Do multiparty elections improve human development in autocracies?

Improvements in human development under democratic institutions are often attributed to electoral contestation. We evaluate the effect of multiparty contestation on infant mortality in the authoritarian context. Contrary to what extant scholarship argues, we find no evidence that multiparty elections in authoritarian regimes reduce infant mortality. Specifically, we show that electoral autocracies do not produce better infant mortality outcomes compared to closed autocracies holding no multiparty elections. We also demonstrate a non-monotonic effect of electoral competition on infant mortality: Infant mortality increases in levels of electoral contestation common in electoral authoritarian regimes and decreases only at levels of contestation that are nearly exclusive to democracies. Finally, we show that increases in infant mortality in electoral authoritarian regimes operate partially through increased political violence and reduced state capacity.     

When and where do elections matter? A global test of the democratization by elections hypothesis, 1900–2010

Successive multiparty elections in sub-Saharan Africa are associated with incremental democratization. Yet tests in other regions are less than encouraging. Non-significant findings on Latin America and post-communist Eurasia, as well as conceptual criticism regarding the theory’s application in the contemporary Middle East, suggest that this may be a case of African exceptionalism. This article moves these debates forward by posing a comprehensive, global set of tests on the democratizing effect of elections. We seek to establish the scope conditions of the argument geographically, temporally, and substantively. Although we find a correlation between reiterated multiparty elections and improvements in the liberal-democratic components of electoral regimes globally since 1900, the relationship is only substantial in the period since the onset of the third wave of democracy. Experiences with iterated multiparty elections have substantive importance for democratization in sub-Saharan Africa, the post-communist region, Latin America and the Caribbean, and Asia. For the Middle East and North Africa, the relationship is weaker and less robust. Finally, the results suggest that reiterated sequences of multiparty elections are associated with improvements to liberal and deliberative components of democracy more so than egalitarian components.     

Cognitive Maelstroms,Nested Negotiation Networks,and Cascading Decision Effects: Modeling and Teaching Negotiation Complexity with Systemic Multiconstituency Exercises

Negotiation practitioners today struggle to manage complex political, economic, and cultural disputes that often involve an array of intertwined issues, parties, process choices, and consequences – both intended and unintended. To prepare next‐generation negotiators for these multifaceted challenges, negotiation instructors must keep pace with the rapidly evolving complexity of today's world. In this article, we introduce systemic multiconstituency exercises (SMCEs), a new educational tool for capturing this emerging reality and helping to close the experiential learning gap between the simulated and the non‐simulated environment. We discuss our pedagogical rationale for developing The Transition, a seventy‐two‐party SMCE inspired by the complex conflicts in Afghanistan and Central Asia and then describe our experiences conducting multiple iterations of this simulation at Harvard University. We argue that SMCEs, in which stakeholders are embedded in clusters of overlapping networks, differ from conventional multiparty exercises because of their immersive character, emergent properties, and dynamic architecture. This design allows for the creation of crucial negotiation complexity challenges within a simulated exercise context, most importantly what we call “cognitive maelstroms,” nested negotiation networks, and cascading decision effects. Because of these features, SMCEs are uniquely suited for training participants in the art of network thinking in complex negotiations. Properly designed and executed, systemic multiconstituency exercises are next‐generation teaching, training, and research platforms that carefully integrate negotiation, leadership, and decision‐making challenges.     

Institutional stepping stones for democracy: how and why multipartyism enhances democratic change

Scholars of electoral authoritarianism and comparative institutions have emphasized how authoritarian regimes implement multiparty elections to stabilize authoritarian rule and diffuse political opposition. Consequently, the literature has advised against the notion that multiparty elections constitute a general lever for democratization. This article presents evidence in support of a more positive understanding of multipartyism and democracy. We argue that multiparty elections create an institutional space for oppositional parties, instrumentally motivated to promote further positive democratic change. We hypothesize that multiparty regimes are (1) generally more likely to experience positive democratic change, and (2) more importantly, more likely to do so when faced by internal or external regime threats. We test these hypotheses using cross-section time-series data on 166 countries in the period 1973–2010. Our results show a general positive effect of multipartyism for democratic change, and that multiparty regimes are more likely to improve their levels of democracy when faced with demonstrations and economic crisis.     

Negotiating a New Social Contract for Work: An Online,Distributed Approach

A massive open online course (MOOC) entitled “Shaping the Future of Work” (offered through MITx, the Massachusetts Institute of Technology's online learning division) has been the context for a multiparty simulation designed to produce classroom negotiation results that will have social impacts. After running the course in the MOOC context three times and in face‐to‐face settings eight times, we noticed that key themes emerged. Participants have brought their own workforce perspectives to their simulation roles as employers, worker representatives, elected officials, and educators. They have called for reciprocal agreements centered on fair treatment and representation in the workplace, improved organizational performance, investments in skills and capabilities, aligned rewards and benefits for workers, and work–life balance in communities. We continue to use the simulation in the classroom and are exploring ways to expand its use. In the meantime, in this article, we discuss how the insights gleaned from this simulation could be used to crystallize and advance a new social contract at a time when the public policies, institutions, and organizational practices governing employment relations have not kept up with the dramatic changes taking place in the workforce, nature of work, and overall economy.     

A New Use for Practitioners in Teaching Negotiation

This article examines the role that practitioners as guest lecturers have traditionally played in the teaching of negotiation. The authors argue that, as seen from the perspective of student learning, this traditional role has not utilized the practitioner's expertise and experience to an optimal degree. Because of this, they have redesigned the role of the practitioner as guest lecturer in their negotiation course. They describe this new role in some detail. Their goal is to encourage students to understand how and why integrative negotiation techniques can work beyond the classroom in what students call the "real world."     

The Contingency of Voter Learning: How Election Debates Influenced Voters’ Ability and Accuracy to Position Parties in the 2010 Dutch Election Campaign

Election campaigns are expected to inform voters about parties’ issue positions, thereby increasing voters’ ability to influence future policy and thus enhancing the practice of democratic government. We argue that campaign learning is not only contingent on voters’ characteristics and different sources of information, but also on how parties communicate their issue positions in election debates. We combine a two-wave panel survey with content analysis data of three televised election debates. In cross-classified multilevel auto-regression models we examine the influence of these debates in the 2010 Dutch parliamentary election campaign on voters’ knowledge of the positions of eight parties on three issues. The Dutch multiparty system allows us to separate voters’ ability to position parties from their accuracy in ordering these parties. We reach three main conclusions. First, this study shows that voters become more able and accurate during the campaign. However, these campaign learning effects erode after the elections. Second, whereas voters’ attention to campaigns consistently contributes to their ability to position parties, its effect on accuracy is somewhat less consistent. Third, televised election debates contribute to what voters learn. Parties that advocate their issue positions in the debates stimulate debate viewers’ ability to position these parties on these issues. In the face of the complexity of campaigns and debates in multiparty systems, campaigns are more likely to boost voters’ subjective ability to position parties than their accuracy.     

Historical legacies,clientelism and the capacity to fight: exploring pathways to regime tenure in Tanzania

While regimes in countries like Cameroon, Guinea, Togo and Tanzania have survived the transition from single to multiparty rule, this article suggests two unique characteristics for the case of regime tenure in Tanzania. First, while transitions in other cases were characterized by widespread protests and/or popular opposition movements, opposition in Tanzania's transition environment was minuscule by comparison. Secondly, while repression is still widespread in Tanzania, overt repression appears to be less prevalent in Tanzania when compared to most other strong tenure cases. This study first explores the comparative role of overt repression as a viable explanation for the strong tenure of the Chama Cha Mapinduzi (CCM). Upon closer examination, however, the article argues that accounting for the structures and processes that shape the capacities of political actors to engage in political battles might provide for a more complete appreciation of the CCM's ability to remain the country's dominant political actor, despite the multiparty transition.     

Municipal Leadership of Climate Adaptation Negotiations: Effective Tools and Strategies in Houston and Fort Lauderdale

Negotiation analysis of climate change–related issues has largely focused on public dispute resolution mechanisms that are typically applied in the face of specific environmental crises, or on multiparty diplomacy relating to international climate agreements. Mayors and other municipal leaders, however, are increasingly taking steps to negotiate urban planning efforts with stakeholders to implement policies for managing the intensifying impact of climate change. In this article, we analyze negotiations in Houston, Texas, and Fort Lauderdale, Florida, to identify which methods municipal leaders employed to conduct negotiations to implement climate adaptation policies and also consider whether those methods were effective. The two cities present two differing city management structures: Houston has a strong mayor‐driven system, while Fort Lauderdale uses a city commission and city manager system. In this article, we examine the barriers that leaders must overcome and consider their options for negotiating lasting agreements.     

Deception and Mutual Gains Bargaining: Are They Mutually Exclusive?

Conclusion We have made great strides in recent years teaching more people — in classrooms, corporate training sessions, and actual negotiations — about negotiations, including how to be more ethical and how to ensure that integrative joint gains are not left on the table. The fact that we even need to write an article like this is an indication of the advances that have been made.Yet exactly because of these advances, more care needs to be taken to ensure that the subtle distinction between what is ethical and what is integrative is maintained. Being ethical in negotiations is more complicated than producing greater joint utility, and the techniques that are helpful for producing greater joint utility should not be made more complicated by the addition of ethical concerns. Each issue — ethics and mutual gains bargaining — can stand on its own, and benefits by being considered on its own. By maintaining this distinction, we believe each will have greater clarity and greater impact, and our teaching and training will be both better received and more valuable to those we teach.     

Drug Trafficking, the International System, and Decision-Making Constraints: A Policy-Making Simulation

The classroom simulation laid out in this article can help international relations educators to identify compelling linkages between the abstract global theories and concepts typically analyzed in an introductory international relations or international political economy course and what most students have experienced as a 'local,' even deeply personal issue—illicit drugs. By role-playing an international drug cartel intent upon advancing the global production, trafficking, and consumption of illicit drugs, students will see the world as it increasingly appears to non-state actors—as effectively borderless. By assuming the role of consultants to the U.S. drug czar, students experience for themselves the often vexing decisional constraints that hamper the ability of governments to respond effectively to transsovereign challenges. By offering a primer on constructing and running this simulation, the article contributes to a growing literature within the discipline that advocates and supports moving away from traditional lecture methods of teaching toward approaches that advance discussion-based, interactive, and participatory learning.     

The ABCs of Case Teaching

This article builds on the work of scholars who have introduced case teaching to their classes, as well as on the work of scholars who have researched the effectiveness of various teaching methods. It uses lessons learned from collective experience and study to make case teaching accessible to faculty and students. Its purpose is to de-mystify the aura surrounding what case teaching is and who can do it. It does so by providing anecdotal and empirical evidence of case teaching effectiveness, and practical suggestions to the uninitiated for how to get started.     

Assessment Procedures for Skills‐Based MBA Courses Adapted from the U.S. Army Reserve Officer Training Corps Leadership Development Program

Measuring student progress toward the achievement of learning outcomes in negotiation skills courses is a difficult task. Measuring the effectiveness of the delivery of course instruction can be equally challenging. This article proposes some answers to these questions: How can student performance in skills such as negotiation, leadership, and teamwork (sometimes referred to as “soft skills”) be effectively measured and accurately evaluated? What standards can be used to determine whether student performance is superior, adequate, or inferior? How can teaching effectiveness be evaluated to determine whether students are receiving the instruction necessary to achieve the course learning objectives? This article describes how the authors collaborated on an adaptation of the assessment processes used in the U.S. Army Reserve Officer Training Corps (ROTC) cadet Leadership Development Program for use in an MBA course on negotiation skills. We report on a pilot effort that has demonstrated that the ROTC‐style leadership assessment process can be successfully adapted for use in a graduate course on negotiation and that it provides useful means for evaluating both individual student performance and overall course effectiveness. While our work involved a negotiation course, we suggest that the process could be adapted for use in other skills‐oriented courses such as leadership.     

George H.W. Bush: Conservative Realist as President

This article explores George H.W. Bush's foreign policy in order to examine what it can tell us about the successes and weaknesses of conservative internationalism as a world view and as an analytic construct for scholars of international relations. First, to what extent, if any, did the Bush administration's foreign policy reflect the course and logic of conservative internationalism? Second, what can the Bush administration's foreign policy tell us about the utility of conservative internationalism as a foreign policy approach relative to alternative approaches?     

Defining Success in Negotiation and Other Dispute Resolution Training

This article describes three types of negotiation courses and asks what range of goals is usually achieved in such courses from the overlapping perspectives of organizers, teachers, and participants. It then translates Benjamin Bloom's categories of educational goals into aspirational goals for any negotiation course.     

Balancing Theory versus Fact, Stasis versus Change: A Look at Some Introductions to International Relations

Do dramatic events in international relations (IR) signal fundamental changes in political behavior? How do international relations texts address change, and what are the implications of textbook design for the way that we teach undergraduate introductions to the field? This article provides an initial inquiry into these questions by surveying a sample of five international relations texts. Rather than seek to pick the best book, the article examines the methods by which the textbook authors balance theory versus facts, as well as stasis versus change, in formulating introductory frameworks. This analysis is motivated by way of a general comparison of the sample texts with Organski's (1958) text, World Politics . Finally, the author discusses the strengths and weaknesses of different balancing strategies, and the implications of these strategies for teaching introductions to international relations.     

Culture and Negotiation: The Pedagogical Dispute Regarding Cross-Cultural Simulations

This article examines one especially challenging aspect of active-learning international studies courses—the use of cross-cultural simulations. What is the significance of culture for negotiation? What difficulties might cross-cultural negotiations pose, and how might negotiators work with cultural differences to achieve successful outcomes? Is it possible to model the effects of cultures on negotiators in a classroom role-play? What are the advantages to using cross-cultural simulations, and what difficulties do they entail? How might an instructor make best use of materials that focus on cultural issues and their effect on negotiation? When teaching students of different cultures by active-learning methods, what ought an instructor to bear in mind? What cross-cultural simulations are available, and what readings might be assigned to accompany them?     

Intuition or Counterintuition? The Science behind the Art of Negotiation

This article celebrates the achievements made by the community of negotiation researchers. Looking back on what has been accomplished, the article addresses three questions: How have we thought about negotiation? How have we studied it? And what have we discovered through conducting research? Of particular interest are counterintuitive findings about processes at the negotiating table, around the table, and away from the table. Building on these contributions, the article looks forward by asking: What are some avenues for further research? The article concludes optimistically by noting that there will be even more to celebrate at the journal's fiftieth anniversary.