Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Sabine Krajewski
Contact via sabine.krajewski@mq.edu.au
Y3A 165H
Mondays before 1pm, please contact me per email to make an appointment.
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MBiotech or MBiotechMCom or MIntBusMIntComm or MIntComm or MIntCommMIntRel or MIntRel or GradDipIntRel or MPPP or MBioBus or GradDipBioTech or MTransInterMIntRel or MLabQAMgt or MCrInd or MSusDev
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
Lectures and tutorials in this unit are organised around key issues in intercultural communication such as identity, power, globalisation, culture transition, taboo, and intercultural communication problems. Selected readings introduce key theories in the field and identify areas where intercultural communication takes place (business, multicultural communities, politics). In class, we draw upon current affairs in exploring particular settings in which intercultural skills are of vital importance. The unit reader presents a collection of key texts but there is strong emphasis on practical work where strategies of successful intercultural communication in interpersonal and international situations are being assessed.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Please note: Dates and times for assignment submission are in the due dates document on ilearn. You essay needs to be uploaded to turnitin as well as handed in as hard copy in class by the due date. The due date for your essay is midnight on the day of your tutorials in week 9.
The due date for your Intercultural Sydney research project is midnight on the day of your tutorials in week 12.
There will be a link where your presentation summaries can be uploaded on ilearn. You can do this until one week after your group presentation.
There is also a link for your Intercultural Sydney project, you can upload the same version as the person you worked with, but need to attach an individual evaluation in the end. Extensions for any assignment need to be applied for online via student portal.
Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (including weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.
Name | Weighting | Hurdle | Due |
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Group Presentation | 30% | No | ongoing |
Tutorial contribution | 10% | No | Ongoing |
Essay | 35% | No | Week 9 |
Intercultural Sydney | 25% | No | week 12 |
Due: ongoing
Weighting: 30%
Group Presentation on a subject within our 5 key areas of study (identity,taboo, intercultural competence, power, intercultural conflict) plus short individual summary of your contribution to the presentation (300w). You may refer to the reader in preparation of your group presentation, but you need to consult additional materials. Your presentation (no electronic support) must not take more than 1hr of the tutorial time, so you need to make sure that each group member gets time to present. Good collaboration means that individual presentations are linked with each other and that the group has a common focus within the subject area. Each member of the group may present for 5-7 minutes. Make sure to involve the rest of the class in your presentation; this can be achieved by giving them a task to do in class or by introducing a game. The written summary is about your individual part of the presentation, but you may want to comment on how your group went about putting the presentation together and anything about the group work that you find interesting. You also need to include your most important findings and indicate the sources you consulted. Your summary needs to be referenced. Once individual summaries have been received (online), each student will be marked individually for their presentation and summary.
Criteria for group presentations
HD
D
CR
P
F
Topic
Good choice and balance of sources and materials on the topic. Suitable practical examples, personal examples (if any)linked to theory.
Use of different sources/materials to introduce topic;
Good practical examples
Critical view of texts in reader and/or of other related material ;
Some examples introduced
Text in course reader well summarized;
Some practical examples
Not well connected to topic of the week, all info taken from reader
Theoretical background
Critical evaluation of theory;
Linkage between theory mentioned in class and aspects not yet discussed
Good application of theory to case studies or relevant current affairs
Critical evaluation of theory;
introduction of theoretical aspects not mentioned in class before;
good application of theory (eg current affairs, case studies)
Critical evaluation of theory;
some application of theory (examples of current affairs, case studies)
Team correctly explains and uses known theory to back up presentation
Little or no theory
(Students use anecdotal evidence rather than theory)
Presentation style
Lively, mainly unaided presentation style, engaging use of space and materials, interaction between partners shows good knowledge of each other’s presentation parts.
Free speech (notes ok), clearly presented, innovative use of space and materials; good interaction between partners
Fairly free speech, group members use time evenly;
Lively, different modes of presentation , good coordination between team members
Clear presentation but read from script or at times incoherent/hard to follow. Presentation shows little coordination between team members
Read from script, not well coordinated between partners, difficult to follow, flawed content
Involvement of group
Creative engagement of audience, various tasks that help others understand and apply key issues and theoretical approaches.
Creative idea that engages rest of the class and helps them understand the issue presented
Includes activity to involve rest of the class in the presentation
Some effort to involve class but mainly presented by team
Little involvement of other students or reduced to question/answer
Due: Ongoing
Weighting: 10%
Participation in tutorials is compulsory. You also need to attend lectures regularly, it will affect your participation mark if you do not attend lectures.
Criteria: students need to regularly attend lectures and tutorials (80% each), complete essential readings for each week as outlined in the reader and add to group discussions during tutorials.
HD
D
Cr
P
F
>80% attendance
Always punctual
>80% attendance
always punctual
>75% attendance
Almost always punctual
>75% attendance,
mostly punctual
poor attendance
Regular participation and meaningful contribution during tutes
Good collaboration, mindfulness and integration of others who may have language or other issues
Completion of most or all readings before class
regular participation and
significant contribution during tutes
has done most or all readings before class
regular participation
has done most readings before class
some participation,
has done some of the readings before class
no participation
Due: Week 9
Weighting: 35%
Write an essay (2,500-3,000 words). Please refer to our website for essay guidelines and essay questions. Make sure to include references.
Marking Criteria Essay 821
HD
D
Cr
P
F
structure
Excellent intro, argumentative and logical, clearly structured essay with precise conclusion that reiterates and supports author’s argument
Clear intro, body and conclusion; paragraphs for each new topic/thought,
Conclusion clearly supports author’s argument
Recognisable introduction, body and conclusion,
Conclusion confirms author’s view
Recognisable introduction, body and conclusion though inappropriate length of either part, conclusion does not go beyond summary
No clear structure, no recognisable structure of thought or argument
referencing
Consistent and correct referencing throughout; complete in-text citations and reference list; good choice of sources beyond reader, well balanced (books/journals, internet) appropriate amount
Consistent referencing throughout; proportional reference list with focus on sources outside of textbook, well balanced (books/journals, internet) appropriate amount
Consistent referencing; complete reference list sources beyond textbook
Inconsistencies in referencing or incomplete ref. list, most sources from internet or textbook
Inappropriate or no referencing, badly composed or no reference list
Argument
Clearly formulated, specific argument introduced by theoretical approach, well supported by discussion of relevant work of other scholars
Clear argument well supported by theoretical framework and relevant scholars
Clear argument but not well supported
or
Many relevant scholars discussed but no own argument
Some argument but inconsistent, scholars/theories referred to but not always conclusive or relevant
Merely a summary of what others have said
Or
Own argument but unsupported
relevance
Essay question clearly answered, status quo on current research introduced and relevant examples explained
Fully answers the essay question, introduces valid background info, relevant examples
Answers essay q but does not include much background information or examples
Answers essay question to large extend,
No relevant examples or background info
Does not address essay question
originality
Critical introduction of topic, own hypothesis, integration and evaluation of other scholars’ work
Has own hypothesis, integrates other scholars, uses critical approach
Some critical approach, some good use of other scholars
Solid evaluation of topic but no critical approach. Use of other scholars as in literature review
Not a valid discussion of topic (subjective view only)
Late penalty:
Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (including weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.
Due: week 12
Weighting: 25%
In groups of 2 or 3, find a situation where intercultural communication takes place and show how it is used. You may analyse a website that promotes a language institute, look at the promotion of an intercultural event, compare Sydney suburbs, analyse multicultural events organised by the council, or choose to analyse intercultural communication in a company. You may want to pick an intercultural event and attend it yourselves, and interview others who also visit the event. In the end, connect your findings to a theoretical framework we have discussed in class. Your summary needs to reflect your research method and has to be referenced. There is a link on ilearn to upload your work. This assessment task is designed to give you an opportunity to assess the practicality of what you learn from books and class discussions by conducting a small research project outside of the classroom. In collaboration with one or two students who have a cultural and/or linguistic background different from yours, you will design a project, collect data and summarize your results. Marks will be divided between the overall project and your individual contribution which will be outlined in your summary.
Note: you need to inform me about the nature of your project in advance because you may need information and consent forms approved by the university's ethics committee. Put your findings into a short paper (there is no word limit, usually students write around 1,500 words for a group of 3).
Intercultural Sydney criteria
HD
D
Cr
P
F
project
Innovative idea and appropriate research approach, manageable timeframe, clear research question and research outcome
Innovative idea, manageable timeframe, clear research question and research outcome
Suitable project idea, clear research question and some valid outcome
Suitable project idea but vague research question or outcome
Unsuitable project to research intercultural communication, too small or too large for timeframe, no clear research question/outcome
teamwork
Collaborative team work, strategic planning of project and written report drawing on each other’s excellent problem-solving skills and appreciation of intercultural teamwork as part of assessment
Competent team work: strategic planning of project and written report as a team, finding solutions to problems, appreciation of intercultural teamwork as part of assessment
Good approach to dividing tasks and solving problems as a team. Acknowledgement of intercultural teamwork as part of assessement
Visible effort to work as a team,
Some awareness of intercultural teamwork as part of assessment
Failure to work as a team, visibly separate parts of project pasted together or open dispute about who does what that cannot be solved by the team
Research technique and theoretical framework
Excellent choice of research methods. Research clearly set in suitable theoretical framework, critically explored and tested research question.
Excellent and appropriate presentation of results.
Research clearly set in suitable theoretical framework, critically explored and tested research question
Argument supported by using suitable research methods and relevant sources
Good reference to theories and scholars, well researched topic and suitable research method
Largely descriptive written account of project with some theoretical background but sketchy research method
No theoretical framework or references to related research, no suitable research method
ICOM821/S2/Day/Lecture_ |
Monday |
2:00pm |
3:00pm |
1:00 |
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10 Haden - 212 Tutorial Rm |
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Sabine Krajewski |
ICOM821/S2/Day/Seminar_ |
Monday |
3:00pm |
4:30pm |
1:30 |
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4 Western - 309 Tutorial Rm |
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Sabine Krajewski |
ICOM821/S2/Day/Seminar_ |
Monday |
4:30am |
6:00pm |
1:30 |
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4 Western - 309 Tutorial Rm |
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Sabine Krajewski |
Students are required to log onto ilearn at least once a week. This is where information is shared, links to readings are provided, updates given. Please buy the prescribed textbook (Jackson, Jane, 2014. Introducing Language and Intercultural Communication. London, New York: Routledge.) from the coop and read the relevant chapters before each tutorial.
Essential readings for this unit:
Textbook: Jackson, Jane (2014) Introducing Language and Intercultural Communication. London, New York: Routledge
You can buy the textbook from coop on campus. There is also an online version of the book.
The following books are recommended and useful for preparation of assignments, they can be found in the library:
Drobnick, J. (ed) (2006) The Smell Culture Reader. Oxford, New York: Berg
Guibernau, M. and J. Rex (ed.) (2010) The Ethnicity Reader. Nationalism, Multiculturalism & Migration. Cambridge: Polity Press
Jandt, E. (ed) (2010) An Introduction to Intercultural Communication: Identities in a Global Community. London: Sage
Samovar, Larry A., Porter, Richard E. and Edwin R. McDaniel (2011) Intercultural Communication: A Reader. Boston: Wadsworth
Week 1 |
Introduction: In this session we will look at the course outline and make final adjustments according to students' input. Subjects for group presentations will be introduced so that you can think about which topic you would like to work on. Note: Tutorials start in week 2. |
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Week 2 |
Definitions of culture, communication and intercultural communication. We will explore different theories in intercultural communication and assess their usefulness in intercultural settings |
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Week 3 |
Emotional Intelligence and intercultural friendship. Our focus is on the meaning of "friendship" and the opportunities and challenges of intercultural relationships. Read the additional article on the world of 'smell cultures’! |
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Week 4 |
Identity Identity is one of the key issues in this course. This week we will discuss different concepts of identity and identity changes in a global setting. Identity group presents |
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Week 5 |
Identity and social cognition Continuing with our work on identity, we will study social cognitive processes. |
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Week 6 |
Cultural transition and Global Citizenship This week is dedicated to topics around cultural transition. We will examine the factors that contribute to culture shock and identify strategies that may facilitate moving from one culture to another. Is global citizenship a theoretical concept or a viable way of life? Revision of ‘cultural intelligence’ and ‘intercultural competence’. Transition group presents |
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Week 7 |
Taboo and censorship In intercultural communication, the knowledge about taboo areas and about how to handle taboo breaches is vital. This week we will identify general and culture-specific taboos and concentrate on language and taboo. Read the additional article on taboo. Taboo group presents |
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Week 8 |
Verbal and nonverbal codes In this session we focus on cultural differences and how they are exemplified in verbal and nonverbal communication. |
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Week 9 |
Coding class race and gender Continuing with 'codes' we look at how language register or clothing may be indicative of class, race and gender. Essay due this week |
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Week 10 |
The notion of power Power structures are yet another central issue in intercultural communication. We will examine concepts of power and the role power structures play in various intercultural settings. Power group presents |
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Week 11 |
Conflict and communication This week is dedicated to clashes between different approaches. Conflict that is based on cultural differences can be solved via effective communication. Conflict group presents |
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Week 12 |
Intercultural Communication in the workplace In business situations it is important to be prepared for culture-related clashes and to be able to arrive at a level of mutual understanding. Intercultural Sydney due this week |
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Week 13 |
Global culture/ global citizenship In our last session we will discuss and evaluate Intercultural Sydney experiences. |
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