GLOBAL BUSINESS NEGOTIATIONS - 2020/1

Module Overview

We negotiate every day. Yet, although people negotiate all the time, most know very little about the strategy and psychology of effective negotiations. In this module we will understand the theories, frameworks, and processes of negotiation as it is practiced in the global business setting, which adds significant complexity to the negotiation process.
In this module we will integrate theory and practice with a strong applied focus as we consider the various ways in which negotiations and dispute management are informed by scientific knowledge.
This module focuses on the study of negotiations and conflict / dispute management and resolution; we will apply theories of people’s behaviour (on an individual level as well as teams), within their cultural context.

Module provider

Surrey Business School

Module Leader

COHEN Smadar (SBS)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): N/A

Module Availability

Semester 2

Prerequisites / Co-requisites

n/a

Module content

Indicative content includes:
• Analysis and application of concepts: distributive negotiation, integrative negotiation, disputes, conflict management and resolution, culture and cultural prototypes, culture-based negotiation, team negotiations.

Assessment pattern

Alternative Assessment

In case of university closure students will still be able to submit these online and work together in the group via zoom or skype to prepare. Students who cannot work with a group can submit the same assessment as an individual assignment (1000 words).

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate advanced ability to integrate theories into practice using a real negotiation of their choosing, as well as in their own negotiation experiences
The former is assessed through an individual paper demonstrating the student's personal engagement with the relevant current research and their application of concepts onto a real-world negotiation. The latter is a group-based planning document and process for a negotiation.

Two summative assessments, consist of:
• An individual paper (2500 words; 60%)
• A group planning document (2000 words; 40%)

Alternative assessments: In case of university closure students will still be able to submit these online and work together in the group via zoom or skype to prepare. Students who cannot work with a group can submit the same assessment as an individual assignment (1000 words).

Formative assessment and feedback for this module consists of:
• Students can expect to receive feedback from faculty on negotiation simulations, participation, discussions and team exercises in class

A detailed marking scheme which provides guidance on how marks will be awarded for each element of different assessments will be provided

Module aims

• • Provide concepts, frameworks, and tools for negotiation that can be readily applied by students to analyse negotiation processes and conflict management
• • Apply relevant theories and frameworks to develop negotiation and conflict management skills in a global business environment
• • Allow students to reflect on their own experiences of negotiation and conflict management in relation to both theory and applicability across a variety of organisational and industry contexts
• • Enable students to apply, reflect, and critically evaluate their own negotiation capabilities using existing frameworks and concepts relevant to the global business environment
• • Recognition of the strengths and weaknesses of various concepts and models central to this module, whilst simultaneously making links back to their own organisations

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed ont he principles of project-based experiential pedagogy and thus combines research-informed academic content with applied learning through project work.

Learning and teaching is research-led and follows a student-focused, experiential, flipped-classroom methodology with online elements. It comprises lectures seminars, group discussions, Masterclass sessions, study trips, practical platform design workshops and project tutorials. It includes active and self-directed learning - both group and individual.

Prior to attending the lecture and seminar, students are expected to undertake the essential reading and complete any set work for the sessions.

The project work, which is the basis of both active learning and module assessment, is designed to give students te experience of applied engagement with the latest research and practice in the are of leadership and decision making. This is supported by a series of Masterclass sessions - which may include talks from guest practitioners, research seminars, webinars, company visits - as well as dedicated group project tutorials - run face-to-face or online (synchronously).

Taken together, these sessions are designed to support student learning through project work and provide formative feedback in preparation for the assessment.
The learning and teaching methods include:

 Lectures are mainly designed to illustrate and explain theoretical concepts and models.
 Seminars/group discussions redesigned to develop a more practical insight into the applied nature of the various topics covered: they help explore the theoretical concepts and models by reference to a range of topical issues and case studies.
 Active learning includes engaging in classroom practical exercises, video and case analyses, and group project work.
 Active learning through online study (synchronous and asynchronous);
 Self-directed learning pertains to engaging with learning materials and undertaking desk-research required for classroom participation and assessment.
 Study trips and designed to allow students the opportunity to observe the phenomena they study in practice and engage with the relevant practice and practitioners in their own setting and context.
 Masterclass sessions are there to support the student-led projects, which run throughout the duration of the module and are the basis for the module assessment. Masterclass sessions deal with current issues of direct relevance to student projects and are informed by the latest research and business practice.
 Project tutorials support students in their project work through systematic review of progress, discussion and formative feedback from an academic tutor. These may be run face-to-face or online (synchronously).

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: MANM487

Other information

n/a

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2020/1 academic year.