1.  Instructional content for your courses

A limited waiver of copyrighted material, including requested portions of the PowerPoint file of over 100 slides, is given for classroom instructional use. View sample slides.

A coaching video that demonstrates how to perform Managerial Mediation and Self Mediation, the core content of the conference. View sample of video.

Lesson plans for teaching class segments ranging from 30 minutes to four full days.

2.  Methods for resolving inter-student and intragroup conflicts in your classes

Student project teams often experience conflict, whether intended or not. Mediate student conflicts and, even more importantly, help your students learn methods for resolving conflicts as they work together — an essential career- and life-skill.

3.  Access to on-line assessment instruments

Complimentary access to the Dana Measure of Financial Cost of Organizational Conflict, and the Dana Survey of Organizational Conflict Management Strategies is provided for your own research as well as student projects. Review these instruments now via the Conflict Management Toolbox.

College personnel who have solely administrative (non-teaching) responsibilities may prefer the Train-the-Manager (Track 2) registration option.

Teachers who are also organizational consultants may register for the Train-the-Trainer (Track 1) option to become qualified to conduct MTI's seminars as a free-lance consultant and enjoy the exceptional marketing support provided to MTI's global Network of Certified Trainers.

MTI's seminars have been conducted as staff development programs for several institutions including the University of Connecticut and the California State University. Consider customized in-house training conducted by Certified Trainers who are university professors with terminal degrees.

See these bibliographies on a range of conflict-related topics. Bring this information to the attention of your students. Scholarship and work-study programs available.

• Main page | Calendar of dates and cities | One-page printable flyer
• Track 1: Train-the-Trainer
  For internal HRD, staff development professionals
  For teaching faculty who act as external consultants and who wish to join our Network
  For continuing education program instructors
• Track 2: Train-the-Manager
  For managers and supervisors of administrative units
• Track 3: Train-the-Professional
  For human resource and employee relations staff, teaching faculty, student advisors, and other professional staff who encounter conflict in the delivery of their services to students, faculty, and administrative staff
• Registration options and fees
• Register here

Edited by Melissa Zarda. See other bibliographies.
Contributors: Anil Sarathy, Sandeep Bhatnagar, Suresh Dhandapani, Meredith Webster, Sandeep Bhatnagar, Sara Yandell, Esra Alagoz, Suresh Dhandapani, Marco Latina

Copyright restriction: The contents of this bibliography may not be placed on other websites, but links from other websites may be directed to this page. Hardcopies of this page may be printed for academic purposes.

• Bacchi, C. (1994). Consent or coercion? Removing conflict of interest from staff-student relations. Australian Universities' Review, 37(2): 55-61.

A model for regulating faculty-student relations in colleges and universities is offered. The model focuses on both removing conflict of interest and expanding women's ability to define the kinds of relationships as they want. Standards for conflict of interest and unethical sexual advances are outlined.

• Banish, L. (2005, March 1). SFCC, foundation reach agreement deal made after day of mediation. Knight Ridder Tribune Business News, p. 1. Retrieved July 30, 2005.

The issue at Santa Fe community college has resulted in a pending law suit between the foundation for the Santa Fe community college and the board. The College Board alleged that the foundation has not been meeting the organization charter. However, one of the members from the foundation stated board's allegation not to be true and that the dispute was more in the line of personality conflict. This has now been resolved through mediation whereby the foundation will transfer its endowment to the college's new fund raising arm called “GROW”.

• Cetin, M. O., & Haciafazlioglu, O. (2004, September). Conflict management styles: A comparative study of University Academics and High School Teachers. Journal of American Academy of Business, 5 (1/2), 325, 8. Retrieved July 30, 2005.

The purpose of this study is to determine to what extend and how conflict management styles differ in educational atmosphere by investigating academics' and high school teachers' conflict management styles. A series of works have been undertaken in order to collect data for the research. The sample has been chosen randomly. Ten high schools and four universities in Istanbul, Turkey constitute the scope of this study.

• Davis, T. (August 2002). Voices of gender role conflict: The social construction of college men's identity. Journal of College Student Development.

The purpose of this article is  to explore the impact of socially prescribed gender roles on college men's identity development. Ten White, traditionally-aged students were interviewed and data from the interviews were analyzed using hermeneutic phenomenology. Students discussed communication restrictions associated with scripted gender roles, fear of femininity, feelings of being overly challenged, and a sense of confusion about masculinity.

• Fields, G. (2005, February 20). University housing policy upsets some students in Decatur, Ill. Knight Ridder Tribune Business News , p. 1. Retrieved July 29, 2005.

University of Illinois has strict housing policy on freshman, sophomore and junior students to reside on campus during their period of education. The university administration insists on students residing on-campus so that students complete more classes successfully in a safe and structured environment. But there are some students who dispute this idea and claim that the policy infringes their right of freedom. On the other hand certain students agree to stay on campus as it is cost effective.

• Goodman, S. R. (2005, April 10). Hey, profs, come back to earth. The Washington Post, p. B.01. Retrieved July 30, 2005.

Traditionally colleges have been a breeding ground for political agitation where it was once the students who did the acting out. Now it is the professors and administrators who are more likely to be playing politics. The craziness of campus politics is really hindering students getting quality education. This change in role in universities across the country, coupled with escalating cost has created a conflict of choice for parents who have been supporting the same universities.

• Healy, P. (2002, August 1). University of Massachusetts at Amherst Agrees to Labor Talks with Students. Knight Ridder Tribune Business News, p. 1. Retrieved July 30, 2005.

Administrator's at UMASS at Amherst . The officials were concerned that organized labor force in the campus would corrupt the education system, influencing financial aid packages and policy on honor code. The clash between the officials and the resident assistants which lasted several months came to an end with a compromise for the university to negotiate only on salaries, benefits and terms of employment.

• Hinkin, T. R., & Thompson, G. M. (2002, November/December). Scheduling courses in the Cornell University School of hotel administration. Interface, 32 (6), 45, 13. Retrieved August 1, 2005.

The school of hotel administration in Cornell University had a major problem in scheduling their courses. The conflict disseminated to an extent that, in-availability of rooms often forced classes out of the building. Schedules when analyzed holistically issues surfaced out. University then resorted to a computerized based scheduling system which was developed, based on three broad scheduling goals. Through proper system design and program the administration is now able to schedule courses more effectively.

• Katz , N.H. & Lawyer, J.W. (1994). Preventing and managing conflict in schools. New York, Paul Chapman Publishing.

The authors of this book introduce tested and effective strategies for preventing and managing conflict in both interpersonal and group settings and offer some additional strategies for managing conflict as a third party. This book is designed to enhance the school administrator's ability to ensure that human interaction over differences is both constructive and productive.

• Komaroff, L. V., & Edwards, L. S. (2002). An approach to managing conflict of  interest in a changing world. Journal of research administration, 33 (2/3), 9,9. Retrieved August 1, 2005.

The document entails North Western University 's revised policy on the benefits which modern research institute can expect through transfer of technology. However, the rationale to support research institute is that the society at large should benefit from the research. The new policy now entails a detailed description of the types of situation that may create conflict of interest and full disclosure by the faculty.

• Lance, L. (June 2004) Gender differences in perceived role conflict among university student-athletes. College Student Journal.

Perceptions of role conflict of university student-athletes were explored, with a focus on differences in perceptions of role conflict between female and male student-athletes. Data were collected from 169 university student-athletes attending a southeastern university using a group administered questionnaire. Analysis of a ten item role conflict index indicated that on only two of the ten items did a majority of the student athletes express role conflict. Female student-athletes generally experienced more role conflict than male student athletes. However, male student-athletes participating in the revenue sport of basketball experienced more role conflict than female student-athletes participating in the non-revenue sport basketball.

• Macbeth, F. & Fine, N. (1995). Playing with fire: Creative conflict resolution for young adults. New Society Publishers.

In this book authors identify the origin and dynamics of anger, hurt, conflict, communication, cooperation as well as assertion. The book uses lots of exercises to teach mediation and conflict defusing skills.

• Miklas, E. J., & Kleiner, B. H. (2003). New development concerning academic grievances. Management Research News, 26 (2/4), 141, 7. Retrieved August 1, 2005.

The article talks about the research paper which examines some of the causes of conflict in academia. The research highlights that grievances are a result of conflict and that academia is a perfect breeding ground for conflict. Some of the views have been explicitly supported by illustrations on conflict in university circles and how they are being resolved.

• Pizzolato, J.E. (August 2004). Coping With Conflict: Self Authorship, Coping, and Adaptation to College  in First Year, High Risk Students.  Journal of College Student Development.
  

Through a series of interviews with 27 entering, high-risk college students, this study investigated the relation between selfauthorship, coping style, and adaptation. Findings suggest high-risk college students enter with self-authored ways of knowing, but self-authorship disappears quickly as students have marginalizing experiences. Subsequent adaptation seems related to students 'abilities to employ problem-focused coping strategies, which are related to the reemergence of self-authorship.

• Russell, J. (2005, April 14). Emerson students rally for faculty. Knight Ridder Tribune Business News, p. 1. Retrieved July 30, 2005.

The article discusses about the conflict in a private college between the faculty unions and college administration. By law private universities do not have to recognize professor's union if faculty members are involved in college management. Hence, the administration at Emerson College gave a choice to faculty members to disband union or become less involved in college management. When the negotiation failed administrators unilaterally implemented the contract offer which union members rejected.

• Webb, J., Miller, N., McNew, R. (December 2004). Training: Promoting Effective Teamwork in the College Classroom. NACTA Journal.

The purpose of this study was the exploration relationships between student and faculty team training perceptions and student attitudes and behaviors The findings suggest that team training is positively related to teamwork attitudes and team oriented behaviors. Findings also suggest that leadership training does not play a significant role. Helping students learn to be good followers and teammates may have a stronger influence on both attitudes and behaviors in the classroom. The findings related to instruction and team behaviors indicates that instructors should be very deliberate in their development of instructional objectives. When training is provided in a specific area, then a corresponding behavior increases in use.

• Weber, B. (1997, July 28). Conflict over a Dean's dismissal puts George Rupp In the spotlight. New York Times , p. B.1. Retrieved from the web on August 1, 2005.

The article talks about the president, George Rupp of the University of Columbia who styled his leadership with full of energy but had an unimposing personality. He brought in sweeping changes in the university which resulted in number of development programs and strengthening of financial reserves. However, his tenure has been year marked with controversies. One such incident was the conflict with the students, alumni and professors in dismissing the popular dean of undergraduate school. Due to peer pressure the president had to reinstate the dean who was exasperated with the whole issue.

• Weinberger, D. (2004, March 16). Online matchmaking, for dorm living. Christian Science Monitor, p. 12. Retrieved July 29, 2005.

Students leaving on campus often complain having roommate problems. Generally student in their peer are in conflict on sharing belongings, overnight guests and study habits. However, resident life operations at Emory University in Atlanta have given students full control to choose their roommate through a web based “roommate selection software”. The software allows student to logon and choose their own roommate. According to the University official the new system has brought complains from students down to “Zero”.

• Whitaker, B., & Norlander, P. (2005, July 19). After protest, Cornell and students reach accord in parking lot dispute. Newyork Times, p. B6. Retrieved August 1, 2005.

Group of student environmental activist was concerned about the administration's decision to construct a parking lot by clearing some of the red bud trees in that area. The article particularly emphasize on how the administration reached a compromise. The agreement was based on long term projects and some which had immediate impact. Overall the writer gives us an insight that through a process of reconciliation positive environmental solution can be accomplished

• White, R. (2003, August 1). President of University of Oregon gives approval for new sports arena. Knight Ridder Tribune Business News , p. 1. Retrieved August 1, 2005.

The faculty members in the University of Oregon believe that it is easy to raise fund for sports related projects and so difficult to raise fund for academic development. Universities athletic department had grown through years and it has now reached its financial independence. However, faculty members are into conflict with the administration that excessive amount of money is going towards Oregon athletics when Oregon academic institution has needs just as great.

• Yardley, J. (1993, September 20). Unfair squeeze on the college press. Washington Post, pp. B 02. Retrieved August 1, 2005.

College newspaper may carry the name of the university but they are wholly autonomous. The question is what sort of freedom and control should college newspaper have? The potential conflict surfacing through college newspaper is much higher as the newspaper is managed by students. The article illustrates conflicts that can surface and also emphasizes on how analyzing can help, improve the reporting of news objectively and comment on it responsibly.