Editor's Introduction

• Published date: 01 March 2017
• Date: 01 March 2017
• Author: Susan S. Raines
• DOI: http://doi.org/10.1002/crq.21193

C R Q, vol. 34, no. 3, Spring 2017 253

© 2017 Association for Confl ict Resolution and Wiley Periodicals, Inc.

Published online in Wiley Online Library (wileyonlinelibrary.com) • DOI: 10.1002/crq.21193

EDITOR’S INTRODUCTION

T he fi rst two articles in this edition of CRQ examine the use of experi-

ential learning in diff erent contexts. In their article, Romano, Hirsch,

and Paczynska explain how to use experiential learning activities in higher

education settings to explain global complexity and confl ict resolution

concepts.  en, taking it to a more specifi c arena, Turk and Ungerleider

share insights gained from the use of experiential learning in mediation

training in Cyprus.  ese articles complement each other and deepen our

understanding of the utility of various educational techniques for confl ict

resolution skills and concepts.

In a move to the international realm, Grigorescu and Melin analyze

data from the Correlates of War project to determine when warring fac-

tions are likely to bring a third party into peace negotiations versus engag-

ing in bilateral negotiations.

 en, moving to the arena of court-connected dispute resolution,

Wall and Kressel share the results of their study into the thought processes

used by mediators in twenty civil cases.  is work builds on their previous

works published in CRQ and helps us understand what makes mediators

and mediation work.

 ank you for reading and sharing CRQ with your colleagues. Please

consider sharing any ideas for future editions with myself and our editorial

staff .

Happy reading!

Susan S. Raines , Ph.D.

Editor-in-Chief, Professor of Confl ict Management

Kennesaw State University