Learning Effects of Negotiation Simulations: Evidence from Different Student Cohorts

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Resumé

This chapter assesses the learning effects of the appliance of ten negotiation simulations across a spectrum of different student cohorts. Based on a typology of learning effects distinguishing between substantive knowledge, skill-building, and affective learning, the chapter analyses to what extent negotiation simulations generates student learning. The student cohorts are comprised of full-time university students (B.Sc. and M.Sc.) and professionals/public managers, who study part-time at the university (Professional Master of Public Management/Governance), as well as a cohort of selected high school students (Academy for Particularly Talented High School Students). The empirical data are based on quantitative data on substantive knowledge and qualitative data on the students’ experience of the negotiation simulations, as well as quantitative data on satisfaction levels via final course evaluations. The analysis reveals that while negotiation simulations undoubtedly stimulate students’ engagement and motivation and – in the students’ own perception – learning, measurable learning effects are more dubious. As opposed to the students’ own very positive statements about learning effects of negotiation simulations, assessable learning effects are harder to catch. There are some effects, but also important biases, as simulations tend to twist student’s perceptions of systems and processes disproportionately towards the issue, institution, or process in question during the particular simulation.

OriginalsprogEngelsk
TitelSimulations of Decision-Making as Active Learning Tools : Design and Effect of Political Science Simulations
RedaktørerPeter Bursens, Vincent Donche, David Gijbels, Pieter Spooren
ForlagSpringer
Publikationsdato2018
Sider165-182
ISBN (Trykt)9783319741468
ISBN (Elektronisk)9783319741475
DOI
StatusUdgivet - 2018
NavnProfessional and Practice-Based Learning
Vol/bind22
ISSN2210-5549

Fingeraftryk

learning success
simulation
evidence
student
sandwich course
learning
university
public management
school
academy
typology
manager
governance

Citer dette

Kallestrup, M. (2018). Learning Effects of Negotiation Simulations: Evidence from Different Student Cohorts. I P. Bursens, V. Donche, D. Gijbels, & P. Spooren (red.), Simulations of Decision-Making as Active Learning Tools: Design and Effect of Political Science Simulations (s. 165-182). Springer. Professional and Practice-Based Learning, Bind. 22 https://doi.org/10.1007/978-3-319-74147-5_13
Kallestrup, Morten. / Learning Effects of Negotiation Simulations : Evidence from Different Student Cohorts. Simulations of Decision-Making as Active Learning Tools: Design and Effect of Political Science Simulations. red. / Peter Bursens ; Vincent Donche ; David Gijbels ; Pieter Spooren. Springer, 2018. s. 165-182 (Professional and Practice-Based Learning, Bind 22).
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Kallestrup, M 2018, Learning Effects of Negotiation Simulations: Evidence from Different Student Cohorts. i P Bursens, V Donche, D Gijbels & P Spooren (red), Simulations of Decision-Making as Active Learning Tools: Design and Effect of Political Science Simulations. Springer, Professional and Practice-Based Learning, bind 22, s. 165-182. https://doi.org/10.1007/978-3-319-74147-5_13

Learning Effects of Negotiation Simulations : Evidence from Different Student Cohorts. / Kallestrup, Morten.

Simulations of Decision-Making as Active Learning Tools: Design and Effect of Political Science Simulations. red. / Peter Bursens; Vincent Donche; David Gijbels; Pieter Spooren. Springer, 2018. s. 165-182 (Professional and Practice-Based Learning, Bind 22).

Publikation: Bidrag til bog/antologi/rapport/konference-proceedingBidrag til bog/antologiForskningpeer review

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Kallestrup M. Learning Effects of Negotiation Simulations: Evidence from Different Student Cohorts. I Bursens P, Donche V, Gijbels D, Spooren P, red., Simulations of Decision-Making as Active Learning Tools: Design and Effect of Political Science Simulations. Springer. 2018. s. 165-182. (Professional and Practice-Based Learning, Bind 22). https://doi.org/10.1007/978-3-319-74147-5_13