MANPOWER PLANNING AND HIGHER EDUCATION: NATIONAL POLICY IN THE UNITED STATES AND ENGLAND.
KeywordsManpower policy -- United States.
Manpower policy -- England.
Higher education and state -- United States.
Higher education and state -- England.
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PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractNational policy for higher education in the United States and England is examined with respect to provision of highly qualified manpower. The context is set by study of the different environments within which American and English higher education take place. The background is amplified into a review of literature on manpower, government and higher education. Four agencies concerned with manpower policies were selected in two centers of national government, Washington, D.C. and London. Each was analyzed in terms of the contribution made to decision making and policy formulation. American and British approaches to national agencies, and theoretical implications for educational planning. Findings emphasize the importance of provision of trained manpower through higher education to the economy, identify shortages of mechanisms to incorporate study of common problems, and pinpoint the need for intellectual frameworks for analysis. Stimulating flexibility of response to changing labor market demands is delineated national center by the other would contribute to greater understanding of the interactions between manpower, higher education and government.
Degree ProgramHigher Education
Degree GrantorUniversity of Arizona
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Collective bargaining in higher education: A model of statutory constraint.Wilson, Marie Elaine. (The University of Arizona., 1990)This dissertation explores the impact of the state public sector legal environment as a determinant of the governance content of faculty collective bargaining agreements. Using content analysis, the legal environment and contractual content are reduced to quantities that may be explored through the lens of population ecology. Legal environment is determined to have a significant impact on the development of contractual content and individual factors of governance and statutory form are identified. Specifically, the statutory scope language and reservation of management rights are seen as the primary environmental forces determining policy and rule issues in contractual content. Further, the relevant temporal element for an ecological model appears to be the tenure of public sector bargaining in each state. National affiliation, institutional type and other temporal variables do not have a significant impact on governance language. Implications and directions for further research are discussed.