Communication and Cultural Sensitivity in Service Encounters (5 cr)

Evaluation scale

H-5

Content scheduling

1. Introduction to the course, forming of groups, assigning of themes, self reflection task
2.Cultural Communication Simulation Bafa-Bafa
3. Instructions and theoretical approach to "How to activate the theme with student groups". Task of the course are explained via an example "Small talk".
4. Theoretical introductions of cultural aspects (Hofstede, Hall, Lewis)
Each week Cultural communication activity theme 1 by groups 1, Introduction to theme 2, group 2 etc…
A student group presents their findings of interest on assigned topic and shares the information with others.
Examples of topics chosen by previous classes:
Non verbal communication, Dress code in Business, Hierarchy and Organizational aspects of Business, Do's and Dont's in culture in general & in meetings, Food Culture and dining, Human rights, The importance of the perception of time in business, Tipping culture and issues of money, Language barriers - body language, sign language etc., Problem solving in different cultures, Leadership cultures.

Last session: Revision of topics. Peer and self evaluation, reflection.

Objective

After completing the course the student
- Knows the various theoretical frameworks on culture and cultural differences
- Understands the challenges in managing and working in a multicultural environment
- Is able to interact and communicate with customers from different cultural backgrounds

Content

Cultural frameworks, awareness and identity
Organizational and service culture
Intercultural communication skills
Leadership skills in multicultural environment

Location and time

According to the schedule

Materials

Any relevant book on Cross-cultural Communication. There are several in the library.
Recommended: Lewis, Richard. 2006: Multiculturalism observed: Exploring identity.
other books from Richard Lewis.
Good examples of e-books available at TUAS library:
1) Kim, Young Yun. 2001. Becoming intercultural : an integrative theory of communication and cross-cultural adaptation
2) Cotton, Gayle. 2013. Say anything to anyone, anywhere : 5 keys to successful cross cultural communication.
3) Warren, Thomas L. 2017. Cross-cultural Communication: perspectives in theory and practice. Introduction and chapter 3.
4) Niemeier, Campbell and Dirven. 1998. The cultural context in business communication.

Hofstede: https://www.hofstede-insights.com/product/compare-countries/

Teaching methods

Group work and group presentations by students.
Simulation games and activities by students.

Opening intro and key notes by teacher.

Exam schedules

There is no exam.
Active physical attendance in a minimum of 50% of the activity classes is necessary.

Pedagogic approaches and sustainable development

Team learning
Intercultural team learning
Learning by doing (simulations, activities)
Reading and reflection on theories.

Completion alternatives

There are no alternative ways to cover this particular activity and simulation course. If interested in Accreditation of prior studies, please contact the responsible teacher latest in calendar week 36/37.
There are online courses with a similar course content in Campusonline.

Student workload

Group work 35 h
Independent work 56 h (preparation for classes and research for own topic)
Contact hours 42 h

Evaluation methods and criteria

Participation in all:
-10 theoretical and practical learning sessions: Teacher assessment and peer assessment.
Minimum to pass 50% attendance AND returned assignments.
1) Cultural Identity essay - and peer review
2) Stereotypes essay - and peer review
3) Reflection of the course learning (55%)
Final reflection and attendance % gives the basis for the evaluation. Final reflection is evaluated at 55% and activity is calculated using attendance% and teachers activity evaluation. Low attendance or omitted tasks (assignments 1&2) lower the grade. Well done assignments affect activity grading positively.

Failed (0)

One of these results to failing:
1) The student is absent without valid reasons more than 50%.
2) The student does not participate into team work and
the student has failed to participate into simulation activities or has not returned the assignments.
3) Immediate failing: The report is missing/ not returned within required time according to TURKU AMK degree regulations.

Assessment criteria, satisfactory (1-2)

Grade 1
The student has demonstrated limited knowledge and understanding of the main areas of the course. The student shows some difficulties in applying his/her knowledge and understanding of the course content in the workshops.The student demonstrates little ability to gather and interpret relevant data to inform judgments in the assigments or the reflection. Student has difficulty completing the given essays or does not comply to what is asked for, in the assignment.
The student has difficulties in communicating his/her ideas in the workshops and the assignments.

Assessment criteria, good (3-4)

Grade 3
The student has demonstrated good knowledge and understanding of the main areas of the course. The student shows s/he can apply his/her knowledge and understanding of the course content in the workshops and reflection. The student demonstrates good ability to gather and interpret relevant data to inform judgments in the assignments and the reflection. Good understanding of the assignments and learning from them (shows partly in peer review comments). The student is able to communicate his/her ideas in the workshops and the assignments.

Assessment criteria, excellent (5)

Grade 5
The student has demonstrated very good knowledge and understanding of the main areas of the course. The student shows s/he can apply his/her knowledge and understanding of the course content in the workshops and in the team work in a professional manner. The student demonstrates very good ability to gather and interpret relevant data to inform judgments in the reflection as well as assignments. Peer reviews are done with care and thought of chosen aspects. The reflection demonstrates reading and research and the learned links well to an overall picture of the importance of cultures and cultural sensitivity. Theory and studied material is included well into the reflection.
The student is able to communicate clearly his/her ideas. The student is able to communicate his/her ideas in the workshops and the assignments in a professional way.

Further information

The topics are decided with the students in the beginning of the course.
Examples of cultural communication themes:
-written communication i.e. emails
-oral communication i.e. phone calls and digital communication i.e. Skype-meetings
-customer service i.e. sales negotiation
-orders and reclamation in b-to-b
-formal and informal meetings
-social program and small talk
-business trips and company visit
-product presentation at conferences
- management of intercultural teams