General Information
Dispute Resolution (DR) is an elective subject in undergraduate programs offered by the Faculty of Law. This subject examines DR theory and practice, providing an overview of contemporary DR systems (including negotiation, mediation, conciliation, arbitration, litigation, and other blended DR processes) and critically assesses the strengths and shortcomings of each. Particular attention is given to the appropriateness of different methods for different categories of dispute, and to the role of DR processes other than litigation in the legal system and DR as an important skill set for lawyers in the 21st century.
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Details
Academic unit: Faculty of Law Subject code: LAWS13-529 Subject title: Dispute Resolution Subject level: Undergraduate Semester/Year: January 2025 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Seminar: x12 (Total hours: 36) - Seminar
- Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours
Attendance and learning activities: -
Resources
Prescribed resources: Books
- L Boulle and R Field (2017). Australian Dispute Resolution Law and Practice. 1st, Australia LexisNexis
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Class recordings: The primary workload items for this subject will be recorded for the purpose of revision.
These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.
See the Recording policy for further details.
| Academic unit: | Faculty of Law |
|---|---|
| Subject code: | LAWS13-529 |
| Subject title: | Dispute Resolution |
| Subject level: | Undergraduate |
| Semester/Year: | January 2025 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge. Assumed Prior Learning (or equivalent):
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Compare and analyse the characteristics and objectives of key Dispute Resolution processes.
- Describe the roles and functions of lawyers in Dispute Resolution processes.
- Identify and apply a range of skills and strategies commonly used by negotiators, mediators and other Dispute Resolution practitioners in simulated role plays.
- Describe the current attitude of governments, courts and tribunals to Dispute Resolution.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Activity Class Participation 15.00% Ongoing 1,2,3,4 Essay Written exercise and oral presentation 25.00% To Be Negotiated 1,2,3 Take-home Examination Final Assessment: Please see iLearn for details 60.00% Non-Standard Examination Period 1,2 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Activity | Class Participation | 15.00% | Ongoing | 1,2,3,4 |
| Essay | Written exercise and oral presentation | 25.00% | To Be Negotiated | 1,2,3 |
| Take-home Examination | Final Assessment: Please see iLearn for details | 60.00% | Non-Standard Examination Period | 1,2 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Students may be asked to respond to questions from the subject coordinator regarding the content of their assessments. Students are expected to keep evidence of drafting and research.
Subject curriculum
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The Nature of Conflict
Identification of possible causes of conflict and the ways in which individuals may respond to it; the positive and negative consequences of conflict; the conflicting values and goals of the DR movement.
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Dispute Resolution Processes
Definition (and classification systems) of a range of dispute resolution processes (including negotiation, mediation, arbitration and litigation); identification and comparison of the usual characteristics of these processes and their potential advantages and disadvantages from a variety of perspectives; development of criteria for judging the effectiveness and appropriateness of various dispute resolution processes for particular disputes.
SLOs included
- Compare and analyse the characteristics and objectives of key Dispute Resolution processes.
- Describe the roles and functions of lawyers in Dispute Resolution processes.
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The approach of the Courts and Tribunal to ADR
Court- connected ADR schemes; mediation and case- appraisal in Queensland; comparison of Australian and UK approaches to mediation.
SLOs included
- Compare and analyse the characteristics and objectives of key Dispute Resolution processes.
- Describe the roles and functions of lawyers in Dispute Resolution processes.
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Negotiation
Major approaches to negotiation; the characteristics of an effective negotiator and the features of a successful negotiated agreement; the limitations of interest-based negotiation.
SLOs included
- Compare and analyse the characteristics and objectives of key Dispute Resolution processes.
- Describe the roles and functions of lawyers in Dispute Resolution processes.
- Identify and apply a range of skills and strategies commonly used by negotiators, mediators and other Dispute Resolution practitioners in simulated role plays.
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Mediation
Discussion of a number of analytical models of mediation; identification of conflicting values and objectives of mediation; description of the stages involved in the mediation process; description of the role and functions of mediators; role of legal representatives and parties in mediation.
SLOs included
- Compare and analyse the characteristics and objectives of key Dispute Resolution processes.
- Describe the roles and functions of lawyers in Dispute Resolution processes.
- Identify and apply a range of skills and strategies commonly used by negotiators, mediators and other Dispute Resolution practitioners in simulated role plays.
- Describe the current attitude of governments, courts and tribunals to Dispute Resolution.
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Advisory and determinative processes
Conciliation, mini-trial, arbitration, case appraisal, ENE.
SLOs included
- Compare and analyse the characteristics and objectives of key Dispute Resolution processes.
- Describe the roles and functions of lawyers in Dispute Resolution processes.
- Describe the current attitude of governments, courts and tribunals to Dispute Resolution.
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Other legal issues
Confidentiality and immunity, good faith participation.
SLOs included
- Compare and analyse the characteristics and objectives of key Dispute Resolution processes.
- Describe the roles and functions of lawyers in Dispute Resolution processes.
- Describe the current attitude of governments, courts and tribunals to Dispute Resolution.
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Special Issues in Dispute Resolution
1. The connection between society, culture and dispute resolution. 2. Comparison of domestic and international dispute resolution. 3. The ethical and professional responsibilities of lawyers who represent parties in negotiation and mediation and the ethics of lawyer mediators; Collaborative Law and a contractual model of ADR ethics.
SLOs included
- Compare and analyse the characteristics and objectives of key Dispute Resolution processes.
- Describe the roles and functions of lawyers in Dispute Resolution processes.
- Identify and apply a range of skills and strategies commonly used by negotiators, mediators and other Dispute Resolution practitioners in simulated role plays.
- Describe the current attitude of governments, courts and tribunals to Dispute Resolution.