Teaching negotiations

Claydon, Jim; Chick, Martin

doi:10.1080/02697450500414710

Cited by 12 publications

(4 citation statements)

References 15 publications

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“…Claydon and Chick (2005) suggest that all negotiation revolves around the notion of positional bargaining, where actors take a position from which they argue and make concessions to reach a suitable compromise. Negotiation around development often facilitates the enrolment of expertise in the form of numerous agents/consultants that promote and protect claims of projects and policy (Healey, 1997).…”

Section: Informal Relations and Development Approvalmentioning

confidence: 99%

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Developer Typologies in Urban Renewal in Sydney: Recognising the Role of Informal Associations between Developers and Local Government

Ruming

2010

Urban Policy and Research

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Urban renewal is increasingly identified within Australian metropolitan planning strategies as central in accommodating housing growth. However, there is little understanding of those developers who are responsible for providing new dwellings in middle-and outer-ring urban locations. Using Sydney as an example, this article explores the types of developers operating in these locations, the types of developments they are developing and their tendency to interact with local councils in an effort to gain development approval. In reviewing the operation of developers undertaking urban renewal, it is apparent that informal associations are critical in facilitating development in middle-and outer-ring urban locations.

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Section: Informal Relations and Development Approvalmentioning

confidence: 99%

“…(Booth, 1996, p. 149) Although negotiation is central to the development of residential property, in the majority of instances there is little formal process for negotiation (Claydon & Chick, 2005).…”

Section: Informal Relations and Development Approvalmentioning

confidence: 99%

Developer Typologies in Urban Renewal in Sydney: Recognising the Role of Informal Associations between Developers and Local Government

Ruming

2010

Urban Policy and Research

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“…Built environment professionals negotiate everyday. The planner negotiates with a variety of actors, including his or her superiors, owners or neighbours and at times planning officers may operate more like mediators as they attempt “to find common ground among other interested parties without necessarily expressing his/her own interests, rather than trying to assert a particular preference in terms of outcome.” (Claydon and Chick, 2005, p. 225). Architects negotiate with their clients but they also negotiate with builders, suppliers and councils.…”

Section: A Built Environment Adr Curriculummentioning

confidence: 99%

ADR for a built environment interdiscipline: curriculum and practical applications

Howieson

2011

International Journal of Law in the Built Environment

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PurposeThis paper's central purpose is to demonstrate that facilitative alternative dispute resolution (ADR) processes can assist in the development of a built environment interdiscipline, and that a built environment interdiscipline should include an ADR course in its curriculum.Design/methodology/approachThe paper presents a brief summary of two empirical studies conducted at the University of Western Australia Law School which investigated the relationship between the teaching of ADR and student engagement.FindingsThe research findings show that teaching ADR in an interactive and experiential manner can increase the students' sense of belonging to the school in which it is taught, and simultaneously can contribute to the students acquiring constructive conflict resolution skills.Research limitations/implicationsThe quantitative data derives from only one school in a university and subsequently, there was a lack of a control group. Yet, the sample size was sufficient for a reasonable analysis of the data and provides a base from which further studies in this field can occur.Practical implicationsThe paper provides ideas on how to structure an ADR course within a built environment curriculum and to present ADR material in a manner that enhances student learning and engagement. In addition, the paper provides evidence of how ADR processes offer a mechanism for facilitating engagement with a common axiomatic for the built environment field and also provide a link to that axiomatic.Originality/valueThe paper provides an original analysis of the role of ADR in the built environment curriculum and strengthens the analysis by providing original research on the links between ADR education and student engagement.

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“… 3. Elsewhere, for example, in North America, inclusion of courses on negotiation and mediation in planning curricula is required for accreditation by the Planning Accreditation Board, as it is considered as a core competency for practitioners (see Claydon and Chick 2005; Stevahn 2004). …”

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confidence: 99%

Edutainment: Role-Playing versus Serious Gaming in Planning Education

Pojani

Rocco

2020

Journal of Planning Education and Research

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This exploratory study assesses the utility, in terms of learning and conceptualizing planning, of a role-playing exercise (the Great Planning Game [GPG]) and a serious game (Polis PowerPlays [PPP]) employed in a planning theory course offered at The University of Queensland in Australia. The study reveals that role-playing and serious gaming are equally engaging and help planning students learn and embody different roles while having fun. No great differences can be discerned in terms of learning effectiveness. With regard to teaching style, the GPG is more passive and tends to encourage collaboration, whereas the PPP is more dynamic and fosters competition. Both activities help students discover aspects of planning—and planning stakeholders—which they may not have considered before. Most participating students appear to regard planning as a pluralist pursuit. Communication and public participation are viewed as central to planning processes. However, traces of incrementalism and rationality are also present. While students believe in equity planning (i.e., advocacy from within the system), radical social justice approaches that challenge the status quo are notably absent. Overall, the authors conclude that these activities cannot fully replace guided and structured instruction but, as “whole task practices,” are a desirable complement to direct instruction.

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Teaching negotiations

Cited by 12 publications

References 15 publications

Developer Typologies in Urban Renewal in Sydney: Recognising the Role of Informal Associations between Developers and Local Government

Developer Typologies in Urban Renewal in Sydney: Recognising the Role of Informal Associations between Developers and Local Government

ADR for a built environment interdiscipline: curriculum and practical applications

Edutainment: Role-Playing versus Serious Gaming in Planning Education

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