General Information
This subject is concerned with the special problem of communication across linguistic and ethnic boundaries. The principal areas covered are: cultural differences in verbal and non-verbal communication; communication problems and ethnocentrism; communication techniques in intercultural situations. The subject draws on a range of examples of actual intercultural communication scenarios to add a practical dimension. This subject focuses on communication in intercultural contexts preparing learners for careers in international and multicultural environments. Cultural constructs are analysed, through the lens of the research and theories from relevant disciplines, in the learner's culture of origin and in a range of other similar and dissimilar cultures. The cultural roots of reality are seen as deriving from the effects of religious, family and historical world views. Language, non-verbal communication, social customs and expected patterns of relationships are examined in relation to interpersonal, business, educational and health care situations. Students actively experience the cultural attitudes and expectations of their classmates as they engage in a journey of cultural understanding. The knowledge and skills developed in the course have immediate relevance to all of us as world travellers and intercultural workers. Students entering the fields of business, teaching, social services and tourism will have opportunities to apply their skills in daily contacts with culturally different groups.
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Details
Academic unit: Faculty of Society & Design Subject code: COMN12-204 Subject title: Intercultural Communication Subject level: Undergraduate Semester/Year: September 2019 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Lecture: x12 (Total hours: 24) - Weekly Lecture
- Tutorial: x12 (Total hours: 12) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 84) - Personal Study Hours
Attendance and learning activities: Students work in pairs on their Intercultural Dialogue Encounters (Wk 2-5) During two tutorial sessions Wk (3 -7) & (8-11), student participation will be formally assessed. Student presentations (in pairs) (Wk 6-11) Detailed subject guide on ilearn site. -
Resources
Prescribed resources: Books
- Samovar,L., Porter,R., McDaniel, E., & Roy,C. (2017). Communication Between Cultures. 9th, Boston CENGAGE LEARNING
iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture 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
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | COMN12-204 |
| Subject title: | Intercultural Communication |
| Subject level: | Undergraduate |
| Semester/Year: | September 2019 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Students work in pairs on their Intercultural Dialogue Encounters (Wk 2-5) During two tutorial sessions Wk (3 -7) & (8-11), student participation will be formally assessed. Student presentations (in pairs) (Wk 6-11) Detailed subject guide on ilearn site. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture 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 |
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.
|
| 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:
- Demonstrate a sound knowledge of relevant disciplines, theory and research, and the ability to critically evaluate, manage, reflect on, integrate and apply it in intercultural contexts.
- Contribute to their profession and local and international communities as effective leaders and as members of collaborative, cooperative and successful teams.
- Communicate effectively with their profession, and the wider local and international community.
- Demonstrate an understanding of the standards, ethics and values of their profession and citizenship obligations, in both the local and global context.
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 Essay§ Based on communication theory and practice; applied to an intercultural communication issue, policy or occurrence. 20% Week 11 1,3,4 *In-Class Quiz - Individual MCQs & Critical Incidents 35% Week 12 1,2,4 Presentation§ (In pairs) Presentation of analysis of Intercultural Dialogue Encounter predicated on communication theory - acculturation, identity issues, core values, cultural postulates, Verbal & Non-Verbal Comm. etc. First part ( Wk. 2-5) - Interviews in pairs. Second - 20 minute Presentation in pairs (5 minute discussion). (Wk. 6 - 11) 30% Ongoing 1,2,3,4 Activity 2 questions based on chapter information prepared for tutorial discussion in Weeks (3 -7) & (8 -11). 15% Ongoing 1,2,3,4 - § Indicates group/teamwork-based assessment
- * 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.
Pass requirement
50%
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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 |
|---|---|---|---|---|
| Essay§ | Based on communication theory and practice; applied to an intercultural communication issue, policy or occurrence. | 20% | Week 11 | 1,3,4 |
| *In-Class Quiz - Individual | MCQs & Critical Incidents | 35% | Week 12 | 1,2,4 |
| Presentation§ | (In pairs) Presentation of analysis of Intercultural Dialogue Encounter predicated on communication theory - acculturation, identity issues, core values, cultural postulates, Verbal & Non-Verbal Comm. etc. First part ( Wk. 2-5) - Interviews in pairs. Second - 20 minute Presentation in pairs (5 minute discussion). (Wk. 6 - 11) | 30% | Ongoing | 1,2,3,4 |
| Activity | 2 questions based on chapter information prepared for tutorial discussion in Weeks (3 -7) & (8 -11). | 15% | Ongoing | 1,2,3,4 |
- § Indicates group/teamwork-based assessment
- * 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.
Pass requirement
50%
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
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Students must prepare and submit for approval 6-8 questions for intercultural interviews (Wk 2-5).
Subject curriculum
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Week 1. Introduction. Ch. 1. IC: A requirement for the interdependent global society
General information. Getting to know you. Lectures are interactive and where possible activities will be included during each 2h session. Chapter 1.
SLOs included
- Demonstrate a sound knowledge of relevant disciplines, theory and research, and the ability to critically evaluate, manage, reflect on, integrate and apply it in intercultural contexts.
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Week 2. Chapter 2 Communication and Culture.Theories of Culture Shock and Reverse Culture Shock
Explanations of Assessment tasks in tutorials. Discussions on Culture Shock and Reverse CS. Tutorial questions discussed in class.
SLOs included
- Demonstrate a sound knowledge of relevant disciplines, theory and research, and the ability to critically evaluate, manage, reflect on, integrate and apply it in intercultural contexts.
- Communicate effectively with their profession, and the wider local and international community.
- Demonstrate an understanding of the standards, ethics and values of their profession and citizenship obligations, in both the local and global context.
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Week 3. Chapter 6. Cultural Values - Road maps for Behaviour
Using Hofstede Centre to compare countries. Investigating other theories. TUTORIAL PARTICIPATION begins: First of two student-centred sessions between (Wk 3-7)
SLOs included
- Demonstrate a sound knowledge of relevant disciplines, theory and research, and the ability to critically evaluate, manage, reflect on, integrate and apply it in intercultural contexts.
- Communicate effectively with their profession, and the wider local and international community.
- Demonstrate an understanding of the standards, ethics and values of their profession and citizenship obligations, in both the local and global context.
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Week 4. Chapter 3.The deep structure of culture
All about the family. Discussions during tutorials.
SLOs included
- Demonstrate a sound knowledge of relevant disciplines, theory and research, and the ability to critically evaluate, manage, reflect on, integrate and apply it in intercultural contexts.
- Contribute to their profession and local and international communities as effective leaders and as members of collaborative, cooperative and successful teams.
- Communicate effectively with their profession, and the wider local and international community.
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Week 5. Chapter 4. Worldview. Cultural explanations of life and death. Religion.
READING CHAPTER ONLY: Chapter 5: Cultural History. Student participation formally assessed (Wk 3-7)
SLOs included
- Demonstrate a sound knowledge of relevant disciplines, theory and research, and the ability to critically evaluate, manage, reflect on, integrate and apply it in intercultural contexts.
- Demonstrate an understanding of the standards, ethics and values of their profession and citizenship obligations, in both the local and global context.
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Week 6. Chapter 7. Culture and Identity. Stereotypes, prejudice, racism and ethnocentrism
The dark side of Identity is featured in Chapter 11 but will be examined in the context of this chapter.
SLOs included
- Demonstrate a sound knowledge of relevant disciplines, theory and research, and the ability to critically evaluate, manage, reflect on, integrate and apply it in intercultural contexts.
- Contribute to their profession and local and international communities as effective leaders and as members of collaborative, cooperative and successful teams.
- Demonstrate an understanding of the standards, ethics and values of their profession and citizenship obligations, in both the local and global context.
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Week 7. Guest Lecture (TBA)
TBA. A Guest Lecturer is selected each semester. Activities included.
SLOs included
- Demonstrate a sound knowledge of relevant disciplines, theory and research, and the ability to critically evaluate, manage, reflect on, integrate and apply it in intercultural contexts.
- Contribute to their profession and local and international communities as effective leaders and as members of collaborative, cooperative and successful teams.
- Communicate effectively with their profession, and the wider local and international community.
- Demonstrate an understanding of the standards, ethics and values of their profession and citizenship obligations, in both the local and global context.
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Week 8. Chapter 8.Verbal Messages. Exchanging ideas through language
Language and culture. TUTORIAL PARTICIPATION. Second of two student-centred sessions between (Wk 8-11)
SLOs included
- Demonstrate a sound knowledge of relevant disciplines, theory and research, and the ability to critically evaluate, manage, reflect on, integrate and apply it in intercultural contexts.
- Contribute to their profession and local and international communities as effective leaders and as members of collaborative, cooperative and successful teams.
- Communicate effectively with their profession, and the wider local and international community.
- Demonstrate an understanding of the standards, ethics and values of their profession and citizenship obligations, in both the local and global context.
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Week 9. Chapter 9. Non-Verbal Communication
The messages of action, space, time and silence.
SLOs included
- Demonstrate a sound knowledge of relevant disciplines, theory and research, and the ability to critically evaluate, manage, reflect on, integrate and apply it in intercultural contexts.
- Contribute to their profession and local and international communities as effective leaders and as members of collaborative, cooperative and successful teams.
- Communicate effectively with their profession, and the wider local and international community.
- Demonstrate an understanding of the standards, ethics and values of their profession and citizenship obligations, in both the local and global context.
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Week 10. Chapter 10 Intercultural Communication in Contexts: Applications in Business and Education
Focus on Business and Educational contexts.
SLOs included
- Demonstrate a sound knowledge of relevant disciplines, theory and research, and the ability to critically evaluate, manage, reflect on, integrate and apply it in intercultural contexts.
- Contribute to their profession and local and international communities as effective leaders and as members of collaborative, cooperative and successful teams.
- Communicate effectively with their profession, and the wider local and international community.
- Demonstrate an understanding of the standards, ethics and values of their profession and citizenship obligations, in both the local and global context.
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Week 11. Chapter 10 (cont.) & Chapter 11.
Chapter 10: Intercultural Communication in Contexts: Applications in Healthcare. Chapter 11: Challenges of Intercultural Communication. Managing differences. Intercultural Dialogue Encounters completed. Reflections (1,500 words) due Wednesday, Week 11.
SLOs included
- Demonstrate a sound knowledge of relevant disciplines, theory and research, and the ability to critically evaluate, manage, reflect on, integrate and apply it in intercultural contexts.
- Contribute to their profession and local and international communities as effective leaders and as members of collaborative, cooperative and successful teams.
- Communicate effectively with their profession, and the wider local and international community.
- Demonstrate an understanding of the standards, ethics and values of their profession and citizenship obligations, in both the local and global context.
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Week 12. REVISION IN LECTURE.
FINAL IN-CLASS ASSESSMENT: MCQ + Critical Incidents
In last tutorial: Final assessment. MCQs and Critical Incidents.
SLOs included
- Demonstrate a sound knowledge of relevant disciplines, theory and research, and the ability to critically evaluate, manage, reflect on, integrate and apply it in intercultural contexts.
- Contribute to their profession and local and international communities as effective leaders and as members of collaborative, cooperative and successful teams.
- Demonstrate an understanding of the standards, ethics and values of their profession and citizenship obligations, in both the local and global context.