What do students learn from a role-play simulation of an international negotiation?

Abstract

This article uses pre- and post-surveys to assess learning outcomes associated with a role-play simulation set within a fictionalized extension of the Convention on Biological Diversity. Quantitative and qualitative data suggest that the simulation increased student appreciation of the complexity of international negotiation, but decreased student interest and self-assessment of skill proficiency. These results underscore the learning potential of the role-play simulation: it challenges notions of student idealism, leaving students with a more realistic sense of why Multilateral Environmental Agreements are so difficult to negotiate in the real-world.

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