Negotiation and Sales Management G (11332.3)
| Available teaching periods | Delivery mode | Location |
|---|---|---|
| View teaching periods | On-campus |
Bruce, Canberra |
| EFTSL | Credit points | Faculty |
| 0.125 | 3 | Faculty Of Business, Government & Law |
| Discipline | Study level | HECS Bands |
| Canberra Business School | Graduate Level | Band 4 2021 (Commenced After 1 Jan 2021) Band 4 2021 (Commenced After 1 Jan Social Work_Exclude 0905) Band 5 2021 (Commenced Before 1 Jan 2021) |
This unit may be co-taught with 11177 Negotiation and Sales Management.
Learning outcomes
After successful completion of this unit, students will be able to:1. Critically analyse and evaluate the theoretical and conceptual frameworks and key tools for negotiations and negotiators in different cultural settings;
2. Compare and evaluate effective negotiations and sales strategies, identifying relevant ethical issues, in a variety of business settings;
3. Develop high level persuasive oral and written communication skills appropriate to a variety of sales and negotiation settings; and
4. Critically review approaches to sales force management including the use of digital platforms.
Graduate attributes
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - evaluate and adopt new technology
Prerequisites
None.Corequisites
None.Incompatible units
11177 Negotiation and Sales ManagementEquivalent units
None.Assumed knowledge
None.| Year | Location | Teaching period | Teaching start date | Delivery mode | Unit convener |
|---|---|---|---|---|---|
| 2025 | Bruce, Canberra | Semester 2 | 28 July 2025 | On-campus | Prof Lorne Cummings |
Required texts
Prescribed Text:
Tanner, J., Honeycutt, E., and Erffmeyer, R. (2013). Sales Management: Shaping Future Sales Leaders (International Edition). Pearson.
Recommended texts/readings
Lewicki, R., Barry, B. and Saunders, D. (2020). Negotiation. (8th Edition). McGraw Hill Education. New York.
Jobber, David., Lancaster, Geoffrey., Meunier-FitzHugh, Keeneth (2019). Selling and Sales Management (Eleventh Edition). Pearson, UK
Some useful journals include:
| Journal of Marketing Theory and Practice Industrial Marketing Management Journal of Business Research Journal of Marketing Research Asia Pacific Journal of Marketing and Logistics |
Journal of International Business Studies Journal of Marketing Journal of Personal Selling & Sales Management Journal of International Management Journal of Business & Industrial Marketing |
Reading materials/articles:
Alavoinea, C & Estieub, C. (2015). You can't always get what you want: Strategic issues in Negotiation. Procedia- Social and Behavioral Sciences 207, 335-343.
Bobot, L. (2010). Teaching Sales and Negotiation with Combining Computer-Based Simulation and Case Discussions, Marketing Education Review, 20:2, 115-122.
Chaisrakeo, S. & Speece, M. (2004). Culture, intercultural communication competence, and sales negotiation: a qualitative research approach. Journal of Business & Industrial Marketing, 19 (4), 267-282.
Dinkevycha, E., Wilkena, R., Aykaca, T., Jacoba, F & Primeb, N. (2017). Can outnumbered Negotiators succeed? The case of intercultural business negotiations. International Business Review, 26, 592-603.
Geiger, I. (2017). A model of negotiation issue–based tactics in business-to-business sales negotiations. Industrial Marketing Management, 64, 91-106.
Koseskaa, E., Batkoskaa, L. & Arnaudova, K. (2012). Negotiation Skills- A Factor for Insurance Development in Conditions of a Changeable Surrounding. Procedia - Social and Behavioral Sciences 44 (2012) 193-199.
Kujala, J., Murtoaro, J. & Artto, K. (2007). Negotiation Approach to Project Sales and Implementation. Project Management Journal, Vol. 38, No. 4, 33-44.
Lionel Bobot (2010). Teaching Sales and Negotiation with Combining Computer-Based Simulation and Case Discussions, Marketing Education Review, 20:2, 115-122.
Medeiros, D., Urtiga, M. & Morais, D. (2017). Integrative negotiation model to support water resources management. Journal of Cleaner Production, 150, 148-163.
Miller, O. (2014). The negotiation style: a comparative study between the stated and in practice negotiation style. Procedia - Social and Behavioral Sciences 124 (2014) 200-209.
Mintu-Wimsatt, A. & Gassenheimer, J. (2002). The Impact of Demographic Variables on Negotiators' Problem-Solving Approach: A Two Country Study, Journal of Marketing Theory and Practice, 10:1, 23-35.
Mintu-Wimsatt, A & Gassenheimer, J. (2000). The Moderating Effects of Cultural Context in Buyer- Seller Negotiation, Journal of Personal Selling & Sales Management, 20:1, 1-9.
Submission of assessment items
Special assessment requirements
Students who get 50% or more will pass the unit.
Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.
Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.
UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).
UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.
Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.
Participation requirements
It is highly recommended that students attend all classes and actively participate in the discussion.
Required IT skills
Students are expected to have sufficient word processing skills to enable them to submit work for assessment in accordance with the specified requirements, and to be able to access and use the Internet for research purposes, including the Library's databases. The Library provides training throughout the semester in the use of its on-line resources.
Work placement, internships or practicums
None
Additional information
Use of AI is not permitted in this unit
The University's position is that artificial intelligence services must not be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an AI service may only be used if:
a) its use is authorised by the unit convener as part of the specified task; and
b) it is used in the way allowed in the assessment instructions and/or unit outline; and
c) its use is appropriately referenced, meaning that the students must reference the use of AI in their assessment in the same way as they reference other source material.
The use of AI has not been specified in the assessment instructions for the unit or in the unit outline and thus, AI is not a permissible resource
