Prepare for the Semester: Negotiation Pedagogy Articles from the Negotiation Journal

By — on / Pedagogy at PON, Teaching Negotiation

Negotiation Journal

Whether you are going to be teaching negotiation next semester for the first time, or are a seasoned negotiation instructor, insightful research in negotiation pedagogy can help you approach your course in more effective and innovative ways. The Negotiation Journal, from the Program on Negotiation (PON), has a collection of articles on negotiation pedagogy that can help you think about developing course structures and exercises, including how to adapt to online learning.

The articles listed below can each be accessed without a subscription for $7.00 for 48-hour online access and $16.00 for unlimited online access. A full subscription to the Negotiation Journal for you or your institution is also available here.

Teaching Negotiations in the New Millennium: Evidence-Based Recommendations for Online Course Delivery

by Jennifer D. Parlamis, Lorianne D. Mitchell

In this article, originally published in January 2014 in Volume 30, Issue 1 of the Negotiation Journal, the authors present an exploratory study which compared two masters‐level negotiation courses: one taught using a traditional in‐person method and the other taught online. Results from the study showed that while there was no significant difference in knowledge acquisition as quantified by objective measures, including mean grades, online students reported that they experienced less interaction and social engagement with their classmates and instructor. Based on this research, the authors discuss best practices for course development. To read the full article, click here.

Learning to Teach Negotiation

by Michael Wheeler

In this very personal and reflective article, originally published in October 2015 in Volume 31, Issue 4 of the Negotiation Journal, Michael Wheeler gives an insightful account of how his view of negotiation has changed over the course of his career, and how he teaches it. He describes the pedagogical challenges he has encountered as well as various solutions that he uses to address them. To read the full article, click here.

Negotiation and Conflict Resolution Education in the Age of the MOOC

by Noam Ebner

This article by Noam Ebner, originally published in July 2016 in Volume 32, Issue 3 of the Negotiation Journal, discusses the emergence of massive online open courses (MOOCs). These courses are designed to disseminate knowledge at an unprecedented scale. In this article, the author discusses the MOOC phenomenon and describes a MOOC on negotiation, exploring the advantages that such a course offers for negotiation and conflict resolution education in particular. To read the full article, click here.

BABO Negotiating: Enhancing Students’ Perspective-Taking Skills

by Deborah L. Kidder

In this article, published in July 2017 in Volume 33, Issue 3 of the Negotiation Journal, author Deborah L. Kidder discusses collaborative problem‐solving as a critical negotiation skill, and several techniques to help students improve their collaboration and perspective‐taking skills. One of these techniques, for example, is to use collaborative terminology (BABO = both are better off) rather than more competitive language (win‐win). To read the full article, click here.

Collaborative Role-Play Design: Teaching Negotiation through a Novel Student-Business Partnership

by Patrick Germain-Thomas, Cathering Lafarge, Doudou Sidibe

In this article, published in July 2019 in Volume 35, Issue 3 of the Negotiation Journal, the authors discuss some of the benefits and drawbacks of using role-play simulations in teaching negotiation. Drawbacks include their often-artificial context, which can limit the participants’ real commitment. The authors have undertaken a pedagogical experiment in an effort to address these concerns. As a part of this experiment, the students designed simulations themselves, deriving inspiration from real situations they had experienced at companies in which they had completed internships. The students’ experiences suggest ways in which this novel pedagogical approach can ameliorate some of the usual pitfalls that instructors encounter when they use role plays. This process also allows students to understand the importance of achieving the right balance between the distributive and integrative dimensions of negotiation. To read the full article, click here.

The Art of Negotiation Exercise Design: Five Basic Principles to Produce Powerful Learning Experiences

by Arvid Bell, Taylor Valley

This article, published in January 2020 in Volume 36, Issue 1 of the Negotiation Journal, addresses five core principles that can be used to curate both simple and moderately complex negotiation exercises, including games, role plays, and simulations. These core principles are (1) define the purpose, (2) determine the format, (3) maintain focus, (4) test the function, and (5) plan for a debrief. The authors also discuss how these principles can be used as a general framework to help writers overcome the challenges inherent in exercise design and empower them to create and deliver their own tailored negotiation exercises. To read the full article, click here.

The Negotiation Journal’s eclectic, multidisciplinary approach reinforces its reputation as an invaluable international resource for anyone interested in the practice and analysis of negotiation, mediation, and conflict resolution including educators, researchers, diplomats, lawyers, business leaders, labor negotiators, government officials, and mediators. To subscribe to the Negotiation Journal, click here.


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TNRC negotiation exercises and teaching materials are designed for educational purposes. They are used in college classroom settings or corporate training settings; used by mediators and facilitators seeking to introduce their clients to a process or issue; and used by individuals who want to enhance their negotiation skills and knowledge.

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