This page is for the academic year 2021-22. The current handbook year is 2022-23
Department: Government and International Affairs
||Not available in 2021/22
||L2K609 Defence, Development and Diplomacy
||L2K909 Conflict Prevention and Peacebuilding
Excluded Combination of Modules
- To explain the process of principled negotiation.
- To develop and practice skills and techniques necessary for effective principled negotiation.
- To explore factors present in asymmetric and/or violent conflicts that impact on principled negotiation.
- Indicative module content typically includes: conflict analysis and conflict dynamics; problem-solving; negotiating styles; preparation for negotiation - identifying positions, interests and needs; steps in the negotiation process; types of negotiated agreement; blockages to negotiation; dealing with spoilers and delaying tactics; psychological influences; power perspectives.
- Students will use learning from Module 3 and be given new information prior to the elective, particularly with respect to role playing requirements, to enhance the learning and â€˜realismâ€™ of the negotiation exercises.
- a developed knowledge of negotiation processes and how these are impacted upon by internal and external influences.
- an appreciation of the connection between negotiation processes and relationship building.
- an understanding of how theories of negotiation inform the practice of negotiation
- an ability to situate the process of negotiations within the wider political and social context of the conflict in question and appreciate the specificities of negotiating in asymmetric conflicts
- an understanding of how the taught elements are operationally applicable in situations of tension and conflict.
- an understanding of the methodologies used to study conflict and negotiation processes, and of the impact of our choice of methodology and conceptual framework on our understanding of conflict and negotiations, and vice versa.
- an advanced ability to analyse conflicts and design negotiation approaches (including knowledge of early warning and rapid response mechanisms)
- to employ skills of principled negotiation processes.
- to engage in research projects at MA level in the subject of conflict analysis and principled negotiation
- to apply subject related knowledge and advanced theoretical models to the evaluation of current local and global issues, to interpret and analyse empirical data at an advanced level and according to competing explanatory frameworks, and to recognise the impact of a chosen conceptual framework on oneâ€™s research findings
- to demonstrate an ability to construct argument critically for both oral and written presentation from different sources of material, including material delivered orally and in an article review, report or policy document.
- to demonstrate an independent approach to learning, critical thinking and creative problem-solving.
- to use sophisticated techniques of information retrieval and management using an array of print and digital resources.
- to demonstrate an ability to work cooperatively and constructively in group exercises and role plays
- to formulate complex arguments in articulate and structured English, within the discursive conventions and genres of academic writing and written to high academic standard
- to demonstrate effective time management.
Modes of Teaching, Learning and Assessment and how these contribute to
the learning outcomes of the module
- The module will be delivered as a block in workshop format over a period of an evening and two full consecutive days, and will involve a mixture of lectures, short presentations, discussion and small group work, and a role play or oral presentation based on real or constructed cases.
- Summative assessment will include a pre-workshop article review, and a post-workshop report or policy document. Which post-workshop assessment is selected is in the hands of students (in consultation with the module convener), so as to maximise flexibility with a view to the wide range of professional backgrounds and needs students attending the course are expected to have. The post-workshop assignment is in the form of a report or policy document reflecting on the content and skills learning acquired during the module incorporating perspectives from research, academic or work contexts. The pre-workshop assignment is designed to provide students with a focused task to prepare them, through self-guided learning, for the workshopâ€™s discussions and/or role play, the knowledge, analytical pointers and literature advice for which will be provided through a virtual induction. Prior to the elective students will be provided with key article(s) to read and provide a written review. This might take the form of one longer article or two (or more) shorter articles to review and compare.
- Formative assessment is intended to develop students' oral communication and academic writing skills, as well as effective time management. Students will receive continuing formative feedback in seminar and group discussions. During the workshop there will be spaces for discussion and reflection on skill development. They will receive formal formative feedback on their role play or oral presentation in a debriefing session after the event, in which studentsâ€™ performances will be discussed in view of the learning outcomes.
Teaching Methods and Learning Hours
|Module in workshop format
|Preparation, reading, assessments
||Component Weighting: 100%
||Length / duration
|Report or Policy Document
Role play or oral presentations; continuing feedback in seminar and group discussions
■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University