Conventional pedagogy treats negotiation as a strategic and instrumental process. Yet, recent developments in our field suggest that our frame for teaching negotiation is overly limited. Second generation negotiation research and teaching must recognize this limitation and expand our frame to incorporate additional paradigms for understanding people and how they interact. This article suggests a different conception for negotiation research and teaching.
- negotiation pedagogy
Available at: http://works.bepress.com/kenneth_fox/4/