The relationship between the current collective bargaining movement in higher education and faculty alienation was studied by determining whether professional and work conditions were related to alienation and whether faculty alienation affected opinions concerning collective bargaining. Of 401 mailed questionnaires, 187 usable responses were obtained from faculty members at a Pittsburgh area university that did not have a bargaining agent. Faculty alienation was measured by five indices (powerlessness, isolation, meaninglessness, normlessness, and self-estrangement). Results indicate that certain professional and environmental characteristics were associated with different types of alienation. The younger, untenured, lower ranking, social science and humanities, and lower income faculty members scored higher on certain alienation indices. Faculty members who were the most alienated were more likely to favor collective bargaining as a means of resolving conflicts than their less alienated colleagues. Faculty favoring collective bargaining in higher education scored higher on all of the alienation indices. It is concluded that faculty members showing more confusion (normlessness) over institutional procedure were more likely to view collective bargaining as a means of clarifying this confusion. It is also suggested that faculty who felt more isolated from society at large were more in favor of collective bargaining. A bibliography is appended. (SW)