Learning Effects of Negotiation Simulations: Evidence from Different Student Cohorts

Morten Kallestrup

Research output: Chapter in Book/Report/Conference proceedingBook chapterResearchpeer-review

Abstract

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.

Original languageEnglish
Title of host publicationSimulations of Decision-Making as Active Learning Tools : Design and Effect of Political Science Simulations
EditorsPeter Bursens, Vincent Donche, David Gijbels, Pieter Spooren
PublisherSpringer
Publication date2018
Pages165-182
ISBN (Print)9783319741468
ISBN (Electronic)9783319741475
DOIs
Publication statusPublished - 2018
SeriesProfessional and Practice-Based Learning
Volume22
ISSN2210-5549

Keywords

  • Affective learning
  • Cohort variance
  • Negotiation simulation
  • Skill-building
  • Substantive knowledge

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