This article describes a teaching approach aimed at helping students to develop the skills needed to understand the negotiation research literature as well as make them more sensitive observers of negotiation processes. The approach consists of moving from the students' specific experiences to a general framework which is used to analyze cases of international negotiation. Students then attempt to reconceptualize their experiences in terms of the framework's analytical categories. This approach is recommended as an alternative to role-play exercises for integrating experience and analysis in graduate courses on negotiation.
|Number of pages||13|
|Publication status||Published - Oct 1996|