Traditional methods for teaching negotiation have required both instructor and student to be physically present in the same location. With the advent of the Internet and associated technological advances, however, instructors may now transcend geographical barriers and effectively deliver the same content virtually. In this article, we present an exploratory study comparing two masters-level negotiation courses: one taught using a traditional in-person method and the other taught online. Results showed no significant difference in knowledge acquisition as quantified by objective measures, including mean grades. In addition, self-report data indicate that, although students' skill and mastery of negotiation improved in both courses, online students reported that they experienced less interaction and social engagement with their classmates and instructor. Several course development strategies and best practices are discussed.

International negotiation competitions are not a new phenomenon. These competitionshave been growing in popularity worldwide and have several pedagogic benefits forthe participants. Unfortunately, so far have been targeted only to students from the lawor business fields excluding students from other fields, including the humanitarianstudents. These students are likely to follow a career where negotiations play a keyrole, nevertheless, they are not well prepared for it. The purpose of this thesis is toexplore these benefits and the transferability of these competition models to thehumanitarian sector. This thesis, therefore, seeks to answer the research question“What benefits can international negotiation competitions have for participants?” and“Could students in the humanitarian sector benefit from negotiation competitionsadapted to the challenges they are likely to face?”. The study comprises of bothquantitative and qualitative methodological approaches. An analysis of existingliterature was undertaken alongside a pre-study survey to humanitarian students, 15expert interviews and an online survey to participants to negotiation competitions.The thesis presents the opinions of a variety of experts and participants in negotiationcompetitions and reveals several benefits of participation in such events. Thesebenefits include: skill development, multicultural environment, simulation of realemotions, feedback from judges, networking opportunities and promotion of the field.The findings also suggest that the transferability of this model to humanitarian studentscould be not only possible but beneficial, yet some barriers could arise. Explanation ofpossible barriers to this implementation and possible solutions to mitigate them aredisclosed.