Introductory description

Many of us have experienced or are experiencing the demands (cognitive, behavioural, affective) associated with intercultural contact, such as that which may be experienced when visiting as well as living for extended periods in a new or quite unfamiliar sociocultural context (e.g. as international students or as business expats). Such acculturation experiences that unfold for these individuals may result in a positive intercultural learning trajectory leading to development of 'intercultural competence' and some sense of belonging in the foreign society. Yet, such experiences may also have negative consequences for an individual leading to, for example, acculturative stress that can deeply impact one’s overall psychological and emotional wellbeing as well as sense of identity.

This core module therefore takes as its principal concern the experiences of individuals who have lived or are currently living abroad and so who are experiencing life away from a familiar, ‘home’ cultural context. To do this, the module explores a variety of empirical and theoretical research work relating to acculturation, cultural adaptation and intercultural learning and personal development.

Importantly with regard to the module focus on intercultural learning and personal development, opportunity will be given to students to reflectively explore their own lived experiences of adjusting to life in a new/unfamiliar sociocultural context. Hence, module work will particularly encourage students to identify and record their own intercultural experiences and, informed by relevant reading of module-related literature, personally engage in self-analytical work that pushes them to make sense of their own lived intercultural experiences through sustained personal reflection. Ultimately, the module aims to construct an intercultural learning space for students to develop their understanding of themselves and others as intercultural individuals in an era of globalisation and increasing international mobility.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

• Affective, cognitive and behavioural dimensions of intercultural contact and adaptation (e.g., stress & coping; cognitive aspects of learning and adjustment; identity transformation/change; behavioural learning and adjustment);
• Theories of identity relevant to the study of cultural adaptation and intercultural learning and development;
• Competencies and strategies for dealing with cultural transitions;
• Contexts of cultural adaptation: international students in higher education;
• Acculturation and adaptation of migrant populations;
• Doing intercultural learning: Exploring and analysing lived personal experiences of international mobility and intercultural contact

Learning outcomes

By the end of the module, students should be able to:

• Demonstrate in-depth knowledge and understanding of key theories and models of acculturation, intercultural learning and cultural adaptation
• Understand what the research indicates about the impact of cultural adaptation experiences on an individual’s sense of identity
• Understand a range of contexts where cultural adaptation may occur and factors that may facilitate or hinder the adaptation process
• Demonstrate familiarity with research findings on the cultural adaptation process
• Critically evaluate theories, concepts and research findings and draw informed conclusions
• Relate theoretical concepts to one’s own as well as other people's lived experiences of cultural adaptation

Indicative reading list

Bochner, S. (2003). Culture shock due to contact with unfamiliar cultures. Online Readings in Psychology and Culture, Unit 8 Migration and Culture. IACCP & Scholar Works.
Gudykunst, W.B. (Ed.). (2005). Theorizing about Intercultural Communication.
Sage.
Holliday, A., Hyde, M. and Kullman, J. (2010). Intercultural Communication. An Advanced Resource Book. 2nd edition. Routledge.
Jackson, J. (2008) Language, Identity and Study Abroad. Equinox.
Kim, Y.Y. (2001). Becoming Intercultural. An Integrative Theory of Communication
and Cross-Cultural Adaptation. Sage.
Molinsky, A. (2013). Global Dexterity. Harvard Business Review Press.
Nishida, H. (2005). Cultural schema theory. In W.B. Gudykunst (Ed.), Theorizing about intercultural communication, Sage, pp. 401-418.
Sam, D.L. and Berry, J.W. (Eds.). (2016). The Cambridge Handbook of Acculturation Psychology. 2nd edition. Cambridge University Press.
Schartner, A., & Young, T. (2020). Intercultural transitions in higher education: International student adjustment and adaptation. Edinburgh University Press.
Shaules, J. (2007). Deep Culture. The Hidden Challenges of Global Living. Multilingual Matters.
Simon, B. (2004). Identity in Modern Society. A Social Psychological Perspective. Blackwell.
Ward, C., Bochner, S. and Furnham, A. (2001). The Psychology of Culture Shock. 2nd edition. Routledge.

View reading list on Talis Aspire

International

This module explores various theories and research findings regarding cultural transition experiences (e.g., studying overseas), cultural adaptation, and opportunities for experiencing as well as facilitating personal intercultural development/transformation outcomes. Hence, students develop understanding of the process and implications of intercultural contact as well as reflect on their own personal intercultural journeys. Moreover, in class, students are asked to work in small groups during seminars, providing intercultural contact opportunities.

Subject specific skills

• Acquire knowledge of theories and empirical research in relation to cultural adaptation, identity and intercultural learning and development.
• Apply theory to practice through reflection on case studies and personal lived experiences relating to cultural transitions abroad.

Transferable skills

• Communicate clearly and contribute effectively in discussions
• Work collaboratively in teams
• Read academic papers effectively
• Communicate ideas effectively in writing, using appropriate wording and structure
• Work independently
• Plan and manage time and workload to meet deadlines