Negotiation and conflict resolution are central features of the study and practice of diplomacy. This course explores the causes of conflict (and peace) and examines various mechanisms that are employed by the international community in an attempt to address interstate and intrastate conflict. It also provides students with an opportunity to study the theory and practice of the essential diplomatic art of negotiation. This course introduces and examines the international framework for negotiation and conflict resolution. It surveys the causes and character of conflict and explores a wide range of mechanisms for inter-state and intra-state conflict resolution. Three broad and topical concepts of diplomacy – ‘preventive diplomacy’, ‘coercive diplomacy’ and ‘peacebuilding diplomacy’ – are used to demarcate different phases and types of conflict management. In our consideration of preventive diplomacy we examine the preventive measures of peaceful settlement contained in Chapter VI of the United Nations Charter, such as negotiation, mediation, arbitration and adjudication. In our examination of coercive diplomacy we discuss coercive measures for preventing and resolving conflict, such as sanctions and use of force provided for in Chapter VII of the UN Charter. Finally, we use the notion of peacebuilding diplomacy to examine the mechanisms that help shape peacebuilding interventions in conflict and post-conflict zones, such as peace processes and multidimensional peace operations.

As part of this course students undertake an intensive negotiation workshop. This flagship element of the Master of Diplomacy program provides students with first-hand exposure to the challenges of managing conflict through diplomatic negotiation. You will acquire and refine new negotiation and mediation skills and techniques through a variety of learning methods, including workshop discussion, demonstration, practice and simulation. The Negotiation Workshop aims to develop the ability of students to think politically and strategically, to examine key elements in the planning and conduct of negotiation and mediation, to identify essential qualities and skills for effective negotiation and mediation, and to consolidate this knowledge through practical exercises that simulate real-world diplomatic negotiations.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Analyse and evaluate the nature and causes of contemporary political conflicts.
2. Explain and examine the United Nations Charter framework for negotiation and conflict resolution and its application to inter-state and intra-state political conflicts.
3. Recognise, apply and respond to different strategies of diplomatic negotiation.
4. Design negotiation strategies for a variety of different diplomatic contexts, including formal, informal, bilateral and multilateral settings
5. Critically evaluate the strengths and weaknesses of different mechanisms of preventive, coercive and peacebuilding diplomacy.
6. Design strategies for evaluating and responding to different forms of inter-state and intra-state political conflict.

Recommended Resources

There is no required text for this course. However, students should consider consulting the following texts:

 ·      Berridge, Geoff. 2015. Diplomacy: Theory and Practice. Fifth edition. Houndmills, Basingstoke; New York, NY: Palgrave Macmillan.

·      Kerr, Pauline, and Geoffrey Wiseman, eds. 2018. Diplomacy in a Globalizing World: Theories and Practices. Second Edition. New York: Oxford University Press.

·      Constantinou, Costas M., Pauline Kerr, and Paul Sharp, eds. 2016. The SAGE Handbook of Diplomacy. Los Angeles: SAGE.

·      Fisher, Roger, William Ury, and Bruce Patton. 2011. Getting to Yes: Negotiating Agreement without Giving In. 3rd ed., rev. Ed. New York: Penguin.

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, to individuals, focus groups

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Seminar 1: Course Introduction
2	Seminar 2: Conflict & Negotiation: Context & Concepts
3	Seminar 3: Preventive Diplomacy
4	Seminar 4: Coercive Diplomacy
5	Seminar 5: Peacebuilding Diplomacy
6	Seminar 6: Negotiation in Practice
7	Intensive Negotiation Workshop Group 1: UNSC simulation 9am – 4.00pm each day - Monday to Thursday	Delivered by Ambassador Peter Rodgers
8	Intensive Negotiation Workshop Group 2: UNSC simulation 9am – 4.00pm each day - Tuesday to Friday	Delivered by Ambassador Peter Rodgers
9	No Seminar
10	Seminar 7: Course Review: Negotiating Future Conflicts
11	No Seminar
12	No Seminar

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Conflict Situation Brief	25 %	22/03/2020	06/04/2020	1,2
Research Essay	40 %	19/04/2020	04/05/2020	1,5,6
Participation in Intensive Negotiation Workshop	10 %	29/05/2020	29/05/2020	3,4
Intensive Negotiation Workshop Report	25 %	24/05/2020	13/06/2019	3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Conflict Situation Brief

You are a member of the United Nations Secretary-General António Guterres’ elite Policy Planning Unit[1]. The UN Security Council has scheduled an urgent consultation with the UN Secretary-General to discuss how to respond to the latest developments in:

a.      The Democratic People’s Republic of Korea (‘DPRK’ or ‘North Korea’);

b.     Bougainville;

c.      Libya; and

d.     Iran.

 

You must choose one of these crises/conflict situations and prepare a concise policy brief for the Secretary-General, explaining:

1.    The root cause of the crisis/conflict;

2.    Critical recent developments;

3.    Potential immediate Security Council responses (indicating whether they would fall under Chapters VI and/or VII of the UN Charter); and

4.    Your recommended long-term policy recommendations and their likely diplomatic ramifications.

Word Length: 3,000 (INTR8004 students); 1,500 (INTR8044 students)

[1] Reading suggestion on policy planning at the UN: Abiodun Williams, “Strategic Planning in the Executive Office of the UN Secretary-General,” Global Governance, vol. 16 (2010), pp. 435-449. 

Assessment Task 2

Research Essay

You are to write a research essay that analyses the current ‘state of play’ regarding one of the three concepts of diplomacy highlighted in this course: preventive diplomacy; coercive diplomacy; or peacebuilding diplomacy.

 

Your essay should:

a.      Document the historical and conceptual development of the concept;

b.     Analyse the extent to which recent events or negotiations in one of the Course Case Studies (Libya, North Korea, Bougainville, Iran) challenge and/or confirm pre- existing understandings of the concept; and

c.      Comment on the likely future development of the concept, especially considering points a) and b) above.

Word Length: 5,000 (INTR8004 students); 2,500 (INTR8044 students).

Assessment Task 3

Participation in Intensive Negotiation Workshop

Students will be assessed on their negotiating participation during the Intensive Negotiation Workshop, especially in the NSC simulation. Criteria for assessment include: strength of plenary advocacy; effectiveness of corridor engagement; and achieving the negotiating objectives outlined in diplomatic instructions.

Assessment Task 4

Intensive Negotiation Workshop Report

You are required to submit a report, addressed to the capital of the delegation that you represented in the Negotiation Workshop, updating your capital on the state of play at the conclusion of the negotiation. It will contain analytical reporting on:

a.      How the negotiations unfolded;

b.     Who the most influential delegations were and why;

c.      A critical evaluation of your delegation’s achievements; and

d.     Proposed priority objectives for your delegation for the next round of negotiations on the same issue.

 

Word Length: 2,000 (INTR8004 students); 1,500 (INTR8044 students)

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students