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This article uses case studies from three comparable Ontario-based universities to explore the relationship between bargaining unit structures and collective bargaining outcomes for unionized sessional contract academic faculty. The article charts the complex network of bargaining unit structures and inter-union or association relationships in Ontario universities and uses both quantitative and qualitative data to illustrate how different structures influence internal debates about sessional contract academic faculty, bargaining priorities, and collective bargaining strategies. The authors conclude that bargaining unit structures have less of an impact than practitioners assume and that success at the bargaining table for sessional contract academic faculty is dependent on a broad range of factors rather than any particular structure.
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This article explores the relationship between unionization and academic freedom protections for sessional faculty in Ontario universities. Specifically, we compare university policies and contract provisions with a view to determining whether unionized sessionals hired on a per-course basis have stronger academic freedom protections than their non-union counterparts. We then explore whether particular kinds of bargaining unit structures are more conducive to achieving stronger academic freedom provisions. Finally, we consider whether academic freedom can be exercised effectively by sessionals, whether unionized or not. We conclude that unionization does help to produce stronger academic freedom protections for sessional faculty and that faculty association bargaining unit structures are most likely to help deliver this outcome. We further conclude that academic freedom is difficult to exercise for sessional faculty, regardless of union status, but that unionization offers greater protections for sessionals facing repercussions as a result of asserting their academic freedom.
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Introduced by editors Sangster and Smith, this roundtable offers papers by former students of Panitch on his multifaceted legacy. Themes include Panitch as organic intellectual (Warskett), the fall and future of social democracy (Blanc), money and the critique of capitalism between political sociology and political economy (Konings), Panitch and the practice of socialist mentorship (Maher), and Panitch as a transformative teacher (Ross).