This discussion of the effects of unionization of teaching faculty upon the instructional development process in higher education examines both the collective bargaining process and strikes. Mailed questionnaires were used to collect data from instructional developers in instructional development agencies, faculty members, and students. Various scenarios suggested by the replies to the questionnaires are discussed in terms of their possible impact upon instructional development activities, and suggestions are made for steps to be taken to avoid some of the undesirable aspects of these scenarios. Two tables present the tabulated survey data, and a 13-item bibliography is provided. (Author/EW)