Analysis of Cognitive Differences in the Requirements of Members' Ability Structure in College Students' Communication and Negotiation Competition

This study used a Q methodology to explore perceptions of the competencies required for university student communication and negotiation competitions. Participants and non-participants were surveyed to compare their views on the competency structure of communication and negotiation. The study found that communication and negotiation courses offered by "double-class" universities were important for improving communication skills, cooperation, employability, and professional competence. The results showed significant differences in the perceptions of the competency structure among respondents. Participating students demonstrated more focused and targeted cognitive factors, including academic research and general competence, as well as a stronger sense of social responsibility and learning initiative. Non-participants valued teamwork and external support networks more. These findings can guide universities and educators in enhancing communication and negotiation courses and the organization of negotiation competitions. The study emphasizes the importance of communication and negotiation courses for high-level talent and recommends the promotion of negotiation competitions to improve teamwork and trust among students. It also suggests establishing a more diverse selection system for negotiation teams to enhance fairness and objectivity in the selection process, ultimately contributing to developing students' overall competence and social responsibility