Pédagogie de la Négociation Commerciale : Etude des représentations chez les étudiants et propositions pour une rénovation pédagogique

Abstract : Teaching business negotiation is a relatively recent activity. Research about this activity study the methods used, the contents transmitted, student activities, the role of the teacher ; research about students knowledge as one of the variables of the process are scarce. The work presented in this thesis studies the representations of negotiation among students. Its goal is to identify implicit knowledge and previous representations, in order to make proposals for some improvement in a negotiation module : what do students know when they know nothing ? Public studied are freshmen and last year students from a business school, and adults with a professional experience. The method used for the study is the written story-telling, and the content of the stories is analyzed using the Alceste software (qualitative analysis). Between 2008 and 2011, 301 stories from freshmen, 31 stories of third-year students and 52 stories of adults were collected and analyzed with Alceste. The Alceste analysis reveals seven different classes of representations for the students and three classes for adults. We have grouped these collective representations into three conceptual sets in for the students, and three different sets for the adults. Analysis of stories and corresponding representations between the first year and third year shows an increase in reflexivity of students, more than improvement of their performance in negotiation. Following this analysis, we propose several course scenarios (in business negotiations) ; we organize the knowledge units to be transmitted and the methods to do so, by using previous representations of students and adults. When previous knowledge is partially present, self-learning or a simple recall can be used. When previous knowledge is missing or incomplete, a more complex approach, made of formal contributions, practical exercises, individual or group work allowing learning outside the classroom must be used. In all cases, strong emphasis is put on the student's reflexivity about his own thinking and practices. This work also leads to some reflections about a complete curriculum of business education in a business school : several courses (sales, negotiation, etc.) delivered by several teachers, can then be organized together in order to build coherence in teaching business.
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Guy Deloffre. Pédagogie de la Négociation Commerciale : Etude des représentations chez les étudiants et propositions pour une rénovation pédagogique. Education. Université de Lorraine, 2013. Français. ⟨NNT : 2013LORR0048⟩. ⟨tel-01749682⟩

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