The subject of industrial relations is intimately connected with the nature of schooling - in particular, the teacher trade unions have played and will continue to play a crucial role in shaping the school system - yet this subject has been virtually neglected in educational literature. Mike Ironside and Roger Seifert's book redresses this balance and unravels the complex issues surrounding the employment and management of teachers. Recent changes in education have had massive implications for the way in which our education system is organised. In the light of recent events, this book questions who controls or ought to control schools, focusing on the government, Department of Education, LEA's, head teachers, school governors, parents and teaching unions. The authors argue that in order for schools to continue to function, industrial relations must be given priority, including the development of a proper framework for negotiation and the resolution of conflicts.

All phases of education from pre-school to post-compulsory, in virtually all parts of the world, have experienced unprecedented reform and restructuring in recent years. Restructuring has largely been driven by a global agenda that has promoted the development of human capital as the key to economic competitiveness in the global market. This book adopts an inter-disciplinary approach drawing not only on education research but also from the fields of industrial sociology, management studies and labour process theory to locate the reform agenda within a wider picture relating to teachers, their professional identities and their experience of work. In doing so the book draws on critical perspectives that seek to challenge orthodox policy discourses relating to remodelling. Illustrating of how education policy is shaped by discourses within the wider socio-political environment and how unionization and inter-organizational bargaining between unions exerts a decisive, but often ignored, influence on policy development at both a State and institutional level, this book is a must read for anyone researching or studying employment relations.

Collective bargaining in the public schools of the nation has its legal roots in the industrial labor model fashioned in the 1930s out of labor strife between union organizers and private businesses. This industrial union labor model was transplanted almost wholesale into the public sector over fifty years ago when teachers, fire and police personnel were granted the legislative right to collectively bargain their wages, benefits, and terms and conditions of employment in most states. What impact has this industrial model had on public education and on the relationship between teachers and administrators? Labor Relations in Education explores unions and collective bargaining in the public schools of America. The history of the laws, the politics of the response to collective bargaining and unions, and the practices of bargaining and managing a contract are explored in this volume. Changes that may move labor relations into professional relations and away from the industrial labor union model and diminish the schism that exists between educators are discussed. A fully developed simulation is included to employ the practices and concepts discussed in the book.

The subject of industrial relations is intimately connected with the nature of schooling - in particular, the teacher trade unions have played and will continue to play a crucial role in shaping the school system - yet this subject has been virtually neglected in educational literature. Mike Ironside and Roger Seifert's book redresses this balance and unravels the complex issues surrounding the employment and management of teachers. Recent changes in education have had massive implications for the way in which our education system is organised. In the light of recent events, this book questions who controls or ought to control schools, focusing on the government, Department of Education, LEA's, head teachers, school governors, parents and teaching unions. The authors argue that in order for schools to continue to function, industrial relations must be given priority, including the development of a proper framework for negotiation and the resolution of conflicts.

This second edition traces the changes that have taken place within the employment relationship since 1999, mainly within the UK, but also, where relevant, in relation to the European Union member states.

Covers key topics in industrial relations and collective bargaining using a conceptual framework based on the strategic, functional, and workplace levels. This book includes discussion on International and comparative labor relations, and reorganizations in the process and outcome of bargaining, including the participatory process.

This handbook is an indispensable teaching, research and reference guide for anyone interested in issues of labour and employment. The editors have assembled a top-flight group of authors and the end-product is an encompassing state-of-the-art review of the industrial relations field′ - Professor Bruce E Kaufman, AYSPS, Georgia State University ′This Handbook will quickly become the standard reference in industrial relations research. It provides the most comprehensive and challenging presentation of the key theoretical debates and topics of research that will shape our field well into the 21st century. All who wish to contribute to this field will need to read this volume and then build on what these authors have to say′ - Professor Thomas A. Kochan, MIT Institute for Work and Employment Research ′This authoritative panorama of the field demonstrates the contemporary vitality, breadth and critical depth of industrial relations scholarship and research. Thirty-four stimulating essays, by an international blend of leading academics, expertly review the analytical and empirical state of play across all aspects of industrial relations enquiry. In doing so, a rich agenda for further scholarly endeavour emerges′ - Paul Marginson, University of Warwick Over the last two decades, a number of factors have converged to produce a major rethink about the field of Industrial Relations. Globalization, the decline of trade unions, the spread of high performance work systems and the emergence of a more feminized, flexible work-force have opened new avenues of inquiry. The SAGE Handbook of Industrial Relations charts these changes and analyzes them. It provides a systematic, comprehensive survey of the field. The book is organized into four interrelated sections: " Theorizing Industrial Relations " The changing institutions that shape employment practice " The processes used by governments, employers and unions " Income inequality, employee wellbeing, business performance and national comparative advantages The result is a work of unprecedented scope and unparalleled ambition. It offers a compete guide to the central debates, new developments and emerging themes in the field. It will quickly be recognized as the indispensable reference for Teachers, Students and Researchers. It is relevant to economists, lawyers, sociologists, business and management researchers and Industrial Relations specialists.

This exciting new text is different from many of the employee relations textbooks currently available because it takes as its central theme the employment relationship between the employer and the employee. This reflects one of the major changes in employee relations over recent years: the increasing extent to which the individual relationship each of us has with our employer is central in shaping our working lives.

'. . . this is an interesting and valuable book. . . a genuinely useful contribution to the literature. . . It will help all those who are engaged in exploring the relationship between education and training on the one hand and obtaining and maintaining employment on the other hand.' - Stephen Drodge, International Journal of Educational Development Education and training are of critical importance to individual employment prospects. This book questions whether the policies that govern education, training and employment actually facilitate or inhibit social integration. the authors analyse initial entry into the labour market and subsequent movements between employers, and explore links between education, training and the labour market. the book argues that although education is a good predictor of labour market integration and employment potential, and despite political efforts, social background nevertheless remains influential. the importance of continued training to improve opportunities for promotion is also demonstrated.

This volume has been revised to reflect the inter-relationship between organisational changes in work and industrial relations and the wider economic and social issues. It is illustrated throughout with international examples.