TABLES for Graduate Studies in Dispute Resolution:
A Delphi Study of the Field's Present and Future
by William C. Warters, Ph.D.
Wayne State University
(Note: 1 = no agreement w statement, 7=complete
agreement w statement)
| OVERALL FOCUS OF THE DISPUTE RESOLUTION ACADEMIC FIELD |
Average Score |
Central 50% of Responses |
Range of Responses |
| DR is essentially INTERDISCIPLINARY |
6.6 |
6-7 |
5-7 |
| DR in academia is essentially about the INTERRELATIONSHIP
BETWEEN PRACTICE and THEORY |
5.9 |
5-7 |
4-7 |
| DR is essentially a PROBLEM-FOCUSED area of study, where students
use their skills and knowledge to assess, intervene, and evaluate
conflicts |
5.2 |
5-6 |
2-7 |
| DR in academia is essentially about the GENERATION OF KNOWLEDGE
AND FRAMEWORKS for understanding and testing |
5 |
4-6 |
4-7 |
| DR is essentially an ART, NOT a SCIENCE |
3.1 |
2-4 |
1-4 |
| Meeting GOALS |
Average Score |
Central 50% of Responses |
Range of Responses |
| Increased Knowledge of Other Program's Practices |
6.1 |
6-7 |
3-7 |
| Articulation of Major Issues in the Field |
5.7 |
5-7 |
3-7 |
| Identification of Areas for Further Collaboration |
5.7 |
5-7 |
4-7 |
| Articulation of Core Curriculum for DR Programs |
5.3 |
4-6 |
3-7 |
| Identification of Resources in Need of Development |
4.8 |
4-6 |
1-7 |
| Statement of Basic Standards for Graduate Programs |
4.4 |
3-6 |
1-7 |
| Laying the groundwork for future meeting every year or two |
4.3 |
3-6 |
2-7 |
| Ongoing Organization of Graduate DR Programs |
4.0 |
3-5 |
2-6 |
| Time for Stepping Back and Reflecting on Practice |
3.8 |
3-5 |
1-6 |
| CORE SKILL AREAS FOR MASTERS-LEVEL STUDENTS |
Average Score |
Central 50% of Responses |
Range of Responses |
| Mediation skills and procedures |
6.4 |
6-7 |
5-7 |
| Conflict assessment |
6.3 |
6-7 |
5-7 |
| Communication skills - listening/assertion |
6.3 |
5-7 |
4-7 |
| Ethical sensitivity |
6.3 |
6-7 |
5-7 |
| Negotiation (distributive and integrative) |
6.3 |
5-7 |
5-7 |
| Creative thinking/ problem-solving/ decision-making |
6.2 |
6-7 |
4-7 |
| Critical Thinking |
6.0 |
6-7 |
3-7 |
| Communication - written (basic and scholarly papers) |
5.7 |
5-6 |
4-7 |
| Application of DR theories in particular contexts |
5.6 |
5-6 |
4-7 |
| Understanding of FULL range of DR theories |
5.6 |
5-6 |
4-7 |
| Group facilitation |
5.2 |
4-6 |
4-6 |
| Understanding the use of social science research |
5.1 |
4-6 |
1-7 |
| DR systems design principles |
5.0 |
4-6 |
2-7 |
| Self-knowledge (self-awareness) |
4.9 |
4-6 |
2-7 |
| Mastery of a specific subject area specialization |
4.9 |
4-6 |
3-7 |
| Working in teams |
4.8 |
4-6 |
2-6 |
| Research design, data gathering and analysis |
4.5 |
4-5 |
2-7 |
| Basic understanding of the legal system |
4.2 |
3-5 |
3-6 |
| Arbitration, adjudicatory skills |
3.7 |
3-5 |
1-5 |
ESSENTIAL AREAS OF KNOWLEDGE FOR STUDENTS IN
DR
(top 12 out of 28 mentioned)
| ESSENTIAL AREAS OF KNOWLEDGE |
Average Score |
Central 50% of Responses |
Range of Responses |
| Continuum of methods for addressing conflict |
6.6 |
6-7 |
5-7 |
| Ethics |
6.4 |
6-7 |
4-7 |
| Negotiation theory |
6.4 |
6-7 |
4-7 |
| Problem-solving methods |
6.3 |
6-7 |
5-7 |
| Power issues |
6.2 |
6-7 |
4-7 |
| Range of mediation models |
6.1 |
6-7 |
4-7 |
| Competition/cooperation theories |
6.0 |
5-7 |
4-7 |
| Cross-cultural: gender, age, race, class |
5.8 |
5-7 |
1-7 |
| Dispute system design |
5.6 |
5-7 |
2-7 |
| Social psychology/group dynamics |
5.5 |
4-7 |
3-7 |
| Sociology of conflict/social institutions |
5.4 |
4-7 |
3-7 |
| Communication, language, persuation, debate |
5.4 |
5-6 |
3-7 |
ESSENTIAL JOURNALS
Rate the following previously identified JOURNALS
according to their importance to the DR field
| JOURNALS |
Average Score |
Central 50% of Responses |
Range of Responses |
| Negotiation Journal |
6.4 |
6-7 |
6-7 |
| Mediation Quarterly |
6.0 |
6-6 |
5-7 |
| Journal of Conflict Resolution |
5.6 |
5-6 |
3-7 |
| International Journal of Conflict Management |
5.4 |
4-6 |
4-7 |
| Peace and Change |
5.2 |
5-6 |
4-7 |
| Journal of Social Issues |
5.1 |
4-6 |
4-7 |
| Missouri Journal of Dispute Resolution |
4.7 |
4-6 |
3-6 |
| Journal of Dispute Resolution (Ohio) |
4.6 |
4-5 |
3-6 |
| Law and Society Review |
4.5 |
4-5 |
2-7 |
| Family and Conciliation Courts Review |
3.3 |
3-4 |
1-6 |
(Note: 1 means not at all important, and 7 means
extremely important)
| PEDAGOGICAL CONCERNS For QUALITY DR GRADUATE PROGRAMS |
Average Score |
Central 50% of Responses |
Range of Responses |
| Developing CRITICAL THINKERS |
6.4 |
6-7 |
5-7 |
| IDENTIFYING AND TEACHING CORE SKILLS needed for DR |
6.2 |
6-7 |
3-7 |
| EVALUATING student SKILL ACQUISITION |
6.1 |
6-7 |
5-7 |
| EVALUATING student KNOWLEDGE ACQUISITION |
6.0 |
6-7 |
2-7 |
| Developing and mastering appropriate METHODS OF INSTRUCTION
(role-plays, case studies, participatory learning, video and
computer-assisted teaching) |
5.6 |
5-7 |
2-7 |
| FINDING A BALANCE re EMPHASIS ON THEORY AND PRACTICE |
5.6 |
5-6 |
3-7 |
| FINDING and hiring QUALIFIED FACULTY |
5.6 |
5-7 |
1-7 |
| LOCATING AND MAINTAINING ACTUAL PRACTICE OPPORTUNITIES/SITES
for students |
5.3 |
4-6 |
4-7 |
| Developing an appropriate APPROACH TO INSTRUCTION |
5.3 |
5-6 |
2-7 |
| METHODS USED TO SUPERVISE STUDENT SKILL DEVELOPMENT |
Percentage of respondents using method |
| Observation and evaluation of students doing simulated interventions
or skill demonstrations |
90% |
| Students keep self evaluation forms and/or journals |
85% |
| Student serves as co-mediator or co-facilitator with more
experienced practitioner, receives feedback from mentor |
75% |
| Peer supervision by other students |
55% |
| Videotaping and analysis of student simulated interventions |
40% |
| Feedback from real disputants re student intervention in their
dispute |
15% |
| Videotaping and analysis of student interventions in real
disputes |
5% |
| Use of observation by supervisor behind one-way mirror |
0% |
| Other (site supervisor does performance assessment, faculty
internship advisor evaluates student via papers on experience,
etc.) |
30% |
ETHICAL ISSUES FACING DR PROGRAMS
Rate the following issues as to how important a concern they are
for DR programs
| ETHICAL ISSUE |
Average Score |
Central 50% of Responses |
Range of Responses |
| ÒImperialismÓ of one model or form of practice |
5.7 |
5-6 |
4-7 |
| Overselling the value of mediation and mediation training |
5.7 |
5-7 |
4-7 |
| Masking concerns related to structural violence |
5.6 |
5-7 |
4-7 |
| Underprepared intervenors taking on ÒbigÓ cases |
5.5 |
4-7 |
4-7 |
| Neutrality of intervenors |
5.3 |
4-6 |
3-7 |
| Too much advocacy of DR without supporting evidence |
5.2 |
4-6 |
3-7 |
| Lack of willingness by existing practitioners to mentor new
entrants into the field |
5.0 |
4-6 |
3-7 |
| Too much focus on process to the exclusion of content learning |
4.9 |
4-6 |
4-7 |
| Inadequate job market for the number of students programs
will be producing |
4.7 |
4-6 |
1-7 |
| Overprofessionalization of the field |
4.4 |
4-5 |
2-6 |
| Effects of research efforts on participants |
4.0 |
3-5 |
2-7 |
| Persons of low moral character practicing DR |
3.9 |
3-5 |
1-6 |
| Method for Addressing Ethics |
Average Score |
Central 50% of Responses |
Range of Responses |
| DR programs should weave ethical issues throughout the curriculum |
6.7 |
6-7 |
6-7 |
| DR programs should have a separate course on ethics |
4.1 |
4-5 |
3-5 |
| DR ethics are best left to the various professional organizations
in the field |
2.1 |
1-3 |
1-4 |
| Colleges and Universities as Certifiers (of ADR Practitioners) |
Average Score |
Central 50% of Responses |
Range of Responses |
| Certification of DR intervenors will be a reality in most
states within the next 10 years |
5.0 |
5-6 |
2-7 |
| Colleges and University programs would have difficulty setting
a high enough practice standard due to market pressures to keep
enrollment high |
4.5 |
4-5 |
3-6 |
| Colleges and universities are appropriate sites for the certification
of local practitioners |
4.0 |
2-6 |
1-7 |
| Graduate programs should support the idea of certifying intervenors,
whether or not it is universities that provide the certification |
3.7 |
2-5 |
1-7 |
| Colleges and Universities would do a better job of certification
than governmental or professional bodies due to their relative
objectivity and neutrality |
3.7 |
2-5 |
1-7 |
| Due to the wide range of DR practice areas, certification
of competency is not feasible |
3.7 |
2-5 |
1-6 |
| JOB OPPORTUNITIES FOR DR GRADUATES |
Average Score |
Central 50% of Responses |
Range of Responses |
| Most jobs for DR students will be within existing professions
that are modifying their practices using DR concepts |
6.0 |
5-7 |
4-7 |
| The number of people interested in doing DR is greater than
the opportunities to practice it |
5.3 |
4-6 |
2-7 |
| The DR job field is wide open for all students with an entrepreneurial
spirit, creativity, and patience |
4.5 |
4-5 |
3-7 |
| There are few if any distinct careers for DR students |
3.9 |
3-5 |
2-6 |
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