Holey, Linka Mary2012-08-212012-08-212012-06https://hdl.handle.net/11299/131759University 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.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.en-USCognitionFacultyInterpersonal conflictLiberal arts collegesEducational Policy and AdministrationThesis or Dissertation