The purpose of this paper is to examine if the curriculum surrounding negotiation skills are taught in a sustainable and socially responsible way. Currently the popular ‘win-win’ model of negotiating often focuses on the immediate outcomes of a negotiation which can neglect the impact that the actions of negotiators can have on institutions, legal systems, and future generations (Fisher and Ury, 2021). Despite the success and widespread application of a win-win model of negotiation in negotiation teaching, Lempereur (2012) argues that we need to move from responsible negotiation towards more socially responsible negotiation and offers some suggestions for achieving this. For instance, he contends the negotiator needs to think more about their actions away from the negotiating process as well as the impact their actions can have on the next generation. It is the embedding of the “future” that perhaps is the key point of departure from conventional win-win negotiation practices. This includes the environmental (e.g., human, social and natural) consequences of any current negotiations (Lempereur, 2012). Using document analysis, this paper examines the extent to which Business Schools who are members of the CEMS Global Alliance in Management Education demonstrate sustainable and socially responsible approaches to teaching negotiating skills at the postgraduate level. The preliminary conclusions of this paper suggest there is a lot more to be done in terms of curriculum design to ensure the ‘win-win’ model of negotiations to reflect a more sustainable and socially responsible model.

Authors:
Troy Sarina, University of Technology Sydney, Australia
Grant Michelson, Macquarie University, Australia

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00

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