|Guía Docente 2021-22|
|Programme:||GRADUADO EN COMUNICACIÓN AUDIOVISUAL. PLAN 2014 (BOE 15/10/2014)|
|Module:||ENTORNO HISTÓRICO, ECONÓMICO Y SOCIAL DE LA COMUNICACIÓN AUDIOVISUAL|
|Year:||2||Teaching period:||Segundo Cuatrimestre|
|Classroom activities:||68||Individual study:||82|
|Main teaching language:||Inglés||Secondary teaching language:||Castellano|
The purpose of this course is to examine the field of intercultural communication in terms of its history, basic concepts, developmental models as well as the practical applications.This course is applicable to persons working in multicultural settings, from businesses to non-profit organizations as well as government or educational institutions. During this semester we will move from theory to practice and from personal to the applied. The first part of the course lays out the theoretical foundations of intercultural communication. These concepts would help us analize personal and work situations dealing with culture, ethics and sometimes critical misunderstandings. We will be able to reflect on different situations. We will apply these ideas through experiential learning activities, allowing the students to integrate theory and practice.
PROFESSIONAL COMPETENCES ACQUIRED IN THE SUBJECT:
|General programme competences||G01||Ability to analyse and synthesise.|
|G03||Ability to organise and plan.|
|G04||Use of Information Technologies.|
|G07||Ability to take on and display an ethical commitment individually and socially.|
|G08||Ability to work in an international context.|
|G09||Ability to apply knowledge.|
|G10||Ability to generate new ideas (creativity).|
|G11||Ability to undertake research.|
|G14||Capacity to understand the codes and forms of expression of the mass communications media.|
|Specific programme competences||E20||Ability to suitably present research results orally or by means of audiovisuals or IT, in accordance with the canons of the communications disciplines.|
|Learning outcomes||R01||Reflect on their own inter-cultural experiences and analyse the development of their inter-cultural competence.|
|R02||Plan and shape future personal and professional objectives.|
|R03||Apply adaptation schemes to inter-cultural situations.|
|R04||Analyse specific case studies which feature situations of inter-cultural conflict.|
|R05||Devise an action and improvement plan for specific case studies which feature situations of inter-cultural conflict.|
To have a good command of the English language, not only speaking but a good command of English academic writing. To be registered in this course.
Observations: Any student who is distance learning student should get in contact with the instructor at the beginning of the semester, in order to plan accordingly. The student should contact the instructor during the first 3 weeks of classes (BEFORE FEBRUARY 20th), fail to do so the student would not be considered s atudent exempt and according to USJ regulations he/she would loose his/her right to be evaluated in June 2021 (1st convocatoria).
As for the following "convocatorias" distance learning students will follow the same procedure as regular students.
ALL students taking this course (distance or not, first time or second) will have to hand ALL the assignments in order to be evaluated on 1st convocatoria.
For the final grade in 1st convocatoria an average grade will be the final grade.
I have NO TOLERANCE for PLAGIARISM, any kind of suspition of such a malpractice will imply a 0 in the assignment dtected plagiarism. The software Turnitin will be used to detect such mal practices.
The instructor may change program or activies due to existence of different situations.
The classes online will be at the same time as regular classes, and those will not be taped.
|1 - History of Intercultural Communication|
|1.1 - Introduction|
|1.1.2 - Course Presentation: Expectations & Assessments|
|1.2 - Historical context and facts|
|1.2.2 - Historical events shaping the beginning of Itercultural Communication Field|
|2 - Intercultural Competence: a definition|
|2.1 - Introduction|
|2.1.2 - Key terms definitions|
|2.2 - Analysis of the current situation|
|2.2.2 - Agreements & disagreements|
|3 - Intercultural Communication: Assessment and Developmental Models|
|3.1 - The Developmental Model of Intercultural Sensitivity (DMIS)|
|3.1.2 - Analysis of the DMIS and its main characteristics|
|3.2 - The Stress Factors of the Intercultural Experience|
|3.2.2 - Applying the stress factors in any adaptation process|
|3.3 - An analysis of the intercultural experience|
|3.3.2 - Implementation of the DMIS & Stress Factors of the Intercultural Experience|
|4 - Case Study: The GLOBE Project|
|4.1 - General overview of the case study|
|4.2 - Practical use of the case study|
|5 - Case Study: The SAGE Research Project|
|5.1 - General overview of the research project|
|5.2 - Analysis and practical uses of the research project|
Subject planning could be modified due unforeseen circumstances (group performance, availability of resources, changes to academic calendar etc.) and should not, therefore, be considered to be definitive.
TEACHING AND LEARNING METHODOLOGIES AND ACTIVITIES:
Teaching and learning methodologies and activities applied:
During this course a variety of teaching methods will be used including lectures, class discussions, case studies, role plays, simulations, and small group work. One of the main requirements of this course is to complete the assigned readings for the week and be prepared to comment on them.
Student work load:
|Teaching mode||Teaching methods||Estimated hours|
|Other theory activities||4|
|Practical work, exercises, problem-solving etc.||7|
|Films, videos, documentaries etc.||5|
|Participation in seminars, conferences etc.||3|
|Extra-curricular activities (visits, conferences, etc.)||2|
|Individual coursework preparation||16|
|Group cousework preparation||11|
Calculation of final mark:
|Group coursework: Case study analysis presentation:||30||%|
|Final take home exam:||40||%|
*Las observaciones específicas sobre el sistema de evaluación serán comunicadas por escrito a los alumnos al inicio de la materia.
BIBLIOGRAPHY AND DOCUMENTATION:
|DEARDORFF, Darla K. The SAGE Handbook of Intercultural Competence. London: SAGE, 2009.|
|PAIGE, R. Michael. Education for the Intercultural Experience. Yarmouth: Intercultural Press, 1993.|
|VANDER VERG, Michael; PAIGE, R. Michael and LOU, Hemming. Student Learning Abroad: What our students are learning, what they are not, and what we can do about it. Stylus Publishing, 2012|
|BENNETT, Milton. Basic Concepts of Intercultural Communication.Yarmouth: Intercultural Press, 1998.|
|LANDIS, Dan; BENNETT, Janet M.; BENNETT, Milton J. Handbook of Intercultural Training. Thousand Oaks: Sage, 2004|
|HOFSTEDE, Geert; HOFSTEDE, Gert Jan. Cultures and Organizations Software of the mind: Intercultural Cooperation and its importance for survival. USA: McGraw Hill, 2005|
|SAVICKI, Victor. Developing Intercultural Competence and Transformation: Theory, research, and application in international education. Virginia: Stylus, 2008.|
|EAIE European Association for International Education||http://www.eaie.org/|
|Intercultural Development Inventory||www.idiinventory.com|
|SIETAR Society for Intercultural Education Training and Research||http://www.sietareu.org/|
|NAFSA: Association of International Educators||http://www.nafsa.org/|
|IIE Institute of International Education||http://www.iienetwork.org|
|IAICS International Association for Intercultural Communication Studies||http://www.trinity.edu|
|Life Two Project Learning Interculturality from Religions||https://www.facebook.com/lifetwoproject/|
|Life Two Project you tube channel||https://www.youtube.com/channel/UCbydrjNYDaRgvwqIVa4VXDw|
|CATCH 21st Century Skills for changing the approach to university teaching||https://www.catch21st.org|
* Guía Docente sujeta a modificaciones