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Lecturer(s)
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Course content
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1) What Is Intercultural Communication? A Buddy's Starting Point 2) Cultural Dimensions in Everyday Campus Life 3) Language, Miscommunication, and English 4) Identity, Belonging, and the First Weeks Abroad 5) Structural Barriers: What Universities Don't Always Say 6) Communication challenges in the English language 7) Inclusive Communication in Practice 8) Global Challenges and Student Mobility 9) Intercultural Competence as a Transferable Skill 10) Reflecting, Wrapping Up, and Staying Connected
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Learning activities and teaching methods
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- unspecified
- 14 hours per semester
- Contact hours
- 16 hours per semester
- Team project (50/number of students)
- 30 hours per semester
- Attendance on a field trip (number of real hours - maximum 8h/day)
- 8 hours per semester
- Presentation preparation (report in a foreign language) (10-15)
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| - English proficiency at B2 CEFR level (reading, speaking, writing); English serves as the shared lingua franca of this multicultural group. |
| Competences |
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| - Enrolment in the EUPeace Buddy System and active assignment to at least one incoming international student - Openness to engaging across cultural, linguistic, and disciplinary differences within the course group and in the buddy role |
| learning outcomes |
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| - Explain core Intercultural Communication (ICC) concepts (positive peace, intersectionality, cultural dimensions) in plain English. - Identify cultural and structural barriers that incoming students encounter after their arrival. - Apply intersectional thinking to understand why different buddies face different challenges. - Reflect critically on your own cultural positionality and unconscious assumptions. - Use inclusive, accessible language in both written and spoken communication. - Recognise ethical dilemmas in the buddy role (e.g. advocacy vs. paternalism) and respond constructively. - Connect personal buddy experience to broader frameworks of peace, justice, and inclusivity. |
| teaching methods |
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| Knowledge |
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| E-learning |
| Self-study of literature |
| Situation.... |
| Task-based study method |
| Seminar |
| Skills |
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| E-learning |
| Competences |
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| Self-study of literature |
| Seminar |
| E-learning |
| Situation.... |
| Task-based study method |
| assessment methods |
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| Knowledge |
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| Self-evaluation |
| Individual presentation at a seminar |
| Group presentation at a seminar |
| Project |
| Skills demonstration during practicum |
| Skills |
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| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Group presentation at a seminar |
| Self-evaluation |
| Project |
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Recommended literature
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Bryan, M. Teaching and assessing intercultural communicative competence. 1997.
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Hofstede, G.J. and Minkov, M. Cultures and organisations: Software of the mind (3rd ed.). 2010.
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