[IACM] Negotiation and Conflict Management Research - November 2017 Now Online

Brandon Charpied brandon at iafcm.org
Mon Oct 30 07:06:01 MDT 2017

Negotiation and Conflict Management Research
 © The International Association for Conflict Management (IACM) and Wiley Periodicals, Inc.

Michael A. Gross, Editor-in-Chief

Colorado State University

NCMR Volume 10, Issue 4
November 2017
Now Online 
Special Issue: 

The Nexus of Negotiation Theory, Research, Practice, and Teaching


Guest Editors: 

Jennifer Parlamis and Noam Ebner




Weaving Together Theory, Research, Practice, and Teaching: A Four-dimensional Approach to Negotiation and Conflict Management Work


Noam Ebner1 and Jennifer Parlamis2

1Department of Interdisciplinary Studies, Creighton University, Omaha, NE, U.S.A.

2University of San Francisco, School of Management, San Francisco, CA, U.S.A.



In this article, we suggest a new paradigm for writing on negotiation and conflict management that integrates theory, research, practice, and teaching. While there might be an implicit understanding that such integration is key to advancing the field, we make this explicit. Highlighting the critical aspects of this relationship, we call for a four-dimensional approach to writing in the negotiation and conflict management field. We suggest that adopting such systematic and intentional exploration of all four dimensions should be the default approach to writing on negotiation and conflict management topics. We provide brief summaries of the articles presented in the special issue and discuss the essence, origins, and weighting of the four dimensions in each paper. Finally, we suggest that this four-dimensional approach might have ramifications for the field's work, in areas other than writing.


Negotiating the Nexus: Symbiotic Relationship of Theory and Practice in Conflict Management


Benjamin J. Broome

Hugh Downs School of Human Communication, Arizona State University, Tempe, AZ, U.S.A.



The field of conflict resolution has long recognized that theory and practice are both vital in studying peace and conflict. But theory and practice often exist in separate worlds, each vying for privilege and recognition. However, many scholars and practitioners work in the theory–practice nexus, constantly negotiating as they move back and forth between the two domains. But even though tensions often exist between theory and practice, this essay proposes that they function together is a symbiotic relationship. Several ways are proposed for how a symbiotic approach to theory and research can be beneficial for the study and practice of conflict management, and the benefits of doing so are outlined. It is proposed that theory and practice come together in special ways in the classroom, and scholars and practitioners are encouraged to consider possibilities for promoting through teaching and pedagogy the coevolution of knowledge that is the essence of symbiosis.


When Dignity and Honor Cultures Negotiate: Finding Common Ground


Sebastien M. Fosse1, Enrique Ogliastri2 and María Isabel Rendon3

1Deusto Business School, University of Deusto, Bilbao, Spain Studies, Kansas State University, Manhattan, KS, U.S.A.

2IE Business School Madrid, Spain & INCAE Business School, Costa Rication, Aquinas College, Grand Rapids, MI, U.S.A.

3Grupo Baliza, Bogotá, Colombia




Dignity and honor cultures are thought to yield dramatically different processes and outcomes in cross-cultural negotiations. We challenge this conceptual dichotomy through the qualitative analysis of negotiation accounts by practitioners and graduate students. Drawing on self-worth theory, we reexamine the delineation and contrast of dignity and honor cultures as they manifest in negotiations between French and Latin American people. According to our set of interviews and written narratives, negotiators on the two sides share a large set of perceptions of French negotiating behavior, coalescing into three main components—conventionality, pride in historical legacy, and conflict proneness. This French behavior falls into neither cultural category, but rather demonstrates the possibility of hybrids between them. We discuss implications for theory, practice, and teaching of cross-cultural understanding, and, specifically, of the French negotiating style.

Educating Negotiators: Using Theory, Practice, Case Studies, and Simulations in an Integrated Learning Experience


Joshua Fisher1 and Beth Fisher-Yoshida2

1,2The Advanced Consortium on Cooperation, Conflict and Complexity, The Earth Institute, Columbia

University, New York, NY, U.S.A.

1,2The Master of Science Program on Negotiation and Conflict Resolution, Columbia University School of Professional Studies, New York, NY, U.S.A.




In the past 40 years, negotiation studies have become increasingly available and sought after across college campuses. While there is widespread agreement on the prominent role negotiation plays in education, in the workplace, in public policy, and in other fields, there remains a lack of consensus on pedagogies and teaching models that effectively train students and practitioners in the various aspects of negotiation, ranging from pre-intervention assessment, to effective bargaining, dialogue, and facilitation, to evaluating procedural and distributive outcomes. In order to synthesize distinct disciplinary approaches and skill/content areas into an integrated pedagogical model, this article describes a negotiation simulation designed to incorporate skill building, process management, conflict analysis, and conflict management tools. The model incorporates equal emphasis on theoretical frameworks and understanding, self-awareness training for facilitators, social network and stakeholder analysis for negotiation preparation, participatory analytical and discursive process management, and developing metrics for monitoring, evaluation and impact assessment.


Approaching Negotiation at the Organizational Level


Adrian Borbély1 and Andrea Caputo2

1IESEG School of Management, Paris la Défense, France

2Lincoln International Business School, University of Lincoln, Lincoln, UK




How can an organization improve its negotiation skills? The following article aims to answer this question by investigating how, and why, an organization's negotiation capability should be developed. We propose a four-level Organizational Model of Negotiation (OMoN), in which the individual level (I) concerns how people interact at the negotiation table; the linkages level (II) concerns how different negotiations impact one another; the infrastructure level (III) concerns how an organization may organize its negotiation functions; and finally, the capability level (IV) concerns how negotiation can be the source of competitive advantage. Our framework opens the path for developing the understanding of this issue by presenting teaching resources and identifying a possible theoretical underpinning. The article also presents a broad research agenda, which offers the basis for future studies to integrate concepts from different fields of research, such as from the management and strategy literature, into the field of negotiation.


Graphic Novels: A Brief History, Their Use in Business Education, and the Potential for Negotiation Pedagogy


Mallory Wallace

University of Nebraska – Lincoln, Lincoln, NE, U.S.A.




Over an extensive history, graphic novels have developed into a legitimate form of fiction and nonfiction for readers and students. Use of graphic novels in classrooms has proven effective in facilitating learning for students, as a conduit for lifelong reading, a tool for increased comprehension and critical literacy, and a stimulus for interest and comprehension. In applying this to teaching negotiation and conflict management, graphic novels may be effective in engaging students and increasing understanding when terms and concepts are confusing or vague, especially in their differences, and can help students understand the process and outcome of negotiation, both objective and subjective. It is in this way that the use of graphic novels in teaching negotiation and conflict management links to the nexus of research, theory, practice, and pedagogy. The article closes by describing these connections, and offering some suggestions for how to source material and include it in classroom settings.


NCMR Journal Home Page: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1750-4716

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