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Establishment
Language of instruction
English
Teaching content
INTERCULTURAL COMPETENCIES
Training officer(s)
G.DOUGLAS
Stakeholder(s)
G.DOUGLAS
Présentation
Prerequisite
There are no prequisites for this course
Goal
At the end of the course, the student should be able to:
Recognise the different elements that make up culture and the stumbling blocks to intercultural communication
- Clearly distinguish between objective and subjective culture
- Demonstrate the role culture plays on general and professional behaviour
- Suggest ways to begin respecting and reconciling cultural differences
- Analyse and evaluate the relative importance of cultural elements, including verbal and non-verbal communication, inherent in different situations, such as working in multicultural teams
- Apply different models to correctly analyse and interpret different situations in order to be able to work more effectively in intercultural contexts
- Interact more sensitively within multicultural groups
- Develop a capacity for culturally sensitive critical analysis and strategies to improve the synergy, the relationships and the cohesion on teams and between teams.
- Be able to successfully integrate a new group from an initial group and be able to work in an international and intercultural environment
Have a better understanding of the importance of CSR in relation to diversity and inclusion and non-discrimination
Recognise the different elements that make up culture and the stumbling blocks to intercultural communication
- Clearly distinguish between objective and subjective culture
- Demonstrate the role culture plays on general and professional behaviour
- Suggest ways to begin respecting and reconciling cultural differences
- Analyse and evaluate the relative importance of cultural elements, including verbal and non-verbal communication, inherent in different situations, such as working in multicultural teams
- Apply different models to correctly analyse and interpret different situations in order to be able to work more effectively in intercultural contexts
- Interact more sensitively within multicultural groups
- Develop a capacity for culturally sensitive critical analysis and strategies to improve the synergy, the relationships and the cohesion on teams and between teams.
- Be able to successfully integrate a new group from an initial group and be able to work in an international and intercultural environment
Have a better understanding of the importance of CSR in relation to diversity and inclusion and non-discrimination
Presentation
Diversity Icebreaker - an interactive introduction to diversity
Learning styles - recognizing one's own and other people's learning styles
Cultural Intelligence Profile and Individual development plan
Definitions, elements and metaphors of culture. Objective and subjective culture.
The stumbling blocks to intercultural communication: language differences, presupposition of similarity, tendency to evaluate, stereotypes and prejudice, non-verbal communication and high anxiety.
E.T. Hall’s model of non-verbal communication; space, time and context.
Kluckhohn and Strodtbeck; cultural orientations and cultural values
Gert Hofstede’s and Fons Trompednaars' cultural dimensions models and the Globe project
Culture shock and intensity factors
Learning styles - recognizing one's own and other people's learning styles
Cultural Intelligence Profile and Individual development plan
Definitions, elements and metaphors of culture. Objective and subjective culture.
The stumbling blocks to intercultural communication: language differences, presupposition of similarity, tendency to evaluate, stereotypes and prejudice, non-verbal communication and high anxiety.
E.T. Hall’s model of non-verbal communication; space, time and context.
Kluckhohn and Strodtbeck; cultural orientations and cultural values
Gert Hofstede’s and Fons Trompednaars' cultural dimensions models and the Globe project
Culture shock and intensity factors
Modalités
Organization
| Type | Amount of time | Comment | |
|---|---|---|---|
| Face to face | |||
| Interactive class | 22,40 | ||
| Independent work | |||
| E-Learning | 11,00 | ||
| Independent study | |||
| Group Project | 10,00 | ||
| Estimated personal workload | 10,00 | ||
| Overall student workload | 53,00 | ||
Evaluation
There will be regular online quizzes, an end of term exam in December, a group project with a group oral and an individual oral question at the end of the 2nd term. Students will be given feedback individually and collectively inside and outside of class either face-to-face or by email.
| Control type | Duration | Amount | Weighting |
|---|---|---|---|
| Others | |||
| Group Project | 10,00 | 1 | 35,00 |
| Final Exam | |||
| Written exam | 1,50 | 1 | 35,00 |
| Continuous assessment | |||
| Continuous assessment | 0,00 | 10 | 30,00 |
| TOTAL | 100,00 | ||
Ressources
Bibliography
Students will be given regular reading assignments after each class. -
Internet resources