The Impact of Student GPAS and a Pass/Fail Option on Clinical Negotiation Course Performance
Charles B. Craver
George Washington University - Law School
Ohio State Journal on Dispute Resolution, Vol. 15, p. 373, 2000
GWU Legal Studies Research Paper No. 272
GWU Law School Public Law Research Paper No. 272
This article explores the possible correlation between student GPAs when they graduate and the impact of a pass/fail option on Negotiation course results. The course requires students to engage in a series of negotiation exercises, with the comparative results having a direct impact on final course grades. I wanted to determine whether better students, reflected in GPAs, would achieve better negotiating results based upon the thought that better students are more intelligent, more articulate, and moreindustrious. I examined data from fifteen classes and found no statistically significant correlation between student GPAs and negotiation results. I believe that these findings are based upon the fact that GPAs reflect abstract reasoning skills, while negotiation performance reflects interpersonal skills. I also wanted to determine whether students who took the course on a pass/fail basis obtained results that were different from those attained by students taking the course for a regular grade. I had suspected that the pass/fail students would be unwilling to take the extra time necessary to achieve optimal results, and the empirical findings supported this suspicion. The pass/fail students did significantly less well on the exercises than did the graded students.
Number of Pages in PDF File: 25
Keywords: Negotiation Performance, Grade Point Averages, GPAs, Pass/Fail Option, Factors Influencing Negotiation Performance
JEL Classification: K40Accepted Paper Series
Date posted: May 7, 2007
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