Abstract
Postsecondary education has traditionally been synchronous, emphasizing content and theory. Over the past several decades, however, universities have gradually switched their focus to asynchronous learning in which students use various online-based technical resources such as Blackboard, Google Docs, Skype, Facebook, and YouTube, etc. As part of this movement, universities have also created hybrid courses which feature elements of both synchronous and asynchronous learning activities. In this chapter, we analyze the development of students’ negotiation skills in an undergraduate business course by asking them to what extent the online and real life negotiating assignments in the course contributed to their self-perceived negotiating confidence. In both the online practice and real-life negotiations, students used a structured assignment guideline including elements such as strategy choice, preparation, opening tactics, tactics used during negotiations, making concessions, closing tactics, ethical considerations, and future applications. In addition to the quantitative data, qualitative data was assessed through the participants’ expressions of self-confidence in their writings.
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Enström, R., Benson, L. (2016). A Triangulated Appraisal of How Hybrid Activities Develop Students’ Negotiating Self-Confidence. In: Daly, P., Reid, K., Buckley, P., Doyle, E. (eds) Innovative Business Education Design for 21st Century Learning. Advances in Business Education and Training. Springer, Cham. https://doi.org/10.1007/978-3-319-32622-1_4
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DOI: https://doi.org/10.1007/978-3-319-32622-1_4
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