Intercultural Communication in International Relations

This course examines the role of intercultural communication in international relations, building on the theoretical approaches introduced in the course “Intercultural Communication”. It focuses on their application to diplomacy, international negotiations, leadership and cooperation in multicultural and international settings.

Particular attention is given to the intercultural dimensions of conflict, processes of conflict formation and escalation, and approaches to prevention, management and resolution. Cultural and communicative factors are considered alongside power relations, political interests, historical experiences and institutional contexts. The course also explores the relationship between leadership and culture, approaches to diversity, and the role of leaders in fostering trust, inclusion and dialogue.

Through critical case studies, analysis of public discourse and simulations, students examine the communication practices of international actors, including instances of misunderstanding and tension. The course develops intercultural communicative competence, ethical judgement and skills in dialogue, negotiation and mediation in international relations.

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

• analyse the influence of culture, language and identities on international relations, taking account of political, historical and institutional factors;

• critically apply models of intercultural communication to diplomacy, international negotiations and cooperation;

• identify intercultural dimensions of conflict and analyse processes of emergence, escalation and de-escalation;

• compare approaches and communication strategies for conflict prevention, management and resolution, evaluating their suitability for specific contexts;

• evaluate leadership practices in multicultural and international settings and their contribution to trust, dialogue and cooperation;

• propose approaches to diversity that promote inclusion, equitable participation and respect;

• critically examine ethical dilemmas concerning intercultural communication, power relations and the representation of different social groups;

• use evidence and academic literature to analyse cases and develop informed proposals for intercultural communication;

• apply active listening, reflection, dialogue and negotiation-of-meaning skills in simulations of international encounters.

Week 1: Course introduction and intercultural communication in international relations: connections with prior theoretical knowledge and applications to diplomacy and international cooperation.

Week 2: Intercultural dimensions of conflict: identities, values, perceptions, historical narratives, political interests and power relations.

Week 3: Conflict dynamics and phases: emergence, escalation, de-escalation and communicative factors; critical examination of analytical models.

Week 4: Approaches and styles of conflict management: negotiation, mediation, dialogue, managing misunderstandings and rebuilding trust.

Week 5: Leaders, leadership and intercultural communication: cultural expectations, adaptability, communication choices and fostering a climate of cooperation.

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

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

Week 8: Diversity in international and multicultural settings: inclusion, equitable participation, addressing discrimination and cooperation in multicultural teams.

Week 9: Critical case studies of international conflicts and communication failures: analysis of verbal and nonverbal practices, alternative interpretations and opportunities for intervention.

Week 10: Ethics and intercultural communication in international relations: human rights, cultural diversity, responsibility, power relations and the limits of cultural adaptation.

Week 11: Current issues — Part 1: public diplomacy, political discourse and representations of cultural groups in media and the digital public sphere.

Week 12: Current issues — Part 2: analysis of a selected international issue and a negotiation or mediation simulation, followed by reflection on communication strategies.

Week 13: Individual oral case study presentation, synthesis and critical evaluation of the course, feedback and final reflection.

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

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

Selected Articles 

Lectures

Study

Analysis of bibliography

Lectures by invited Speakers

Use of ICT in teaching and communicating with the students.

Students are assessed based on the following:

• Group Assignment-Oral Presentation: 50%
• Individual Assignment-Oral Presentation: 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.