D U A SA 34. Unions s h o u ld n o t m eddle i n p o l i t i c s . a g r e a t s t e p forward f o r American i n d u s t r y . b r i n g ab o u t t h e d o w n f a l l o f th e F re e - 78 - 3 - gD D U A SA 35. The u n i o n is n o t i n t e rested in p o wer itself, b u t onl y in p r o t e c t i n g th e w e l f a r e o f th e w o r k e r s . SD D U A SA 3 6 . U n ions a r e more to blame f o r i n f l a t i o n th a n managements. SD D U A SA 37. U n ions weaken i n d i v i d u a l i n i t i a t i v e . SD D U A SA 38. Any p o l i c y ch an ges i n p e r s o n n e l p r o c e d u r e s s h o u ld b e worked ou t in a j o i n t c o n f e r e n c e b etw e en b o th management and u n io n o ffic ia ls. SD D U A SA 39. W hite c o l l a r w o r k e rs s h o u ld n o t be u n i o n i z e d . SD D U A SA 4 0 . The m o t iv e s g o v e r n in g th e a c t i o n o f top u n io n o f f i c i a l s a r e p r e s t i g e and f i n a n c i a l g a i n , n o t th e w e l f a r e o f th e w o r k e r s . SCALE B (FACULTY-ADMINISTRATIVE ATTITUDE QUESTIONNAIRE) SD D U A SA 1. The C o l l e g e s h o u ld be g i v e n t h e r i g h t to d i s c h a r g e a f a c u l t y member i t c o n s i d e r s d o in g u n s a t i s f a c t o r y work a t any tim e d u r in g h i s employment. SD D U A SA 2 . F a c u l t y o r g a n i z a t i o n s s h o u ld be the A d m i n i s t r a t i o n on th e Board SD D U A SA 3. S i n c e t h e a d m i n i s t r a t i o n c o n s i d e r s f a c u l t y a s j u s t a n o th e r commodity in t h e c o l l e g e l e a r n i n g p r o c e s s , f a c u l t y must o r g a n i z e to d e fe n d t h e i r r i g h t s . SD D U A SA 4. SD D U A SA 5 . F a c u l t y o r g a n i z a t i o n s s h o u ld lob b y fo r la b o r l e g i s l a t i o n and e d u c a t i o n a l reform . SD D U A SA 6. SD D U A SA 7 . F a c u l t y o r g a n i z a t i o n s s t r u g g l e to keep e x i s t i n g t e a c h e r c o n d i t i o n s th e way they a r e to e n s u r e academ ic freed o m , n o t t o make u n n e c e s s a r y work or t o be f e a t h e r b e d . SD DU SA 8 . In a l l p r o b a b i l i t y , th e C o l l e g e w i l l someday b reak th e f a c u l t y o r g a n i z a t i o n , s i n c e t h e o r g a n i z a t i o n d o e s n o t f u l f i l l any r e s p o n s i b i l i t y th e a d m i n i s t r a t i o n c a n n o t assume i t s e l f . A g iv en equal r e p r e s e n t a t io n w ith o f T ru stees. The C o l l e g e a d m i n i s t r a t i o n must p r e s e r v e th e r i g h t t o g o v er n such t h i n g s a s t u i t i o n , f e e s and a d m i s s i o n s , i f th e c o l l e g e i s to su rv iv e. Most o f th e c o n f l i c t found b etw e en f a c u l t y and a d m i n i s t r a t i o n (b a r g a in in g , m e d ia tio n , f a c t - f i n d i n g , a r b i t r a t io n , s t r ik e s ) i s i n s t i g a t e d by th e a d m i n i s t r a t i o n i t s e l f . .. 7 9 - 4 - D U A SA 9. U A SA 10. SD D U A SA 11. F a c u l t y o r g a n i z a t i o n s do n o t r e p r e s e n t t h e c o l l e g e and s h o u ld n o t a t t e m p t to p a r t i c i p a t e i n th e a d m i n i s t r a t i o n ' s d e c i s i o n s on c o lle g e p o lic y . SD D U A SA 12. U n i v e r s i t y - w i d e s t r i k e s by f a c u l t y c o u ld n o t SD D U A SA 13. F a c u l t y o r g a n i z a t i o n s r e p r e s e n t th e i n t e r e s t o f f u l l and te n u r e d p r o f e s s o r s more than you n g er f a c u l t y . SD D UA SA 1 4 . A d m i n i s t r a t i v e s t a t e m e n t s t o th e e f f e c t t h a t h ig h e r t u i t i o n and f e e s a r e a r e s u l t o f such t h i n g s a s h i g h e r f a c u l t y wages i s a d i s t o r t i o n o f th e f a c t s and d e g r a d e s th e f a c u l t y c o n t r i b u t i o n t o c o l l e g e grow th. SD DU A SA 1 5 . In a c o u r s e - l o a d s y s te m o f t e a c h i n g , th e a d m i n i s t r a t i o n s h o u ld be a llo w e d to s e t th e number o f c o u r s e s eac h f a c u l t y member s h o u ld t e a c h , s i n c e th e y a r e th e o n e s who d i d th e o r i g i n a l h i r i n g . SD DU A SA 16. There i s no r e a s o n t h a t f a c u l t y l e a d e r s s h o u ld n o t get. p a id as much a s a d m i n i s t r a t i v e l e a d e r s . SD DU A SA 17. The numbers o f c o u r s e s a f a c u l t y member t e a c h e s i s s t r i c t l y a d e p a r tm e n ta l c o n c e r n , n o t an a d m i n i s t r a t i v e o n e . SD D UA SA 18. The f a c u l t y o r g a n i z a t i o n s h o u ld h e l p th e a d m i n i s t r a t i o n i n s e t t i n g co lle g e p o lic y . SD DU A SA 19. The h ig h e r sta n d a r d o f l i v i n g t h a t i s e n j o y e d by th e a v e r a g e f a c u l t y member would n o t h a ve come ab o u t w i t h o u t f a c u l t y o rg a n iza tio n . SD DU A SA 20. Some o f th e power o f f a c u l t y o r g a n i z a t i o n s s h o u ld be ta k e n away. SD DU A SA 2 1 . F a c u l t y o r g a n i z a t i o n s w i l l e v e n t u a l l y b r i n g a b o u t th e d o w n f a l l a community g o v e r n a n c e s y s te m i n h i g h e r e d u c a t i o n . SD DU A SA 22. The a d m i n i s t r a t i o n ' s d i s c r i m i n a t i o n a g a i n s t u n - t e n u r e d f a c u l t y makes t h e f i g h t f o r s e l f - d e t e r m i n a t i o n by f a c u l t y o r g a n i z a t i o n necessary. SD SD D The N a t i o n a l E d u c a t io n A s s o c i a t i o n , American F e d e r a t i o n o f T e a c h e r s , and American A s s o c i a t i o n o f U n i v e r s i t y P r o f e s s o r s h ave g a in e d a l o t f o r f a c u l t y o r g a n i z a t i o n s , b u t most o f t h e i r g a i n s have been a t t h e e x p e n s e o f th e s t u d e n t s . I n r e c e n t y e a r s to o much c o l l e g e money ( g r a n t s , t u i t i o n , e t c . ) has b een thrown away on n e e d l e s s r e s e a r c h and s p e c i a l programs when i t c o u ld h a ve been s p e n t on b e t t e r e d u c a t i o n f o r s t u d e n t s and b e t t e r f a c u l t y co m p e n s a tio n . - 80 - be j u s t i f i e d . of - 5 - A SA 23. The problem i n u n i v e r s i t y g o v e r n a n c e to d a y i s n o t t h a t th e f a c u l t y o r g a n iz a tio n s are too s tr o n g , but th a t th e a d m in is t r a t io n ’ s r e f u s a l to a c c e p t f a c u l t y as equal p a rtn er s in th e e d u c a tiv e p r o c e s s . A SA 24 . The a c t i o n s o f f a c u l t y o r g a n i z a t i o n l e a d e r s a r e more f o r t h e i r own b e n e f i t th an f o r th e i n d i v i d u a l b e n e f i t o f f a c u l t y members. SD D U A SA 25. SD D U SD D U SD D u A SA 26. SD D u A SA 27. S i n c e th e y a r e r e a l l y a d m i n i s t r a t o r s , d ep artm en t heads sh o u ld n o t be u n i o n i z e d . SD D U A SA 28. M o t iv e s o f f a c u l t y o r g a n i z a t i o n l e a d e r s a r e f o r p e r s o n a l p r e s t i g e , p r o m o t io n , and m o b i l i t y , n o t f o r th e w e l f a r e o f th e f a c u l t y . SD D U A SA 29. Use o f group a c t i o n by u n i v e r s i t y f a c u l t y o r g a n i z a t i o n i s n e c e s s a r y to p r e s e n t a u n i t e d f r o n t t o th e U n i v e r s i t y A d m i n is t r a t i o n and Board o f T r u s t e e s . SD D U A SA 3 0 . The Board o f T r u s t e e s a r e g e n u i n e l y co n ce rn ed ab out im proving fa c u lty c o n d itio n s a t th e u n iv e r s it y . SD D U A SA 31. B e c a u se o f a r e a s p e c i a l i z a t i o n , f a c u l t y a r e unaware o f th e many and d i v e r s e p rob lem s c o n f r o n t i n g our u n i v e r s i t y . SD D U A SA 3 2 . F a c u l t y in v o lv e m e n t on u n i v e r s i t y p o li c y - m a k i n g co m m itte es te n d s to s lo w th e d e c i s i o n - m a k i n g p r o c e s s . SD D U A SA 3 3 . Our u n i v e r s i t y i s a l l o c a t i n g i t s SD D U A SA 3 4 . The s i z e o f t h e gap b etw e en f a c u l t y s a l a r i e s and a d m i n i s t r a t i v e s a l a r i e s i s u n reason ab le. SD D U A SA 3 5 . U n i v e r s i t y f a c u l t y members i n o r d e r t o f u l f i l l th e g o a l s e s t a b l i s h e d by th e i n s t i t u t i o n must e s t a b l i s h some form o f c o l l e c t i v e n e g o t i a t i o r SD D U A SA 36. P u b l i c d e m o n s t r a t i o n s by f a c u l t y members a re n e c e s s a r y te c h n i q u e s f o r in fo r m in g th e a d m i n i s t r a t i o n , th e board o f t r u s t e e s , and th e p u b l i c o f f a c u l t y demands. SD D U A SA 3 7 . U n i o n i z a t i o n c r e a t e s an en v iro n m en t w h e r e in c o o p e r a t i v e s o l v i n g i s made v e r y d i f f i c u l t . SD D U A SA 3 8 . Under c e r t a i n c i r c u m s t a n c e s , c o l l e g e f a c u l t y o r g a n i z a t i o n s s h o u ld go on s t r i k e . SB D U A SA 3 9 . L o c a l c o l l e g e f a c u l t y o r g a n i z a t i o n s s h o u ld n e g o t i a t e c l a s s s i z e . SD D U A SA 4 0 . L o c a l c o l l e g e f a c u l t y o r g a n i z a t i o n s s h o u ld n e g o t i a t e c o n d i t i o n s a p p r o p r ia te fo r s tu d e n t le a r n in g . - 81 - fu n d s in an a p p r o p r ia t e manner. - 6 SC A L E - C (STUDENT UNION-NON STUDENT UNION ATTITUDE QUESTIONNAIRE) SD D U SD D SD D U A U A SA 1. The U n i v e r s i t y s h o u ld be g i v e n th e r i g h t to d i s m i s s a s t u d e n t when h i s academ ic work i s n o t in a c c o r d a n c e w i t h th e s ta n d a r d s o f s c h o o l SA 2. S t u d e n t governm ent l e a d e r s a r e more i n t e r e s t e d i n t h e i r own w e l f a r e than in t h a t o f th e s t u d e n t s . A SA 3. S t u d e n t o r g a n i z a t i o n s sh o u ld be g i v e n e q u a l r e p r e s e n t a t i o n w i t h f a c u l t y and a d m i n i s t r a t i o n on d e c i s i o n making b o a r d s . SD D U A SA 4. SD D U A SA 5. S i n c e th e u n i v e r s i t y a d m i n i s t r a t i o n c o n s i d e r s s t u d e n t s a s j u s t a commodity in th e t o t a l s o c i e t a l l e a r n i n g p r o c e s s , s t u d e n t s must o r g a n i z e to d e fe n d t h e i r r i g h t s a s i n d i v i d u a l s . SD D U A SA 6. SD D U A SA 7. S t u d e n t o r g a n i z a t i o n s SD D U A SA 8. S tu d e n t o r g a n i z a t i o n s s t r u g g l e to change s o c i a l and academ ic r e g u l a t i o n s in o r d e r t o a s s i s t th e s t u d e n t s i n t h e i r p u r s u i t o f e d u c a t i o n , n o t make t h i n g s e a s i e r or more e n j o y a b l e . SD D U A SA 9. S t u d e n t governm en ts have g a in e d much f o r s t u d e n t s ' o r g a n i z a t i o n s , b u t m ost o f th e g a i n s have b een a t the e x p e n s e o f q u a l i t y e d u c a t i o n for a l l . SD D U A SA 10. S t u d e n t o r g a n i z a t i o n s by and l a r g e do n o t r e p r e s e n t t h e board o f t r u s t e e s and s h o u ld n o t a tt e m p t to p a r t i c i p a t e in f a c u l t y or a d m i n i s t r a t i v e d e c i s i o n s on u n i v e r s i t y p o l i c y . SD D U A SA 11. Some o f th e power o f s tu d e n t o r g a n i z a t i o n s s h o u ld be tak en away. SD D U A SA 12. A s t u d e n t u n io n would e v e n t u a l l y b r i n g a b o u t the d o w n f a l l o f a community g o v e r n a n c e sy s te m in h ig h e r e d u c a t i o n . SD D U A SA 13. The prob lem in u n i v e r s i t y g o v e r n a n c e tod ay i s n o t t h a t f a c u l t y and a d m i n i s t r a t i v e o r g a n i z a t i o n s a r e to o s t r o n g , b u t t h a t th e y do n o t a c c e p t s t u d e n t s as e q u a l p a r t n e r s i n th e e d u c a t i v e p r o c e s s . SD D U A SA 14. U n i v e r s i t y b u d g e t s a r e p u r e l y an a d m i n i s t r a t i v e - f a c u l t y c o n c e r n , n o t a s t u d e n t on e. A SA SD D U 15. S tu d e n t em p lo yees sh ould s e e k c o l l e c t i v e b a r g a i n i n g r i g h t s . Tbe c o l l e g e a d m i n i s t r a t i o n must p r e s e r v e th e s o l e r i g h t to g o v er n s t u d e n t e d u c a t i o n i f h i g h e r e d u c a t i o n i s to s u r v i v e . sh o u ld lobby f o r s t u d e n t - c e n t e r e d l e g i s l a t i o n The a c t i o n s o f s t u d e n t o r g a n i z a t i o n l e a d e r s a r e more f o r t h e i r own b e n e f i t th an f o r th e i n d i v i d u a l s t u d e n t . 82 - SD D U A SA 1 6 . S t u d e n t o r g a n i z a t i o n s a re n o t i n t e r e s t e d i n power i t s e l f , b u t p r o t e c t i n g t h e w e l f a r e o f i t s members. SD DU A SA 17. O r g a n i z a t i o n s weaken i n d i v i d u a l i n i t i a t i v e . SD D U A SA 18. P o l i c y c h a n g es i n v o l v i n g f a c u l t y e v a l u a t i o n s h o u ld be worked o u t i n j o i n t c o n f e r e n c e w i t h f a c u l t y , a d m i n i s t r a t o r s , and s t u d e n t s . SD DU A SA 1 9 . S t u d e n t s s h o u ld have a v o i c e on f a c u l t y and a d m i n i s t r a t i v e sa la r ie s. SD D U A SA 20. T here a r e some d e c i s i o n s r e l a t i v e to l o n g range i n s t i t u t i o n a l g o a l s w h ich s t u d e n t s a r e n ' t i n t e r e s t e d i n . SD DU A SA 2 1 . T here a r e some i n s t i t u t i o n a l d e c i s i o n s w h ich f a c u l t y and a d m i n i s ­ t r a t i o n have no b u s i n e s s p a r t i c i p a t i n g i n . SD DU A SA 22. S t u d e n t o r g a n i z a t i o n s s h o u ld d i r e c t l y i n f l u e n c e c u r r ic u lu m and c u r r ic u l u m c o n t r o l . SD DU A SA 23. Most s t u d e n t s d o n ’ t r e a l l y c a r e a b o u t s t u d e n t governm en t. SD DU A SA 24. S t u d e n t em p lo y ee s s h o u ld g e t t h e same h o u r ly wage a s n o n - s t u d e n t em p lo y ees. SD DU A SA 25. P l a c i n g 9 t u d e n t s in p o s i t i o n s o f power o r sh ared power wouj4 i n c r e a s e th e "community c o n c e p t o f academ ic" and u n i v e r s i t y governance. SD DU A SA 2 6 . S t u d e n t s today a r e more aware o f th e s o c i e t y th e y l i v e in and th e s i g n i f i c a n c e o f t h e i r e d u c a t i o n th an t h o s e o f p a s t g e n e r a t i o n s . SD DU A SA 27. S t u d e n t s a r e more s o p h i s t i c a t e d e c o n o m i c a l l y and p o l i t i c a l l y than i n p r e v i o u s y e a r s . SD DU A SA 28. S t u d e n t s have s p e c i a l i n s i g h t s i n t o c u r r ic u l u m and t e a c h i n g t h a t s h o u ld be u sed t o improve t h e i r e d u c a t i o n . SD DU A SA 29. I f s t u d e n t s a r e t o be t r a i n e d i n e f f e c t i v e c i t i z e n s h i p th e y s h o u ld p a r t i c i p a t e in t h e d e c i s i o n s c o n c e r n in g e d u c a t i o n e a r l y i n l i f e . SD DU A SA 30. S t u d e n t s a r e more aware o f t h e i r d e v e lo p m e n t a l n e e d s than f a c u l t y and a d m i n i s t r a t o r s . SD DU A SA 31. S t u d e n t s a re more s e r i o u s and c o n c e r n e d a b o u t g e t t i n g a w o r th w h ile and m e a n in g fu l e d u c a t i o n than in p r e v i o u s y e a r s . SD DU A SA 32. The l i m i t e d e x p e r i e n c e o f m ost s t u d e n t s makes them r e l a t i v e l y i n e f f e c t i v e i n d e v e l o p i n g t h e i r own c u r r i c u l a r n e e d s . - 83 - tod ay - 8 - SD D U A SA 33. A r e c o g n iz e d acad em ic o r g a n i z a t i o n o f s t u d e n t s c o u ld e f f e c t i v e l y a c c e l e r a t e th e c o r r e c t i o n o f d e f i c i e n c i e s in p r e s e n t c u r r i c u l a r o fferin g s. SD D U A SA 34. Most s t u d e n t s spend su ch a b r i e f tim e i n s c h o o l t h e y d o n ' t want to be i n v o l v e d w i t h l o n g - r a n g e c u r r i c u l a r p la n n i n g . SD D U A SA 35. S t u d e n t s have a l r e a d y made s i g n i f i c a n t ch an ges in c o l l e g e s and u n i v e r s i t i e s w ithout, form al s t a t u s . SD D U A SA 36. The l i m i t e d e x p e r i e n c e o f m ost s t u d e n t s makes them somewhat i n e f f e c t i v e in mapping o u t l o n g - r a n g e i n s t i t u t i o n a l g o a l s . SD D U A SA 37. S t u d e n t s s im p ly d o n ' t embrace th e r i c h com plim ent o f s k i l l s and know ledge n e c e s s a r y t o p a r t i c i p a t e e f f e c t i v e l y in i n s t i t u t i o n a l d e c i s i o n making. SD D U A SA 38. S t u d e n t s have l i t t l e i n t e r e s t i n the t e c h n i c a l and c o m p lic a te d p rob lem s o f u n i v e r s i t y e c o n o m ic s . SD D U A SA 39. Most s t u d e n t s c a n ' t g i v e t h e tim e and the commitment n e c e s s a r y f o r su ch t h i n g s a s l e g i s l a t i v e p r o p o s a l s , p r o f e s s i o n a l e t h i c s , d e l i b e r a t i o n s and th e l i k e . SD D U A SA 4 0. Most s t u d e n t s d o n ' t have th e tim e to p a r t i c i p a t e a c t i v e l y on r e g u la r p o li c y b o d ies o f th e u n i v e r s i t y . - 84 - APPENDIX D LETTER OF INVITATION TO PARTICIPATE IN UNIVERSITY RESEARCH - 85 - APPENDIX D January 2 4 , 1972 Dear CMU S tu d e n t; You a r e i n v i t e d to p a r t i c i p a t e in an im p ortan t r e s e a r c h s tu d y b e in g co n d u cted through th e o f f i c e s o f th e V ic e P r e s i d e n t o f S t u d e n t A f f a i r s and the P r o v o s t . The r e s e a r c h w i l l i n v o l v e you r a t t i t u d e s r e g a r d in g a number o f u n i v e r s i t y i s s u e s and w i l l ta k e o n ly a few m in u te s o f you r tim e . P l e a s e come to th e t h i r d f l o o r a u d ito r iu m o f th e Union C e n te r a t 7 : 0 0 , Monday e v e n i n g , January 31. Your a s s i s t a n c e w i l l be g r e a t l y a p p r e c i a t e d . Sin c e r e ly , W illia m R. Donohue R e se a r c h e r - 8 6 - APPENDIX E FOLLOW-UP LETTER ON PARTICIPATION IN UNIVERSITY RESEARCH 87 - APPENDIX E F ebruary 1 0 , 1972 Dear CMU S tu d e n t: R e c e n t l y you were m a ile d an in v it .a ti.o n to p a r t i c i p a t e in a U n i v e r s i t y R e se a rch p r o j e c t which was con d u c ted in U n i v e r s i t y C e n te r . We a r e s o r r y to have m is se d you t h e r e . E n c lo s e d i s th e r e s e a r c h in s tr u m e n t which was g i v e n t o some o f ycur f e l l o w s t u d e n t s , I would a p p r e c i a t e i t g r e a t l y i f you would a s s i s t me by c o m p le t in g t h i s q u e s t i o n n a i r e and r e t u r n i n g i t to me in th e e n c l o s e d e n v e l o p e . Your h e l p and tim e w i l l be g r e a t l y a p p r e c i a t e d , I can a s s u r e you. Thank you ver y much. S in c e r e ly , W.R. Donohue R e se a rch er WRD: cw E n c lo s u r e 8 8 APPENDIX F CLASSIFICATION AND DISTRIBUTION OF URBAN AND NON-URBAN HOME TOWNS USED IN THE STUDY - 89 - APPENDIX F CLASSIFICATIONS AND DISTRIBUTION OF URBAN AND NON-URBAN HOME TOWNS USED IN THE STUDY CITY A d r ia n , Mi. A l l e n P a r k , Mi. Alma, Mi. A lp en a , Mi. Ann A rbor, Mi. B a l t i m o r e , Md. Bay C i t y , Mi, B a r r y t o n , Mi. Benton H arbor, Mi. B l o o m f i e l d H i l l s , Mi. B irch Run, Mi. B r i g h t o n , Mi. C a d i l l a c , Mi. Caro, Mi. C a r s o a v i l l e , Mi. Cedar S p r in g s C e n tr a l L ake, Mi. C h e l s e a , Mi. C h e s a n in g , Mi. C l a r e , Mi. C law son, Mi. C o ld w a te r , Mi. C o o p e r s v i l l e , Mi. Coleman, Mi. Corunna, Mi. D earborn, Mi. D e t r o i t , Mi. Dundee, Mi. E a s t L a n s i n g , Mi. E d in b u r g, T exas Emmet, Mi. F a rm in gto n , Mi. F a ir Haven, Mi. F e n to n , Mi. F i l i o n , Mi. F l i n t , Mi. Frankenmuth, Mi. Fremont, Mi. G a y lo rd , Mi. G l a d s t o n e , Mi. Grand L e d g e , Mi. Grand R a p i d s , Mi. G rosse I s l e , Mi. H a r t f o r d , Mi. H i l l i a r d , Ohio H i l l s d a l e , Mi. CLASSIFICATION Non-Urban Urban Non-Urban Non-Urban Urban Urban Urban Non-Urban Urban Urban Non-Urban Non-Urban Urban Urban Urban Non-Urban Non-Urban Non-Urban Non-Urban Non-Urban Urban Non-Urban Non-Urban Non-Urban Non-Urban Urban Urban Non-Urban Urban Non-Urban Non-Urban Urban Non-Urban Non-Urban Non-Urban Urban Non-Urban Non-Urban Non-Urban Non-Urban Non-Urban Urban Urban Non-Urban Non-Urban Urban - 90 NUMBER OF 2 1 2 3 2 1 3 1 2 3 1 2 3 2 2 3 1 3 2 4 2 3 1 2 4 3 8 1 2 2 1 5 1 2 1 12 4 1 5 1 2 6 4 3 1 1 CITY H o l l a n d , Ml„ H o l t , Mi, J a c k s o n , Mi. K a l a m a z o o , Mi. K i n d e , Mi . K i n g s t o n , Mi. L a k e C i t y , Mi. l a k e O r i o n , M i. L a n s i n g , Mi , L i v o n i a , ML. L u d m g t o n , Mi . M a d i s o n H e i g h t s , Mi M a n c h e s t e r , Mi. M a r l e t t f c . Mi, M a r y s v i l l e , Mi, Mi d i a n d , Mi . M o n t a g u e , Mi , M. r e n c 1 , Mi , M t . P l e a s a n t , ML, M u s k e g o n , Mi , Owes sc , Mi . P i n c c n n i r i g , Mi, P I . m o u t h . M i. Po o r i a c , M i , P o r t a g e , Mi , P o r t l a n d , Mi , Reed C i t y , Mi . Remus, Mi, R o c h e s t e r , Mi. R e e k i e r d , Mi. R oc kw oo d, M i. Romeo, Mi. R o s e b u s h , Mi . Royal Oak, Mi. 3 a g i n a w , Mi . S> „ t b f . v i a , M i . S o u t h g a t e , Mi . S t , C h a r l e s , M i, S t e v e n s v i 1 1 e , Mi . T o l e d o , Ohio 1 r a v e r so C i t y , Mi, T ro y , Mi. U b l y , Mi. U n i o n Lake', Mi. U t i c a , Mi. W a t e r f o r d , Mi . West B ran ch , Mi. Y p s i l a n t i , Mi. CLASSIFICATION Non-Urban Non-Urban Urban Urban Non-Urban Non-Urban Non-Urban Non-Urban Urban Urban Non-Urban U rban Ncn-Urban Non-Urban Non-Urban Non-Urban Non-Urban Non-Urban Non-Urban Urban Ncn-Urban Ncn-Urban Non-Urban Lr b a n Nor-Urban Ncn-Urban Non-Ur b a n Non-Urban Urban Non-Urban Non-Urban U rban Non-Urban Urban Urban Urban Urban Non-Urban Non-Urban Urban Ncn-Urban Urban Non-Urban Non-Urban Non-Urban Non-Urban No r i - U r b an Non-Urban 91 - NUMBER OF RESPONSES 4 2 3 1 1 1 3 3 3 1 4 2 1 3 8 7 4 2 30 4 3 1 2 2 1 1 4 2 1 3 1 1 1 1 2 2 2 1 2 1 4 3 1 2 1 1 3 2