Prelude and Book Organization

This book includes the important topics of conflict, conflict management, mediation, and dialogue in higher education. Conflicts are a part of life. Although many people assume conflicts are negative and, therefore, should be avoided, conflict is truly neutral.

However, how one engages in the conflict is what can be perceived as constructive or destructive. There are many positive outcomes for a conflict that is managed well, hence the necessity for this book. One of the most important reasons for management rather than avoidance of conflict is some level of conflict drives most change that occurs in organizations. In order to manage change, we must learn, grow, and develop effective conflict management skills. The conflicts we engage in our personal lives and in the workplace are essential to personal, professional, and organizational development. However, when managed poorly, conflicts can escalate to the point where they can harm the health and vitality of individuals and organizations. As illustrated in this book, the key to managing conflict is to expect, understand, and embrace conflict in a manner that allows it to be beneficial to individuals and the organization. The alternative to well managed conflict is not the absence of conflict, but typically the costly loss of talented personnel, an unhealthy organizational climate, or even lawsuits. We provide approaches for one of the most recognized and useful alternative methods of managing conflicts—mediation. Further, we share important communication tools for addressing conflict and the value of using dialogue to address social and cultural differences.

Conflict Managem-ent and Dialogue in Higher Education, 3rd edition, pages xi-xiv

All rights of reproduction in any form reserved.

The contents of this book reflect areas of importance addressed in work at The Center for Change and Conflict Resolution (CCCR) namely, mediation, alternative dispute resolution practices, conflict management intervention options, models of thinking about conflict, the mediation format, and the skill sets needed for a person to be a strong conflict manager and mediator.

We challenge readers to reflect upon personal biases and beliefs that may negatively impact conflict and the mediation process.

Section I, of this book, Defining Conflict, introduces the framing, realities, and attributes about conflict and conflict management in higher education. This section includes Chapter 1 and 2. Chapter 1 provides definitions and explanations for our framing of conflict, which is essential if it is to be managed. This includes when we should expect conflict, whether conflict is positive or negative, and the need for appropriate engagement in conflict for individuals and organizations. Finally, we will discuss the importance of framing conflict and the challenge with conflict to ensure management or resolution of conflict. Chapter 2, “Realities About Conflict,” shares information related to the multi-faceted consequences of conflict especially when is conflict negative and when is conflict positive, the idea of management of conflict to promote the positive consequences, and finally how an organization can affect its organizational culture through its approach to conflict management.

Section II: Personnel and Programs in Managing Conflict, includes Chapters 3, 4, and 5. Chapter 3, “Conflict Management from a Practitioner Perspective” provides information on the foundation that has to be present for conflicts to even be addressed; the foundation is trust. Further, this chapter provides reflection questions to use to work through a present conflict scenario in a strategic and managed way. Guidelines to consider when engaging in conflict are shared aiding the reader in being reflective before engaging in conflict. Finally, Chapter 3 shares brief information on bullying. Bullying in the workplace, in higher education specifically, has catastrophic consequences for individuals and work units. Bullying, in its many different forms, must be addressed in the workplace. Chapter 4, “Unit Leaders’ Responsibilities with Conflict,” discusses the unique issues of managing conflict at an institution of higher education.

There are some conflict issues unique to higher education, particularly ones where there is no one person “in charge” of faculty. Higher education structures often differ from business and industry, or even other nonprofit entities, and therefore effective conflict engagement and strategies for engagement differ. Chapter 5, “Unique Attributes Around Conflict in Higher Education,” discusses the core missions of higher education, the community of higher education, and how leadership and conflict are often viewed differently than in other work settings.

Section III: Scholarship on Managing Conflict includes Chapter 6, “Conflict Management in Higher Education: A Review of Selected Literature,” presents not only some of the literature concerning conflict in higher education, but our own scholarly work on conflict management at some of the institutions where we have worked.

Finally, Section IV focuses on details that must be attended to when creating a conflict management approach for units in higher education. This section includes Chapters 7, 8, 9, and 10. Chapter 7, “Personal Skills Required to be a Good Conflict Manager,” provides an approach to personal conflicts, and how to translate such personal competencies into organizational approaches. We explicitly discuss the molding of a unit’s organizational culture and climate through its approach to conflict. Chapter 8, “Mediation Skills in Managing Conflict,” focuses on a specific method of conflict intervention, mediation. As discussed in this chapter, mediation is a structured conflict management process where the parties in conflict work to generate solutions to their issues. Mediation is a useful conflict management intervention strategy in higher education because it gives the power of the solution/outcome to the parties in conflict. The mediators are responsible for establishing an environment where the parties in conflict can have a productive dialogue. Chapter 9, “Dialogue as a Conflict Management Strategy,” discusses a communication strategy, Dialogue, as a tool that is useful to support an organization, particularly when there is a difficult process, issue, or conflict to decide upon or discuss. Chapter 10 is the book’s “Conclusion and the Way Forward.” It concludes with a brief summary and discusses the “way forward” looking particularly at the areas of conflict management and dialogue in higher education and its implications for the future.

This page intentionally left blank.

<< | >>

↑

Source: Algert Nance, Rogers Kenita S.. Conflict Management and Dialogue in Higher Education. Information Age Publishing,2020. — 227 p.. 2020

Prelude and Book Organization

More on the topic Prelude and Book Organization: