ALC8007 : Professional Communication in Intercultural Settings
- Offered for Year: 2025/26
- Module Leader(s): Dr Alina Schartner
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
To provide an introduction to professional communication in intercultural settings informed by theoretical literature and recent empirical research
To provide an introduction to a skills-based approach to interpersonal communication
To develop in students a critical understanding of the role of interpersonal and intergroup communication across a range of intercultural contexts in the workplace and in everyday life
To provide the opportunity to practice a range of communication skills (e.g., oral and written presentation, e-mail etiquette, team building, persuasion, non-verbal behaviours)
To develop the skills and theoretical knowledge needed to have a systematic understanding of, and critical awareness of, current thought on best practice in professional communication skills in intercultural settings
Outline Of Syllabus
Weeks 1-5 provide broader context on key issues related to intercultural professional communication. Weeks 6-10 focus on specific workplace and everyday life settings. Week 11 is a module round-up and assignment Q&A session.
Week 1: Key issues in intercultural professional communication
This introductory lecture outlines what we mean by professional communication in intercultural settings, and introduces students to a skills-based approach to interpersonal communication.
Week 2: Physiology of intercultural professional communication
Explores the role of physiology in communication, and associations between communication and the body. Discusses both physiological outcomes of communication (e.g., stress responses) and the impact of physiology on communicative processes. Topics covered include affectionate communication, communication apprehension, forgiveness, and social support.
Week 3: Intercultural professional communication and wellbeing
Explores the notion of ‘positive interpersonal communication’ i.e., the role of communication in the happiness and wellbeing of organisations, groups and individuals. Topics covered include communication savouring as positive interpersonal communication, and happiness and communication from a cultural perspective.
Week 4: Intercultural professional communication and age
Explores the role of communication in the aging process (e.g., infant communication, discourse in healthy aging) and in intergenerational settings (e.g., parent-child, grandparent-grandchild communication).
Week 5: Intercultural professional communication and gender
Explores the relationship between communication and gender, and the role of gender in interpersonal and intercultural communication. Topics include media representations of gender, the politics of gender, gender and non-verbal communication.
Week 6: Intercultural professional communication in healthcare settings
Explores the role of interpersonal and intergroup communication in healthcare settings with a focus on intercultural issues. Topics covered include: the role of communication in medical consultations, communication within healthcare teams, communication and health disparities, and everyday interpersonal interaction and health.
Week 7: Intercultural professional communication in education settings
Explores the role of interpersonal and intergroup communication in contemporary education contexts, including primary, secondary and higher education. Topics covered include professional communication in internationalised universities, culturally sensitive teaching, and interculturality in educational experiences.
Week 8: Intercultural professional communication in mobility and migration contexts
Explores the role of interpersonal and intergroup communication in mobility and migration contexts. Topics covered include intercultural crisis communication, language mediation, communication skills for displaced people. Groups of interest include refugees, global diasporas and international students.
Week 9: Interpersonal and intercultural communication in family settings
Looks at relational communication in various family forms (e.g., adoptive families, stepfamilies, culturally diverse families, transnational families) and examines communication processes occurring in families such as conflict management, disclosing, avoiding and persuasion.
Week 10: Intercultural professional communication in virtual (online) settings
This session explores the role of communication in online contexts focussing on intercultural issues related to information and communication technologies, e-learning, e-mail etiquette, and use of mobile phones and social media.
Week 11: Module round-up and assignment Q&A
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 11 | 1:00 | 11:00 | Lectures introduce key theory and examples from empirical research |
| Guided Independent Study | Assessment preparation and completion | 1 | 80:00 | 80:00 | Students prepare and complete the written individual assignment. |
| Structured Guided Learning | Structured research and reading activities | 11 | 2:00 | 22:00 | Students will read one piece of essential reading associated with each lecture (identified by the module leader). |
| Scheduled Learning And Teaching Activities | Workshops | 11 | 1:00 | 11:00 | Interactive workshops support students in practicing a range of communication skills |
| Guided Independent Study | Reflective learning activity | 11 | 1:00 | 11:00 | Students complete one weekly asynchronous self-reflection task on Canvas. |
| Guided Independent Study | Student-led group activity | 1 | 40:00 | 40:00 | Students will work independently in groups to prepare the group assignment and presentation. |
| Guided Independent Study | Independent study | 1 | 25:00 | 25:00 | Students identify and read relevant literature independently. |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures provide an introduction to the weekly content (key theory and examples from empirical research).
Structured reading activities for each lecture will offer additional input and will consolidate the concepts introduced in class.
The lectures are followed immediately with workshops (short break in-between) where students will be able to delve deeper into the lecture content through interactive discussion and an in-class group task.
The weekly reflective asynchronous tasks on Canvas provide an opportunity for personal reflection.
The group project and presentation will offer an opportunity to put theory into practice and hone a range of communication skills (e.g., negotiation, teamwork, oral presentation skills, time management skills) that will be relevant to students in their future careers.
Independent study will enable wider reading, further personal self-reflection and assignment preparation.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 2 | A | 60 | Written exercise (2,500 words) that includes three parts: Part 1: Description of AI generated professional communication scenario Part 2: Critical evaluation Part 3: Critical literature review |
| Oral Presentation | 2 | M | 40 | Students conduct a group assignment (critical analysis of empirical research study and evaluation of relevance to professional practice) and prepare an associated group presentation. |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Prob solv exercises | 1 | M | As part of the workshops students will be working together in groups on various problem solving exercises. The exercises introduced in each workshop will align closely with the lecture content and will put into practice specific communication skills. |
Assessment Rationale And Relationship
The intended knowledge and skills outcomes will be assessed through two types of assessment.
(1) A mid-module group project and oral presentation (40%)
Objective:
To deepen students' understanding of the dynamics of professional communication in intercultural settings and to develop practical skills in creating communication strategies for diverse workplaces. To critically analyse and evaluate an empirical research study related to professional communication in intercultural settings, demonstrating advanced understanding of research methods, findings, and practical implications.
Task:
In small project groups, students select an empirical research study from a reputable academic journal related to intercultural professional communication (published within the last 10 years). Each group will deliver a 15-minute presentation critically evaluating the study, followed by a 5-minute Q&A session. The presentation should provide a clear and critical understanding of the study’s strengths, limitations, and relevance to professional practice.
Each group will also submit a group reflection (500–700 words) on the collaborative process and individual contributions.
The aim of the group assignment and presentation is to give students an opportunity to engage in teamwork and put communication skills into practice. This authentic assessment will be of relevance to students' future careers.
(2) An individual written exercise (60%)
In the end-of-module written exercise students will produce a critical evaluation of an aspect of professional communication in intercultural settings. This will be done in three steps:
a. Description of a professional communication scenario
Use an AI text generation tool (e.g., ChatGPT or other platforms) students create a professional communication scenario. The scenario should involve an intercultural communication challenge in a professional context (e.g., a conflict in a global team, miscommunication in a virtual meeting, or cultural barriers in negotiation).
b. Critical evaluation
Students assess the strengths, limitations, and realism of the AI-generated scenario in addressing intercultural communication challenges. Students identify gaps or biases in the AI-generated content.
c. Critical literature review
Students analyse the scenario in the context of existing empirical and theoretical literature, and discuss actionable insights for professional practice.
This assignments will support students to
- critically engage with AI tools in professional communication contexts
- apply intercultural communication theories to practical scenarios
- conduct a rigorous literature review to evaluate communication practices
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- ALC8007's Timetable