From covert to overt interpersonal conflict: an exploration of the role of cognitive processes used by faculty in liberal arts colleges.
2012-06
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From covert to overt interpersonal conflict: an exploration of the role of cognitive processes used by faculty in liberal arts colleges.
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2012-06
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Life within the academy is depicted frequently in literature, film, and theater as a series of relationship issues involving students, faculty, and administrators. These fictional stories present life as a series of interpersonal conflicts, leaving a sense of dissonance that is unsettling. One wonders how or whether the key actors are using their highly developed intellects. This study addresses the research question: What roles do cognitive processes play in covert and overt interpersonal conflicts between faculty members at private, liberal arts colleges? To answer this question, I derive a conceptual framework from five stage-theories of conflict. I then identify nine cognitive processes from the perspectives of the individual reaction, the social interaction, and the organizational influence. I describe the role these cognitive processes play in overt and covert conflicts between faculty and identify similarities and differences.
This qualitative study is based on semi-structured interviews with 16 deans of liberal arts and professional schools within five, small, private colleges distributed across the United States of America. Each dean provided two cases of faculty-to-faculty conflict (one overt and one covert) that occurred within the previous three years. I analyzed the 32 cases of faculty-to-faculty conflicts by identifying themes and subthemes, creating cross-case displays, and arraying the data on meta-matrices.
Cognitive dissonance formed the basis for both covert and overt conflicts with social inference creating a spark to ignite public displays of conflict. The perception of self interest and an evaluation of fairness were processes used in all types of conflicts. A perception of inequity was distinctive to cases of overt conflict. The faculty's assessment of congruence with departmental norms and culture and the institutional mission and values was not a strong influence in either type of conflict. Three basic conditions that influenced individual reactions to conflict situations included change in usual work expectations, strong emotion, and personality traits.
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University of Minnesota Ph.D. dissertation. June 2012. Major: Educational Policy and Administration. Advisor: Professor Melissa S. Anderson. 1 computer file (PDF); x, 162 pages, appendices A-C.
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Holey, Linka Mary. (2012). From covert to overt interpersonal conflict: an exploration of the role of cognitive processes used by faculty in liberal arts colleges.. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/131759.
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