Course coordinator
Associate Professor Morgan Brigg
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- Intensive
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Politic Sc & Internat Studies
This course provides an overview of the conflict resolution field and an understanding of core principles and processes for the creative, constructive and collaborative resolution of conflict. Distributive, integrative and transformative approaches to conflict resolution are considered in relation to key conflict resolution processes including dialogue and mediation. The course introduces practical skills including process design, preparing agendas, dealing with impasses, and reframing volatile exchanges. You will also gain an understanding of the qualities of constructive negotiators and interveners in conflict situations. Learning in the course builds upon scholarship, case studies, and practical exercises.
Welcome to POLS7502!ﾠ This course aims to develop your understanding of - and engagement with - the field of contemporary conflict resolution. The course introduces the history and development of the field, key conflict resolution principles and approaches (including the distributive, integrative and transformative), frameworks for conflict analysis, important processes such asﾠmediation, key skills and techniques, and guidance for designing and implementing conflict resolution processes. Throughout you will be asked to engage with a variety of important contexts and issues such as culture, the liberal peace, gender, and power relations. To accomplish the course learning aims, we will draw upon professional guidance and related resources, academic scholarship, and simulation and training exercises. The course will develop conflict resolution skills and knowledge of important processes but you should not expect to become sufficiently equipped to act as a practitioner without other experience and training.
This course is run in intensive mode. Please carefully review timetabling information.
Course requirements
Assumed background
The course does not assume specialised prior knowledge.
Course contact
Course staff
Lecturer
Associate Professor Morgan Brigg
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
The class is run in intensive mode through eight (8) workshops, as detailed in UQ Public Timetable. The timetabling of the course has been altered in response to student feedback. Please note that the first workshop is on Friday in Week Two from 8am.
Aims and outcomes
This course a) introduces and engages with core conflict resolution principles and skills, b) develops an understanding of selected conflict resolution processes, c) builds capacity in conflict analysis and conflict resolution process design, and d) introducesﾠa selection of key contexts and issues that bear upon contemporaryﾠconflict resolution practice.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Demonstrate knowledge of core conflict resolution principles, and a selection of conflict resolution qualities and skills.
LO2.
Recognise and understand key features of selected conflict resolution processes, and how contexts and issues impinge upon their application.
LO3.
Understand and apply foundational conflict analysis and conflict resolution process design techniques.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Quiz | Class Engagement: Quizzes | 20% |
4/03/2025 - 9/05/2025 |
| Reflection |
Video Reflection & Conflict Scenario Planning
|
20% |
16/04/2025 1:00 pm |
| Presentation |
Conflict Analysis Presentation and Discussion: Oral examination
|
30% |
28/04/2025 - 1/05/2025 |
| Paper/ Report/ Annotation | Draft Conflict Resolution Design (2500 words) | 30% |
21/05/2025 1:00 pm |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Class Engagement: Quizzes
- Mode
- Activity/ Performance
- Category
- Quiz
- Weight
- 20%
- Due date
4/03/2025 - 9/05/2025
- Learning outcomes
- L01, L02
Task description
Background: POLS7502 requires your active engagement, both prior to workshops 1 through 7 (especially through preparatory reading and viewing) and by carefully observing and/or participating in class presentations, discussions, and activities.
Task: To demonstrate your class engagement, you will be asked to complete a short quiz before workshops 1 through 7 (there is no quiz prior to the final workshop, and the first is a 'trial' - it will not count toward your final mark). You will be notified when each quiz becomes available. The quizzes are not intended as 'trick' questions, but please be aware that in some instances you will be required to think carefully and make some fine distinctions to be able to select the correct answer.
The marks available for each quiz will be signalled when the quiz is made available to you. A total of 20 marks are available for this assessment component.
After you complete each quiz you will be provided an option to choose feedback (please look out for it; it can be easy to miss!).
Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university.
When you successfully submit your assessment to Turnitin after previewing the uploaded document (to make sure that you have chosen the correct file), you should see the “Submission Complete!” message. After this, a downloadable Digital Receipt will display on your Assignment Dashboard. It is your responsibility to download the Digital Receipt as proof of submission. Turnitin will not send this receipt to you automatically.
If you don’t see the downloadable receipt on your assignment dashboard, you should regard your submission as unsuccessful.
If the submission was not successful:
- Note the error message (preferably take a screenshot).
- Go to your assignment page and see if it is possible to submit again.
- If you cannot submit again, then email your course coordinator immediately.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Video Reflection & Conflict Scenario Planning
- Mode
- Product/ Artefact/ Multimedia
- Category
- Reflection
- Weight
- 20%
- Due date
16/04/2025 1:00 pm
- Other conditions
- Student specific.
- Learning outcomes
- L01
Task description
Background: Reflecting upon our engagement with a field of practice or activity is a valuable way of learning, and presenting early ideas is a valuable basis for receiving feedback. This assessment item has 2 components – one requiring reflection, the other planning by presenting early ideas.
Task: Prepare a 7-minute (+/- 30 seconds) video including 2 components of roughly similar length.
Component A: Reflect upon your engagement with the conflict resolution field thus far in the course. Include your (initial) reactions to the conflict resolution field as covered in the course thus far. What attracts or interests you to the conflict resolution field, what misgivings or concerns you have about it, what has surprised or confused you thus far, and/or what key questions you have? You might consider comparing what you are learning in the course with approaches to conflict that you have learnt or encountered in other courses or parts of your life. In completing part A, you should refer to your interpretation of key conflict resolution principles, the approach of the conflict resolution field, and/or the qualities and characteristics of a third party intervenor.
Component B: After reviewing the guidance on conflict scenarios file (in the assessment folder for this item and for the Conflict Analysis Presentation and Discussion: Oral examination) present your initial or early thoughts about the conflict scenario that you will choose or develop for the conflict analysis and conflict resolution design assessment items. You should briefly note the conflict case and conflict parties, explain why you are interested in this case, and conclude by stating your understanding of the opening/possibility for negotiation in this case. NB: if you plan to develop or modify one of the ‘generic scenarios’ you should prepare a rough draft of your conflict scenario for this component. If you are choosing one of the ‘generic scenarios’ you may focus more of your time on explaining your interpretation of the scenario.
Prepare your recording through the EchoVideo video server by following these instructions: Submit a video assignment with EchoVideo (Original) - eLearning - University of Queensland
Begin your video by clearly introducing yourself and the focus of your video: "Hello, my name is XXX and in this video, I am going to discuss ABC".
The submission link is in the relevant assessment folder.
ADDITIONAL GUIDANCE:
· You do not need to reference academic or professional literature in your video, but you should make clear that you have knowledge of these materials, and you can informally reference a source by giving basic details for it (author and title).
· Prepare a script or (at least) clear notes before you deliver your presentation to camera. It is common for people to believe that they can simply ‘talk’ without preparation, but this rarely works.
· Do not aim for perfection. It can be tempting to re-record to eliminate errors, but it is natural that your video recording has some minor errors in it (you do not need to produce a newsreader or studio quality video).
· Observe the video length limit.
· See the criteria sheet for further information.
Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Carefully review these instructions to prepare your video: Submit a video assignment with EchoVideo (Original) - eLearning - University of Queensland
Begin your video by clearly introducing yourself and the focus of your video: "Hello, my name is XXX and in this video, I am going to discuss ABC".
After recording you will be emailed a link to your recording. To submit your video presentation, paste the ‘share with others’ link into a Word document and upload via the submission link. The submission link is in the relevant assessment folder.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Unless an extension is granted, penalties for late submission apply. Students are penalised 10% of the maximum possible mark allocated for the assessment item for every calendar day that an assessment item is late.
Marks will be deducted each day for up to 7 calendar days, at which point the submitted item will not receive any marks unless an extension has been approved. Each 24-hour block is triggered from the time the submission is due.
Conflict Analysis Presentation and Discussion: Oral examination
- Hurdle
- In-person
- Mode
- Oral
- Category
- Presentation
- Weight
- 30%
- Due date
28/04/2025 - 1/05/2025
- Learning outcomes
- L01, L02, L03
Task description
Background: Early in the semester and as part of the video assessment, you will work on selecting or developing a scenario for use in both your conflict analysis and conflict resolution design assessment items.
Task: Imagine that you are a specialist in a conflict resolution team, and that your task is to present an initial conflict analysis to your team to inform your organisation's engagement with your chosen conflict case. For this assessment, the course coordinator will represent your team.
You will be allocated an approximate time between 1 and 5pm to meet with the coordinator for a presentation and conversation about your analysis. You should bring a paper copy of your proposed conflict scenario and prepare to provide an overview of your conflict analysis for 4-5 minutes (an alarm will sound at 4.30). After you present, you will be asked follow-up questions that will be intended to allow you to a) amplify/clarify your answer to demonstrate your knowledge and capacities and b) assist you to prepared for the follow-on Conflict Resolution Design assessment item. You should limit your answers to a maximum of approximately 2 minutes.
Please note: None of the questions will be intended to trick or intimidate, and your grade can only improve through the conversation (i.e. your presentation will set a ‘floor’ and the final grade will then be higher or the same, not lower).
Your overview of your conflict analysis should include (but need not be limited to): key context/s; key players/parties; issues and key causes (structural, proximate, triggering), and key dynamics/patterns. You may refer to slides, handouts or similar materials if you wish, but these are not required.
This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.’ I’ve made that change in this version.
Please Note: You must receive a pass in the Conflict Analysis Presentation and Discussion assessment to pass this course. Students who do not receive a pass for Conflict Analysis Presentation and Discussion can only receive an overall grade of 3 or less for the course. Students who receive an overall score of 3 in the Course are eligible to apply for a supplementary assessment (my.uq Supplementary Assessment)
The conversation will be recorded. This assessment item will be marked as an oral examination. You will receive feedback that highlights your score in relation to the criteria sheet.
Hurdle requirements
You must receive a pass in the Conflict Analysis Presentation and Discussion assessment to pass this course. Students who do not receive a pass for Conflict Analysis Presentation and Discussion can only receive an overall grade of 3 or less for the course. Students who receive an overall score of 3 in the Course are eligible to apply for a supplementary assessment (my.uq Supplementary Assessment)Submission guidelines
Deferral or extension
You may be able to apply for an extension.
Draft Conflict Resolution Design (2500 words)
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30%
- Due date
21/05/2025 1:00 pm
- Learning outcomes
- L01, L02, L03
Task description
Background: This assessment task builds upon the Conflict Analysis Presentation and Discussion. You may assume that your team was part of the presentation and discussion. That is, you can use the Conflict Analysis Presentation and Discussion as assumed background for this assessment item.
Task: Prepare a draft proposal for an engagement or intervention strategy in relation to your chosen conflict case. Develop a 2500 word draft proposal to share with your team. Imagine that you are preparing advice for a relevant (local, regional, national, or international) agency, organisation, individual or entity. This may be for your team's organisation or for others. Your proposal should build upon your Conflict Analysis Presentation and Discussion.
Your proposal will focus on either recommendations for key actors, or a recommended conflict resolution process. In either case, your proposal should include (but need not be limited to): a short summary of the case including key players/parties and issues/dynamics; a statement of your overall approach or process with a rationale or theory of change; steps or a plan (what should happen when); discussion of anticipated changes in dynamics and possible limitations or challenges. However, the weight given to these components can depend on what is most necessary and compelling for your case (it may be, for instance, that detailed steps are not part of your design).
Include a title page that reproduces your Conflict Scenario in full (this will not be included in the word count) and includes your name and student number as well as the title of the assessment item.
Please submit your Report through Turnitin via the link in the relevent assessment folder.
NB: Academic integrity and plagiarism are crucial matters (see section 6.1). You may use the Turnitin submission process to test your work for plagiarism if you wish.
Assessment tasks are intended to evaluate a student’s abilities, skills, and knowledge. Unless explicitly stated otherwise in the assessment instructions, assessments are to be completed without the aid of Artificial Intelligence (AI) and Machine Translation (MT). Failure to comply with this direction may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Assignments for this course will be submitted electronically via Blackboard and using Turnitin.
In uploading an assignment via Turnitin you are certifying that it is your original work, that it has not been copied in whole or part from another person or source except where this is properly acknowledged, and that it has not in whole or part been previously submitted for assessment in any other course at this or any other university.
When you successfully submit your assessment to Turnitin after previewing the uploaded document (to make sure that you have chosen the correct file), you should see the “Submission Complete!” message. After this, a downloadable Digital Receipt will display on your Assignment Dashboard. It is your responsibility to download the Digital Receipt as proof of submission. Turnitin will not send this receipt to you automatically.
If you don’t see the downloadable receipt on your assignment dashboard, you should regard your submission as unsuccessful.
If the submission was not successful:
- Note the error message (preferably take a screenshot).
- Go to your assignment page and see if it is possible to submit again.
- If you cannot submit again, then email your course coordinator immediately.
Deferral or extension
You may be able to apply for an extension.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Unless an extension is granted, penalties for late submission apply. Students are penalised 10% of the maximum possible mark allocated for the assessment item for every calendar day that an assessment item is late.
Marks will be deducted each day for up to 7 calendar days, at which point the submitted item will not receive any marks unless an extension has been approved. Each 24-hour block is triggered from the time the submission is due.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: The student does notﾠaddress the question, shows no evidence of reading and minimal comprehension of the issues at hand. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: The studentﾠaddresses the question poorly and showsﾠvery little evidence of reading. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: The student makes an effort to establish a single major argument for the essay andﾠemploys some research which is correlated with the argument. Makes a visible effort to achieve adequate grammar, spelling and punctuation. Evidence of attempting to achieve a recognisable narrative flowﾠappears throughout the assignment. The studentﾠaddresses the question and shows evidence of required research and a basic grasp of the issues at hand. However,ﾠfalls short of satisfying all basic requirements for a Pass. |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: The student makes a reasonable effort to provide evidence to support a visible argument andﾠemploys an adequate research base to support the argument. Achieves a reasonable, if not completely coherent standard of grammar, spelling, and punctuation. A recognisable narrative flow is sustained throughout the essay. The studentﾠanswers the question and shows evidence of adequate research and a degree of understanding of the issues at hand. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: The studentﾠprovides suitable evidence to support an argument and employs a comprehensive research base that directly relates to the topic, though it may not completely support the argument. Achieves decent levels of competence in grammar, spelling, punctuation and narrative flow. The studentﾠanswers the question in a direct, well supported fashion and shows evidence of some wide reading and a reasonable understanding of the issues at hand. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: The studentﾠdemonstrates a very good grasp of the chosen topic and provides a considerable amount of evidence to support a clearly stated argument. The studentﾠemploys a reasonably extensive and well-organised research base to structure evidence in support of the argument and achieves a high level of competence in grammar, spelling, punctuation and narrative flow. The studentﾠanswers the question in a direct, reasonably sophisticated fashion, employs wide research and shows a sound understanding of the issues at hand. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: The studentﾠdemonstrates a highly sophisticated grasp of the topic andﾠsucceeds in addressing the question by providing a high level of evidence to support a clearly stated argument. The studentﾠemploys an extensive and well organised research base to structure evidence in support of the argument andﾠachieves impeccable levels of grammar, spelling, punctuation and narrative flow. The studentﾠanswers the question in a direct and elegant fashion, employs significant research and shows a deep understanding of the issues at hand. |
Additional course grading information
Grades will be awarded on the following basis:
1.ﾠFailﾠ 1 - 19%
2. Failﾠ 20 - 44%
3. Failﾠ 45 – 49%
4. Passﾠ 50 - 64 %
5. Creditﾠ 65 - 74 %
6. Distinctionﾠ 75 - 84 %
7. High Distinctionﾠ 85 - 100 %
For each assessment item, refer to its criteria sheet for further information.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Word Count and Word Limit Penalty
Unless otherwise indicated, in the case of written submissions with a specified word count, you are given a +10% leeway on the upper word limit. If your written submission is over this leeway limit, it will attract a 10 percentage point penalty. For example, if your essay is 1,500 words, you may write up to 1,650 before attracting a word count penalty. If your essay exceeds the upper word limit, it will attract a 10% word count penalty. Therefore, if your essay is worth 40 marks, you will lose 4 marks from your allotted grade. Unless specified, penalties only apply to exceeding the word length, not for failure to write a sufficient amount.
Students should note:
• The Author-date in-text referencing system will count toward the word length;
• References in the Footnote referencing system will not count toward the word length. If you are using footnotes, any content included in footnotes beyond the specific text reference will count towards the word length.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Essay Guide
The School of Political Science and International Studies Essay Guide can be downloaded from the School’s Student Support webpage.
The Guide sets out guidelines you should follow in preparing written assignments.
Essay Writing Assistance
The School of Political Science and International Studies schedules regular “drop-in” sessions designed to provide one-on-one advice and assistance in essay planning and writing.
There is no need to make an appointment and you are encouraged to bring your essay with you.
The day and time of these sessions will be finalized at the beginning of each semester and published on the Student Support webpage.
Student Services
Student services offer a variety of short courses during the semester which will help you improve your study, research and writing skills and thus your academic performance in this course.
Library Resources
UQ Library offers training in software, assignment writing, research skills, and publishing and research management.
The University’s library holdings for Political Science and International Studies are primarily located in the Central Library.
There is a help desk in the Library. Students are also welcome to contact the BEL/HASS Librarians for assistance.
Email: librarians@library.uq.edu.au
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
No student involvement (Breaks, information) |
Preparation: No workshop this week - class begins in Week 2 |
Week 2 (03 Mar - 09 Mar) |
Workshop |
1: Course Introduction Introductions, course aims, structure, and learning style. Introduction to conflict and conflict resolution, third party skills, 'contexts and issues'. Required Reading: 1. Learning Guide: Chapter/Topic 1 2. Ramsbotham O, Woodhouse T, Miall H, et al. (2024) Contemporary conflict resolution: the prevention, management and transformation of deadly conflicts Cambridge, UK; Malden, MA: Polity Press, pp. 17-48. Learning outcomes: L01 |
Week 3 (10 Mar - 16 Mar) |
Workshop |
2: Conflict Resolution Field & Approach Introduction to the conflict resolution (CR) field and core principles in CR approach. PIN model as an example of CR approach. Introduction to choosing your conflict case. Critical analysis and reflection on the cultural foundations of the dominant CR field. TBA: Guest Lecture/Video on culture and conflict resolution. Required Reading: 1. Learning Guide Chapters/Topic 2 2. Avruch, Kevin. 2019. "Culture and Conflict Resolution." In The Palgrave Encyclopedia of Peace and Conflict Studies, 1-6. Cham: Springer International Publishing. 3. Brigg, Morgan, and Polly O. Walker. 2016. "Indigeneity and Peace." In The Palgrave Handbook of Disciplinary and Regional Approaches to Peace, edited by Oliver Richmond, Sandra Pogodda and Jasmin Ramovic, 259-271. Palgrave Macmillan. Learning outcomes: L01 |
Week 4 (17 Mar - 23 Mar) |
No student involvement (Breaks, information) |
No workshop this week NO WORKSHOP THIS WEEK |
Week 5 (24 Mar - 30 Mar) |
Workshop |
3: Contexts and Issues in Conflict Resolution Critical engagement with selected and contemporary contexts and issues for analysing conflict and designing conflict interventions. Seminar segment on the place of coercion as context for mediation involving cases of atrocity. Required Reading: 1. Learning Guide Topic/Chapter 3 2. Ellerby, Kara (2016), 'A seat at the table is not enough: understanding womenﾒs substantive representation in peace processes', Peacebuilding, 4 (2), 136-50. 3. Fisher, R. J. (2010). ﾓChallenges of power asymmetry and justice for problem-solving workshopsﾔ Dynamics of Asymmetric Conflict 3(3): 145 ﾖ 161. Learning outcomes: L01, L02 |
Week 6 (31 Mar - 06 Apr) |
Workshop |
4: Conflict Analysis Conflict analysis rationale, tools, techniques and practices; from simple mapping to grappling with dynamism and complexity. Required Reading: 1. Learning Guide Topic 4 2. APFO, et al. (2004), 'Chapter 2: Conflict Analysis in Conflict-sensitive approaches to development, humanitarian assistance and peacebuilding: A resource pack. https://www.international-alert.org/publications/conflict-sensitive-approaches-development-humanitarian-assistance-and-peacebuilding [Chapter 2, pages 1-12] 3. Coleman, Peter T., Robin R. Vallacher, Andrzej Nowak, and Lan Bui-Wrzosinska. 2007. "Intractable Conflict as an Attractor:A Dynamical Systems Approach to Conflict Escalation and Intractability." American Behavioral Scientist 50 (11): 1454-1475. https://doi.org/10.1177/0002764207302463. https://journals.sagepub.com/doi/abs/10.1177/0002764207302463. Optional: Grigat, Sonja (2014), 'Educating into liberal peace: the International Crisis Groups contribution to an emerging global governmentality', Third World Quarterly, 35 (4), 56380. Learning outcomes: L01, L02, L03 |
Week 7 (07 Apr - 13 Apr) |
Workshop |
5: Negotiation and Conflict Resolution Skills Negotiation as a key conflict resolution process; distributive and integrative approaches to negotiation; analytical framework of influences and processes in negotiation. Core conflict resolution skills (listening, distilling and summarising, constructing agendas, and reframing). Required Reading Learning Guide: Chapters/Topics 5 and 6 Docherty, Jayne Seminare (2004), 'Narratives, Metaphors, and Negotiation', Marquette Law Review, 87 (4), 847-51. Learning outcomes: L01, L02 |
Week 8 (14 Apr - 20 Apr) |
No student involvement (Breaks, information) |
No workshop this week No workshop this week. |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
No workshop this week - MID-SEMESTER BREAK NO WORKSHOP THIS WEEK |
Week 9 (28 Apr - 04 May) |
Workshop |
6: Conflict Resolution Processes Overview and critical discussion of third-party processes and approaches to advising and influencing in conflict situations. TBA: Presentation/seminar segment on the place of screens, robots, and ICTs in conflict resolution. Required Reading (please note that alternative/additional reading may be provided in the semester) 1. Learning Guide: Topic/Chapter 7 2. United Nations (2012). United Nations Guidance for Effective Mediation, United Nations, Mediation Support Unit. Download it here: http://peacemaker.un.org/guidance-effective-mediation Optional: Druckman, Daniel, Lin Adrian, Malene Flensborg Damholdt, Michael Filzmoser, Sabine T. Koszegi, Johanna Seibt, and Christina Vestergaard. "Who Is Best at Mediating a Social Conflict? Comparing Robots, Screens and Humans." Group Decision and Negotiation (2020). ttps://doi.org/https://doi.org/10.1007/s10726-020-09716-9. Edited by Simon Mason, (2012). Translating Mediation Guidance into Practice: Commentary on the UN Guidance for Effective Mediation by the Mediation Support Network. New York and Accra 2012 Mediation Support Network (MSN) https://peacemaker.un.org/sites/peacemaker.un.org/files/TranslatingMediationGuidanceIntoPractice_MSN_2012.pdf Learning outcomes: L01, L02, L03 |
Week 10 (05 May - 11 May) |
Workshop |
7: Managing Conflict for Resolution Broad intervention options; principles and rationale for engaging; theory of change; intervener readiness; timing and 'ripeness'; exit, sustainability; and monitoring and evaluation; managing contexts and issues in intervention. Required Reading: 1. Learning Guide: Topic/Chapter 8 2. Abdi, Dekha Ibrahim, and Simon J. A. Mason (2019). Mediation and Governance in Fragile Contexts, Boulder and London: Kumarian. [Chap 3, pp 21-44] Optional: Wolff, Stefan (2013), 'AU-Handbook-Volume-I-Process-related-questions', in NA (ed.), Managing Peace Processes: Process Related Questions (Volume 1) (African Union (AU) & Centre for Humanitarian Dialogue (HD Centre)), 35-55. Download it here: https://www.hdcentre.org/wp-content/uploads/2016/07/AU-Handbook-Volume-I-Process-related-questions-July-2013.pdf Learning outcomes: L01, L02, L03 |
Week 11 (12 May - 18 May) |
Workshop |
8: Review and Close Professional reflection (mutual engagement) including to review and consolidate key course learning about principles, processes, skills, analysis and intervention, contexts and issues. Required Reading/Tasks: TBA Learning outcomes: L01, L02, L03 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.