• School of Law

  • Rethinking Negotiation Teaching

    Defining "state-of-the-art" in global negotiation education

    The contemporary pedagogy of negotiation is predominantly an American export product. Moreover, it is, for all intents and purposes, a "first generation" product, in need of review and overhaul. For universities trying to influence the future of conflict resolution, a continuing challenge is to critically examine what is taught in negotiation and how we teach it, with special emphasis on how best to "translate" teaching methodology to succeed with diverse, global audiences.

    To meet this challenge, Hamline Law, in cooperation with the JAMS Foundation, CONVENORConflict Management, and ADR Center Foundation (Italy), embarked on an ambitious multi-year, cross-disciplinary, global initiative. The project brought together international conflict resolution scholars and teacher/trainers to critique contemporary negotiation pedagogy and contribute to development of "second generation" negotiation training, with particular emphasis on short "executive" courses now popular around the world. 

    Project scholarship to date includes four books, all published through DRI Press:

    Additionally, a special section of the April 2009 issue of Negotiation Journal, published by the Program on Negotiation at Harvard Law School (Volume 25, Issue 2), highlighted conference findings. The project also launch 谈判 Tán Pàn: the Chinese-English Journal on Negotiation, now published by CCH Hong Kong as a joint project of Hamline and Shue Yan University. 

    Rethinking Negotiations Teaching Conferences

    The project opened with an international conference in Rome, Italy in May 2008, moved on to Istanbul, Turkey in October 2009, and closed with a conference in Beijing, China in May 2011.

    Steering Committee