Assessing Negotiation Outcomes Matters in Classroom Settings

Ma, Shan & Yang, Xiaohua (2007) Assessing Negotiation Outcomes Matters in Classroom Settings. In The 20th Annual International Association for Conflict Management (IACM) Conference, July 2007, Budapest, Hungary.

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It is hardly disputable that negotiation outcomes count in real world negotiation settings. In classroom settings, however, the negotiation outcomes often do not count. In many negotiation courses, for the negotiators it does not really matter in any tangible dimensions what kind of outcomes they achieve through the negotiation – not only that they do not need to bear the (hypothetical) consequence of the agreement (or its lack of), but also that the negotiation outcomes do not affect their performance assessment in the negotiation course. Thus on the issue of whether negotiation outcomes count, this type of class-room negotiation is drastically different from those in real world settings. But does that difference really matter? Would it make any difference in terms of student learning? These are the question the current study aims to address.

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ID Code: 13164
Item Type: Conference Paper
Refereed: Yes
Additional URLs:
Keywords: Negotiation, Classrooms
Subjects: Australian and New Zealand Standard Research Classification > COMMERCE MANAGEMENT TOURISM AND SERVICES (150000) > BUSINESS AND MANAGEMENT (150300)
Divisions: Current > Research Centres > Australian Centre for Business Research
Current > QUT Faculties and Divisions > QUT Business School
Copyright Owner: Copyright 2007 (please consult author)
Deposited On: 26 Mar 2008 00:00
Last Modified: 05 Jan 2011 13:36

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