Intercultural Communication

This course examines the theoretical foundations and practical dimensions of intercultural communication, focusing on the relationships between culture, language, identity and social context. It explores understandings of culture at individual, social, national and organisational levels, highlighting the dynamic and complex nature of cultural identities.

Selected theoretical models and cultural dimensions frameworks are introduced and critically examined, with attention to their applications and limitations. The course also addresses verbal and nonverbal communication, perception, stereotypes, prejudice, ethnocentrism, racism and intercultural adjustment. Particular consideration is given to how power, social inequalities and public discourse shape intercultural relations.

Through case studies, critical incident analysis, discussion and reflective activities, the course develops intercultural awareness, sensitivity and communicative competence. It emphasises respect, openness, curiosity, empathy, cultural humility and comfort with ambiguity and uncertainty, alongside their application in social, professional and institutional settings.

On successful completion of the course, students will be able to:

• critically analyse understandings of culture and their relationship with language, identity and social context;

• compare models of intercultural communication and cultural dimensions frameworks, evaluating their usefulness and limitations while avoiding stereotypical generalisations;

• interpret verbal and nonverbal communication practices in linguistically and culturally diverse settings;

• critically examine the role of perception, stereotypes, prejudice, ethnocentrism and racism in intercultural relations;

• analyse how power relations, social inequalities and public discourse influence intercultural communication;

• distinguish between intercultural awareness, sensitivity and communicative competence and explain their interrelationship;

• critically reflect on their own cultural assumptions, perceptions and communication practices;

• draw on theoretical concepts and research literature to analyse critical incidents and propose informed responses to intercultural challenges;

• apply strategies for active listening, empathy, clarification and the negotiation of meaning, adapting their communication to specific contexts.

Week 1: Course introduction and understandings of culture: levels of analysis, cultural identities and cultural self-awareness.

Week 2: Fundamental concepts in intercultural communication: language, identity, context and power; intercultural awareness and communicative competence.

Week 3: Cultural dimensions and interpretive models: selected approaches by Hofstede, Hall, Trompenaars and Lewis; comparison, critical evaluation and limitations.

Week 4: Case study and critical incident analysis: connecting theory with practice, using academic sources, and principles of academic writing and oral presentation.

Week 5: Verbal and nonverbal communication in multicultural settings: communication styles, politeness, silence, paralanguage, gestures, gaze, touch and interpersonal distance.

Week 6: Oral presentations and critical reflection — Part 1: application of theoretical concepts, discussion and feedback.

Week 7: Oral presentations and critical reflection — Part 2: application of theoretical concepts, discussion and feedback.

Week 8: Perception and intercultural encounters: stereotypes, prejudice, ethnocentrism and racism; culture shock and intercultural adjustment.

Week 9: Developing intercultural communicative competence: selected models, attitudes, knowledge, skills, and internal and external outcomes; applications to communication.

Week 10: Intercultural sensitivity and reflection: Bennett’s Developmental Model of Intercultural Sensitivity (DMIS), ethnorelativism, cultural humility and navigating ambiguity.

Week 11: Intercultural challenges in interpersonal relationships, workplaces and institutions: collaboration, inclusion, conflict management and mediation.

Week 12: Intercultural communication and current affairs: critical analysis of selected issues in politics, migration, media and the digital public sphere.

Week 13: Synthesis, review and critical evaluation of the course: connecting theory with practice, feedback and reflection on personal and professional development.

Liu, S., Volcιc, Z., Gallois, C. (2018). Εισαγωγή στη Διαπολιτισμική Επικοινωνία: Παγκόσμιοι πολιτισμοί και πλαίσια. Αθήνα: Gutenberg (Επιμελήτρια: Ευγενία Αρβανίτη, Μεταφραστής: Αδριανός Φριλίγγος) (ISBN 9789600119695).

Karras, I. (2020). The Culture and Communication Interface. Αθήνα: Εκδόσεις Δίαυλος (ISBN 9789605314521).

Selected Articles

Face-to-face, Distance learning (synchronous and asynchronous).

Use of ICT in teaching and communicating with the students.

Group Assignment-Oral Presentation: 50%

Individual Assignment-Written Essay: 50%

There are specifically-defined evaluation criteria given and are accessible to students on open e-class along with the rubrics of their assignment.

Use of Artificial Intelligence (AI) Tools in Academic Assignments

The use of Artificial Intelligence (AI) tools (e.g., ChatGPT, Gemini, Copilot) is permitted when preparing academic assignments, provided that such tools are used responsibly, critically, and transparently, in accordance with the principles of academic integrity.

AI tools may be used for purposes such as:

• Brainstorming and idea development, including the initial exploration of a topic and the formulation of research questions.
• Planning and structuring assignments, such as developing an initial outline.
• Language support and proofreading, including improvements in grammar, syntax, clarity, and coherence.
• Supporting literature searches, provided that all suggested sources are independently verified for their existence, reliability, and relevance.

It is important to emphasise that AI tools must not replace students' independent work, critical thinking, academic analysis, or synthesis of information. Submitting AI-generated text in its entirety, or reproducing substantial portions without meaningful personal intellectual contribution, is not considered acceptable academic practice. Students should also be aware that AI tools may generate inaccurate information or even fabricate bibliographic references.

Declaration of AI Use

At the end of each assignment, following the reference list, students must include a separate section entitled "Declaration of AI Use", clearly stating whether AI tools were used, identifying the tools employed, and explaining the specific purposes for which they were used. This declaration is required even if no AI tools were used.

Example of an AI use declaration:

"ChatGPT was used during the preparation of this assignment to explore initial ideas, develop an outline, and proofread selected sections for language accuracy and clarity. The literature search and evaluation, critical analysis, and final synthesis of the content were carried out independently."

If no AI tools were used:

"No Artificial Intelligence tools were used in the preparation of this assignment."

Students remain fully responsible for the accuracy, originality, content, and academic integrity of their submitted work.