scholarly journals A Concessions-Based Procedure for Meta-Bargaining Problems

2020 ◽  
Vol 37 (1-2) ◽  
pp. 105-120
Author(s):  
M. Carmen Marco ◽  
Josep E. Peris ◽  
Begoña Subiza
Keyword(s):  
2021 ◽  
pp. 55-70
Author(s):  
Marlies Ahlert

Classical game theory analyses strategic interactions under extreme idealisations. It assumes cognitively unconstrained players with common knowledge concerning game forms, preferences, and rationality. Such ideal theory is highly relevant for human self-understanding as a rational being or what Selten called ‘rationology’. Yet, ideal theory is highly irrelevant for real actors who are in Selten’s sense boundedly rational. Starting from essential features of real bargaining problems, elements of Selten’s ‘micro-psychological’ and Raiffa’s ‘telescopic’ behavioural bargaining theory are introduced. From this, an outline of a workable rationality approach to bargaining emerges. It suggests relying on telescopic elements from Raiffa’s model to provide general outcome orientation and on insights from Selten’s aspiration adaptation model of individual decision making to develop process-sensitive action advice. A bird’s eye view of a prominent recent case of ‘bargaining in the shadow of the courts’ shows a surprisingly good fit of outcomes with the implications of Raiffa’s telescopic approach while remaining compatible with a Seltenian process. Though due to a lack of specific information because the micro-foundations for the telescopic theory cannot be provided, it is at least clear how further case studies and experiments might be put to work here.


2020 ◽  
Vol 37 (1-2) ◽  
pp. 7-41
Author(s):  
Yongsheng Xu ◽  
Naoki Yoshihara

1976 ◽  
Vol 46 (2) ◽  
pp. 153-174 ◽  
Author(s):  
Charles Cheng

In the past decade, the authority of school administrators and school boards has been called into question by members of two emerging groups—teachers' unions and advocates of community control. While both movements have received much attention, the relationship between them has gone largely unrecognized. Charles W. Cheng argues that collective bargaining between unions and school systems is creating an infrastructure of labor-relations experts who are removing decisionmaking power from both school boards and rank-and-file teachers; as enlargement of the scope of bargaining pulls more and more educational-policy decisions into the collective-bargaining arena, parents and communities are pushed further than ever from the educational power structure. Yet ways exist to include parents and communities in educational decision making without sacrificing the gains which teachers' unions have won. Challenging teachers to reexamine the policies their leaders have pursued, the author describes and assesses several strategies for opening up the bargaining process.


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