Key to success in negotiation is managing and enhancing relationships. This concept can be difficult to convey in short-term executive training courses where students have little time for relational development. Not to worry: the authors assert that by strategically using online communication...

Taking students of negotiation out into the field might be an excellent way to learn. However, taking your students to the Grand Bazaar of Istanbul, Cohn and Ebner point out, is educational all right, but it is expensive. So they turn their attention to what might be done with adventure learning...

Conventional pedagogy treats negotiation as a strategic and instrumental process. With few exceptions, students are currently taught that the negotiator's central challenge is learning how to develop and enact rational strategies to claim and/or create maximum value that satisfy the negotiator's...

Matz and Ebner consider the impending collision between teachers’ strong desire to use role-play and other simulation exercises, and the rise of online teaching, in which the students may never see each other. They outline a series of tools that might bring the central advantages of using...

Ebner and Kovach consider the critique of role-plays previously offered in this series (see particularly, Alexander and LeBaron 2009) – and reject it. They argue that what is needed is not to move away from simulations, but to use the critique to devise more efficient, more convincing, more...

Druckman and Ebner carefully review an overwhelming number of studies which conclude that simulations (in all fields, not just negotiation) typically fail to live up to their promise. One quirk of the studies, however, drew their particular interest and inspired their own research: it seemed...