Negotiations

BUSI1632

Module Handbook
2024
1.

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Contents

1. Welcome message from your Module Leader 3

2. Key contacts (academic queries) 5
3. Enquiry-Based Learning and Research-Led Teaching 7
4. Module details and learning outcomes 8
5. Employability 9
6. Key Dates 11
7. Schedule of teaching and learning activities 12
8. Assessment 13
9. Resit assessments 19
10. Resource recommendations 20
11. Digital Student Centre (non-academic queries) 21
12. Changes to the module 22

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1. Welcome message from your Module Leader

A warm welcome to Negotiations (BUSI1632) at the University of Greenwich Business

School.

This module will help you become a better negotiator in a range of situations and settings.
This includes with co-workers, employees, employers, buying and selling. In successfully
completing this module you will have a solid understanding of the strategies of negotiation.
You will learn how to bargain better, and see beyond your negotiation partners’ positions to
uncover potential mutual underlying interests leading to robust, durable, win-win agreements.

This is a rigorous, conceptually-informed module that is designed to provide you with

knowledge of the theory and practice of negotiations. This will be developed through four
sets of learning activities.

(1) The core reading. Each week you will be given a small amount of reading. This is
often a chapter of a core textbook, or a single journal article. There are also additional
readings which you can use to expand your knowledge in specific aspects of
negotiation theory and practice.
(2) Lectures. Each week there is a lecture introducing you to a key idea or concept. The
lecture incorporates multimedia of negotiation analysis, including real-life examples,
from television, and film.
(3) Tutorials: Each week there is an interactive tutorial which incorporates class
discussion, games, and other interactive activities. This includes competitive games
to help practice negotiation skills, and demonstrations of key concepts and strategies
raised in the lecture.
(4) Negotiation simulations. You will apply and develop your knowledge and skills of
different negotiation strategies and techniques through a series of exciting role-play
simulations. These simulations are designed to help embed your knowledge and
hone your skills as a negotiator. Some of these simulations will take place out-of-
class. These simulations are the basis of the assessment.

This handbook provides essential information about this module including the aims and
learning outcomes, the schedule of teaching and learning activities, assessment tasks,

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resource recommendations and, if applicable, any additional resources that you will need.
Please read it at the start of term so you are aware of key details and important dates.

I hope you enjoy this module. It is very interactive and fun, and I look forward to working with
you. If you have any questions throughout the term, please do not hesitate to contact me.

Dr Scott Tindal
Module Leader

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1. Key contacts (academic queries)

The list below provides contact details of the module team.

The list below summarises the contact details of key individuals relevant to this module.

Module Lecturer: Hoang Phuong Anh Email: AnhHP7@fe.edu.vn

Module Lecturer: Nguyen Thi Huong Email: HuongNT298@fe.edu.vn
Module Lecturer: Nguyen Thu Huyen Email: HuyenNT223@fe.edu.vn
Module Lecturer: Nguyen Thi Thu Email: ThuNT111@fe.edu.vn
Program Coordinator: TranNgoc Diep Email: DiepTN8@fe.edu.vn

Programme Administration Team

Student Helpdesk
The Student Experience Officers are situated at the Student Helpdesk and are here to help
you throughout your journey at the University. The Helpdesk provides support with general
enquiries and signposting you to the relevant team.

The student support can be found in the Golden Park building on the 3rd floor S304.

We encourage you to enrol on our Student Moodle Page (linked below) where you can
access information including:
• Useful Contacts
• Timetable links
• Wellbeing guidance
• Instructions on navigating the Portal
• Introduction to our Programme Administration Team

https://moodlecurrent.gre.ac.uk/
Important: To access the Moodle Page, you will need to self-enrol yourself via the above
link.

Programme Administrators
The Programme Administrators can support you with programme specific queries (such as
missing/ incorrect grades on your profile, accessing submission links, resit enquiries).

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2. Enquiry-Based Learning and Research-Led Teaching

Enquiry-Based Learning (EBL)

Defined as ‘an approach based on self-directed enquiry or investigation in which the student
is actively engaged in the process of enquiry facilitated by a teacher. EBL uses real life
scenarios (for example, from case studies, company visits, and project work) and students
investigate topics of relevance that foster the skills of experimental design, data collection,
critical analysis and problem-solving’. Within this module, students will apply their knowledge
of negotiation strategies and techniques to a series of role-play simulation exercises. These
simulations are based on real-world negotiations.

Research-Led Teaching (RLT)

An element of Enquiry Based Learning links to RLT, which involves faculty introducing
students to their own research where it is relevant to the curriculum being taught as well as
drawing on their own knowledge of research developments in the field, introducing them to
the work of other researchers. RLT sees students as active participants in the research
process, not just as an audience. This is achieved by discussing such developments in
lectures and classes, and setting reading lists including recent research publications at the
frontier of the field. The definition of a diverse assessment regime at the programme level
(incorporating an expectation of familiarity with, and use of, such
publications in assignments) and the inclusion of projects at every level of the programme is
also fundamental to achieving these objectives.
Within this module, students will be given readings with includes up-to-date research
analysis from the academic literature, and will be prepared to critically examine this empirical
research within the workshop sessions. Furthermore, within the assignment students will
incorporate concepts and empirical evidence from the literature into their critical reflections –
reflecting a self-driven enquiry-based learning approach to assessment.

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3. Module details and learning outcomes

Host faculty: Business

Host school: Business, Operations & Strategy
Number of credits: 15
Term(s) of delivery: Term 2
Site(s) of delivery: Greenwich Maritime
Pre-requisite modules: None
Co-requisite modules: None

Learning Outcomes:
On successful completion of this module a student will be able to:
(1) Demonstrate a systematic understanding of key aspects of negotiation theory and the
empirical literature, incorporating the lessons from the literature into their negotiation practice.
(2) Analyse negotiation situations, recognise the challenges they present, and select appropriate
negotiation strategies for reaching a successful agreement.
(3) Critically reflect on their own negotiation performance, and that of their interlocutor, to
continually improve their negotiation skills and capabilities.

Glossary:
• A pre-requisite module is one that must have been completed successfully before
taking this module.
• A co-requisite module is one that must be taken alongside this module.
• A learning outcome is a subject-specific statement that defines the learning to be
achieved through completing this module.

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4. Employability

Skills that are relevant for employability and careers are built into this module as a way of
developing relevant knowledge, skills ,and attributes which will help you make a successful
transition from University to your career, and beyond. This module covers the following
descriptors:

(a) Cognitive Skills

The ability to negotiate is a desirable one for employers. This includes negotiating pay
packages on behalf of HR departments, negotiating agreements with suppliers or buyers, or
negotiating the terms of an agreement between organisations.

This module exposes you to a wide set of negotiation problems with an emphasis on
assessing negotiation situations, choosing appropriate negotiation strategies, and pursuing
that strategy to its conclusion. You will reflect on the outcome of those negotiations by
justifying judgements, paying attention to detail, and considering the impact of your decisions
on the final agreement.

In each of the three role-play simulations, you will be required to develop negotiation
strategies, and execute them to reach a successful, ‘wise’ agreement. You will have only
partial information on the cases. As such, you will need to make reasoned and justified
assumptions based on the information you know, and deal effectively with information you do
not know. This course will test your assumptions and judgements, and you will be required to
reflect on how they impacted the decisions you made, and whether or not they assisted you
in completing your negotiation objectives.

(b) Generic Competencies

This module requires you to work in teams to complete the role play simulations. This
teamwork includes: setting negotiation objectives (goals); planning negotiations; listening to,
and persuading, your negotiation partners; and interpersonal sensitivity.

The negotiation role-play simulations require planning before the negotiation, and reflection
on how the negotiation was managed by the teams. As part of the assessment of this course,
you will reflect on your negotiation simulations. These reflections will be collated into a

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portfolio. This portfolio is a substantial written element of the course that requires clear
formatting, spelling, and grammar within a clear, well-articulated, and reasoned narrative.

(c) Technical Ability

Negotiation is both an art and a technical exercise. In this course, you will develop practical
technical skills in negotiation which are underpinned by up-to-date academic analysis and
research on negotiations.

You can find out more about the Greenwich Employability Passport at: Greenwich
Employability Passport for students.

Information about the Career Centre is available at: Employability and Careers | University of
Greenwich.
You can also use LinkedIn Learning to gain access to thousands of expert-led courses to
support your ongoing personal development. More information can be found at: LinkedIn
learning | IT and library services

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5. Key Dates

2023/24 Term Dates

Please note that dates may differ depending on when you start your programme of
study, and where you are studying. Please refer to https://docs.gre.ac.uk/rep/sas/term-
dates for full details, and details of University closure dates.

Welcome Week 11 September 2023 22 September 2023

Term 1 25 September 2023 30 December 2023
Term 2 15 January 2024 30 April 2024
Resit Examination Period 15 July 2024 26 July 2024

6. Schedule of teaching and learning activities

Week Lecture Tutorial

number.

1. Introduction to the module Time Travel Ice Breaker

Diamond definitions

2. Principles of Negotiation Chess Piece & Marooned

3. Distributive Negotiation Simulation 1: Real Estate

4. Integrative Negotiation Battle for the Orange &

Simulation 2: Glasstonbury
Festival Brief

5. Assessment brief & Glasstonbury debrief Simulation 2: Glasstonbury

Festival Debrief

6. Ethics Prisoners’ dilemma game &

Socratic questioning

7. Power & persuasion TBC &

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 Simulation 3: Rail Dispute brief

8. the Rail Dispute debrief Simulation 3: Rail Dispute

debrief

9. Relationships & trust Typology of relationships

10. Individual differences Assessment 1:1 feedback

11. Multiparty negotiations LEGO Play

12. Conclusion to the module Negotiation skills development

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7. Assessment

Assessment schedule:

First sit Deadline or Weighting Maximum Marking Learning

assessments exam period out of length type outcomes
100%* mapped to
this
assessment.

Critical Deadline 100% 2,700 0-100% 1, 2, 3

reflection date, 26th
March
11.59pm

*The weighting refers to the proportion of the overall module result that each assessment
task accounts for.

Your assessment brief:

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8.1 Guidance: To identify learning against the three intended Learning Outcomes,
students will submit a critical reflection of the three (3) negotiation simulations, drawing
on negotiation concepts, strategy, and reflection of their experiences and practice.
The three simulations are:
(1) The Real Estate
(2) The Glasstonbury Festival
(3) The Rail Dispute

The submission should be 2,700 words (+/-10%), meaning that each reflection should
be around 900 words each. Students may write a short introduction to the work if they
choose.

While the structure of the reflections may vary, students can consider some of the
following reflective questions to help structure their work (Rolfe, 2001):

What? For example – what is the negotiation about and what are the key problems that
this negotiation seeks to resolve? What did you/your counterpart want to achieve (i.e.
your interests) in this negotiation?
So what? For example – What strategies did you use? What ethical issues arose?
How did individual differences shape the negotiation? How did your relationship with
your counterpart shape the negotiation?
What next? For example – what went well or less well? Why was that? What would
you do the same or differently next time?

These questions are prompts to help you consider your reflection, not requirements.
You won’t be able to cover every point in detail within a short reflection. Instead, you
should decide which issues came to your mind or what you think were important in
each negotiation.

8.2 Formative assessments: After each simulation there will be a comprehensive

debriefing discussion where we will reflect on the specific aspects and dynamics of the
negotiation simulation we just completed. Writing notes from these group discussions
should form the basis of your reflection. It is important to attend and contribute to the
post-negotiation debriefing sessions as doing so will help you in the assessment.

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 There is a detailed lecture and tutorial near the end of the semester where we will
recap the key learning points from the negotiation simulations. It will also outline advice
on how to write reflections. Finally, there is an opportunity during one of the final
tutorials to receive 1:1 feedback from your tutor prior to submission.

8.3 Feedback for summative coursework: Each student who submits work within
TurnItIn (access via Moodle) will receive a grade and comprehensive feedback. This
feedback will be provided as both in-text comments and overall feedback comments.
The overall feedback comments will be provided in the sandwich format: “What you did
well in this assignment”, “What you could improve in this assignment”, and “What you
can take forward to your next assignment”. The markers name will also be listed at the
end. If you have any questions regarding the feedback, please do contact the marker
named. Feedback will be provided within 15 working days.
8.4 Marking rubric: The assessment will be graded on a 0%-100% scale, with a pass
mark of 40%. The assessment will be graded and offered feedback along three criteria:
analysis, reflection, and rigour.

Marking Criteria % of grade

Analysis – 40%
The submission links terms, concepts, and ideas raised within the module (and
beyond) with the specifics of the simulation. This may include how issues such
as relationships, ethics, trust, individual differences, and multiparty dynamics
shape the negotiation process and agreed outcomes.

Reflection – 40%
The submission should demonstrate knowledge of the simulation and the
ability to learn from the experience; recognising what went well and less well.

Rigour – 20%
The reflection is well-structured, and draws on suitable academic and
practitioner sources.

Criteria Fail Satisfactory Good Very good Excellent Outstanding

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 (0-39%) (40-49%) (50-59%) (60-69%) (70-79% (80-100%)
Analysis The The reflection The reflection The The reflection The reflection
reflection links terms, links terms, reflection links terms, links terms,
insufficiently concepts and concepts and links terms, concepts and concepts and
links terms, ideas raised ideas raised concepts and ideas raised ideas raised
concepts within the within the ideas raised within the within the
and ideas course with course with within the course with course with
raised the example the example course with the example the example
within the of the role of the role the example of the role of the role
course with play play of the role play play
the example simulation to simulation to play simulation to simulation to
of the role a satisfactory a good simulation to an excellent an
play standard. standard. a very good standard. outstanding
simulation – standard. standard.
i.e. the
reflection
fails to link
theory to
practice.
Reflection The The The The The The
submission submission submission submission submission submission
does not demonstrates demonstrates demonstrate demonstrates demonstrates
demonstrat satisfactory good s very good excellent outstanding
e sufficient knowledge of knowledge of knowledge of knowledge of knowledge of
knowledge the the the the the
of the simulation, simulation, simulation, simulation, simulation,
simulation, and some and an ability and a strong and a strong and a strong
and/or the ability to to learn from ability to ability to ability to
ability to learn from the learn from learn from learn from
learn from the experience; the the the
the experience; recognising experience; experience; experience;
experience; recognising what went recognising recognising recognising
recognising what went well and less what went what went what went
what went well and less well. well and less well and less well and less
well and well. well. well. well.
less well.
Rigour The The reflection The reflection The The reflection The reflection
reflection is is well is well reflection is is well is well
not well structured, structured, well structured, structured,
structured, and draws on and draws on structured, and draws on and draws on
and does suitable suitable and draws on suitable suitable
not draws academic academic suitable academic academic
on suitable literature to a literature to a academic literature to literature to
academic satisfactory good literature to a an excellent an
literature. standard. standard. very good standard. outstanding
standard. standard.

Coursework is marked on the understanding that it is the student’s own work on the module
and that it has not, in whole or part, been presented elsewhere for assessment. Where
material has been used from other sources, this must be properly acknowledged in
accordance with the University’s regulations regarding Assessment Misconduct.

Marking, feedback and next steps

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To pass this module, you must achieve an overall mark of 40+

For coursework, the marks and feedback will normally be provided to students within fifteen
working days of the submission deadline. In exceptional circumstances, where there is a
delay in providing feedback, you will be informed by the module leader.

If you do not pass a module at the first attempt, you will likely be eligible for a resit
opportunity on the failed assessments. The Progression and Award Board (PAB) will decide
whether you will be offered an opportunity to resit. Note that marks on resit assessments are
capped at 40% unless extenuation has been applied for and granted.

For further details on resit assessments, please see section on Resit assessments below.
The assessment and feedback policy can be accessed at Assessment and Feedback Policy.

Academic skills support

In addition to the teaching and learning activities within the module, additional academic
skills support, guidance, and resources are available at the following links:

Academic and Digital Skills support - https://www.gre.ac.uk/academicskills

Academic Integrity - https://libguides.gre.ac.uk/courses/integrity
Guidance on use of AI - https://docs.gre.ac.uk/rep/information-and-library-services/ai-
guidance
The IT handbook for new students - https://docs.gre.ac.uk/rep/information-and-library-
services/student-booklet

Strong academic skills will help you to act with academic integrity, honesty, and trust. These
are the values on which academic achievement at the University of Greenwich is based. As a
student, you are expected to take responsibility for the integrity of your own work, including
asking for clarification where necessary. Any improper activity or behaviour which may give
you an academic advantage in assessment is considered to be assessment misconduct.
Allegations of assessment misconduct will be considered under the University’s Assessment
Misconduct Procedure and may result in a penalty being imposed. More information about
this procedure can be found at Assessment Misconduct Procedure.

Extenuating circumstances

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The University recognises there are times when matters that are unexpected and beyond a
student’s control will impact on their performance and ability to complete assessments within
the specified timeframe. Examples include unforeseen illness, a death in the family, or injury.
Guidance on submitting an extenuation claim can be found at: Extenuating circumstances.

If you have a disability, specific learning difficulty, for example dyslexia, a long-term medical
condition or a mental health condition which might affect your studies and assessments, and
you have not already done so, then we advise that you seek support from the Student
Wellbeing Service by contacting wellbeing@gre.ac.uk in the first instance

Student Support
The University offers a range of support services including health and medical services, a
chaplaincy, disability and dyslexia support, and mental health & wellbeing support. Support
can be accessed at Student Support | Support and Wellbeing.

External Examiner
The External Examiner for this module is:
Name: Dr Fatima Annan-Diab
Institution: Kingston University, London.

Please note that the role of the External Examiner is to evaluate the overall standard of
assessments on the module. They are unable to correspond with individual students about
their work. If you need to discuss your feedback, please contact your tutor.

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8. Resit assessments

Assessment schedule:

Resit Deadline Weighting Maximum Marking Learning

assessments out of length type outcomes
100%* mapped to
this
assessment.

Critical reflection insert 100% 2,700 0-100% 1, 2, 3

deadline
date,
11.30pm
or exam
period

If you fail the assessment you may be eligible for a resit. If you are asked to resit you must
do so by the resubmission deadline.
In order to ensure that you pass by the resit, please carefully read and act on the feedback
provided by the tutor. If you do not understand anything in the feedback, please do make an
appointment to speak to your tutor.
In addition to the resources outlined above, you will have another opportunity to receive 1:1
feedback prior to submission where a tutor will provide you with additional guidance and
suggestions for improvement.

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9. Resource recommendations

The following are suggested readings for the module. Additional, more detailed reading
recommendations will be provided for the module topics.
You can check availability of the resources by using the search tool LibrarySearch at
https://librarysearch.gre.ac.uk.

Author Title Publisher ISBN

Lewicki, R.J, Essentials of negotiation McGraw-Hill 9781260579581

Saunders, (core text, click for hyperlink to
international
D.M. and library catalogue).
Barry, B. edition

Lewicki, R.J. Negotiations McGraw-Hill 9781259010743

International
Edition (7th
Edition)

Fisher, R. and Getting to yes: negotiation an Random 1847940935

Ury, W.
agreement without giving in. House
Business
Books

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10. Digital Student Centre (non-academic queries)

Our new Digital Student Centre is your space to find answers 24/7 to your questions about
student life, helping you get the support you need when you need it. AskUoG provides you
with hundreds of up-to-date articles covering topics such as student engagement, student
finance, academic and personal conduct, accommodation, visa and international student
advice, disability, mental health and wellbeing support.

You can also download important documents like bank, student status and council tax letters
by visiting My Documents on the Digital Student Centre (eligibility criteria apply).

If you can't find the right answer or need more personalised support for your query, you can
create an enquiry and our specialist teams will respond swiftly. You will be able to track your
requests and check the status of your enquiries in real time.

For academic queries, always contact the staff who work with you on your academic
programme - your programme leader, module leader or personal tutor.

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11. Changes to the module

At the University of Greenwich, we value feedback from students as well as External

Examiners and other stakeholders and we use this information to help us improve our
provision. For example, the module materials are have checked and edited for accessibility,
particularly for visually impaired students. The order of the lecture materials have changed,
and now include a lecture on power and persuasion.

Important note: The University of Greenwich will do all that it reasonably can to deliver the
module and support your learning as specified in our handbooks and other information
provided. However, under some circumstances, changes may have to be made. This may
include modifications to the:
 content and syllabus of modules, including in relation to placements
 timetable, location and number of classes
 content or method of delivery of your module
 timing and method of assessments.

This might be because of, for example:

 academic changes within subject areas
 the unanticipated departure or absence of members of university staff
 where the numbers expected on a module are so low that it is not possible to deliver an
appropriate quality of education for students enrolled on it
 industrial action by university staff or third parties
 the acts of any government or local authority
 acts of terrorism.

In these circumstances, the university will take all reasonable steps to minimise disruption by
making reasonable modifications. However, to the full extent that it is possible under the
general law, the university excludes liability for any loss and/or damage suffered by any
applicant or student due to these circumstances.

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