ET919-10 Intercultural Coaching &

Development
22/23
Department
Applied Linguistics
Level
Taught Postgraduate Level
Module leader
Duncan Lees
Credit value
10
Module duration
8 weeks
Assessment
100% coursework
Study location
University of Warwick main campus, Coventry

Description

Introductory description

This module will help you to turn what you have learned from all the core modules into a practical
context for intercultural training purposes. Specifically, you will learn how theory informs ICT goals,
content and training methods through performing needs analyses. To gain insights into the real
practitioner world, you will also have a session with an ICT consultant. In so doing, you will have
the opportunity to design and pilot intercultural training materials in teams and to evaluate their
effectiveness for coaching and development. The principles and practical skills you will acquire
during this module will help you to become an effective intercultural coach or trainer.

Module aims

• To equip students with the practical skills needed to examine critically key concepts and
issues associated with intercultural coaching and training (theory vs practice);
• To familiarise students with methods, principles and content for intercultural
coaching/training, and to help them to select and evaluate these elements appropriately;
• To provide students with the opportunity to design and pilot intercultural training materials
and to evaluate their effectiveness for coaching/development.
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.

• Introduction to the market and the steps of a needs analyses

• Intercultural competence models and theories in ICT
• Understanding learning and teaching
• Evaluating ICT and practical exercise
• Insights from an IC Trainer on needs analyses, learning and teaching
• Practical exercise and how to start your career as an IC Trainer

Learning outcomes

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

• By the end of the module the student should be able to demonstrate in-depth knowledge and
understanding of the principles and constructs underlying effective intercultural coaching and
development, and to show a critical understanding of the range and scope of different
intercultural coaching/development contexts.The student will also:- Relate theoretical
concepts to cultural and interactional contexts.- Analyse and assess coaching and
development needs- Reflect critically on personal experience and professional practice and
relate to relevant theory- Conduct analyses of intercultural coaching/development needs &
present findings in report form- Develop appropriate training materials for intercultural
coaching/development in different contexts- Run an effective intercultural
coaching/development session

Indicative reading list

Byram, M., Nichols, A., & Stevens, D. (Eds.). (2001). Developing Intercultural Competence in
Practice. Clevedon: Multilingual Matters.
Corbett, J. (2010) Intercultural Language Activities. Cambridge: CUP.
Feng, A., Byram, M., & Fleming, M. (eds) (2009) Becoming Interculturally Competent through
Education and Training. Clevedon: Multilingual Matters.
Fowler, S.M. & Yamaguchi, M. (2020). An Analysis of Methods for Intercultural Training. In D.
Landis & D.P.S. Bhawuk (eds.), The Cambridge Handbook of Intercultural Training (4th edition),
Cambridge: CUP.
Gill, S. & Cankova, M. (2002) Intercultural Activities. Oxford: OUP.
Hammer, M.R., Bennett, M.J. & Wiseman, R. (2003). Measuring intercultural sensitivity: The
intercultural development inventory. International Journal of Intercultural Relations, 27: 421–443.
Hofstede, G.J., Pedersen, P.B. & Hofstede, G. (2007) Exploring Culture: Exercises, Stories and
Synthetic Cultures. Yarmouth, ME: Intercultural Press.
Landis, D., Bennett, J. M., & Bennett, M. J. (Eds.). (2004). Handbook of Intercultural Training.
Third Edition. Thousand Oaks: Sage.
Landis, D. & Bhawuk, D.P.S. (Eds.), (2020). The Cambridge Handbook of Intercultural Training
(4th edition), Cambridge: CUP.
Lenartowicz, T., Johnson, J. P. & Konopaske, R. (2014). The application of learning theories to
improve cross-cultural training programs in MNCs. The International Journal of Human Resource
Management, 25, 1697-1719.
Olbertz-Siitonen, M. (2021). Practical applications of naturalistic inquiry in intercultural education.
Journal of Praxis in Higher Education, 3(2), 52-78.
Rost-Roth, M. (2009) Intercultural training. In: H. Kotthoff and H. Spencer-Oatey (eds) Handbook
of Intercultural Communication. Berlin: Mouton de Gruyter, pp.491-517.
Spencer-Oatey, H. & Franklin, P. (2009) Intercultural Interaction. A Multidisciplinary Approach to
Intercultural Communication. Basingstoke: Palgrave. Chapter 9: Developing competence in
intercultural interaction.
Stringer, D.M. & Cassiday, P.A. (2007) Fifty-Two Activities for Exploring Values Differences.
Yarmouth, ME: Intercultural Press.
Utley, D. (2004). Intercultural Resource Pack. Intercultural Communication Resources for
Language Teachers. Cambridge: CUP.
Van Dyne, L., Ang, S. & Tan, M.L. (2019). Cultural Intelligence. Oxford Bibliographies
(Management). Oxford: OUP.

Interdisciplinary

This is an interdisciplinary module, engaging with intercultural training and coaching from a variety
of theoretical perspectives, including cross-cultural psychology, linguistics and critical intercultural
communication studies. It also encompasses a pedagogical element, prompting students to
consider which practical and pedagogical approaches best suit the theoretical perspectives they
are employing.

International

The module will discuss how intercultural competence theories and teaching practices can be
used in intercultural competence training. Thus, the main essence of the module is about how to
enhance positive attitudes and identification with members of other cultural backgrounds. Lastly,
students will work in teams in class exercises. Given the cultural diversity of the cohort, students
get an opportunity for intercultural relationship building in these exercises.

Subject specific skills

-Conduct analyses of intercultural coaching/development needs & present findings in report form
-Develop appropriate training materials for intercultural coaching/development in different contexts
-Run an effective intercultural coaching/development session

Transferable skills

-Communicate clearly and contribute effectively in discussions.

-Give presentations, using appropriate media and styles of communication.
-Work collaboratively in teams.
-Communicate ideas effectively in writing, using appropriate wording and structure.
-Plan and manage time and workload to meet deadlines.
Study

Study time
Type Required
Lectures 4 sessions of 2 hours (8%)
Seminars 2 sessions of 4 hours (8%)
Private study 64 hours (64%)
Assessment 20 hours (20%)
Total 100 hours

Private study description

Guided independent study and reading for assignment, equivalent to around 80 hours.

Costs
No further costs have been identified for this module.

Assessment
You must pass all assessment components to pass the module.

Assessment group A3

Weighting Study time

2000 word Assignment 100% 20 hours
2000 word assignment.

Feedback on assessment

-Skills profile on on centre pro-forma feedback sheet.\r\n\r\n-Written comments on centre pro-

forma feedback sheet.

Availability

Courses
This module is Optional for:
 • Year 1 of TETS-X9PL Postgraduate Diploma in Intercultural Communication for Business
and the Professions
• Year 1 of TIMA-L981 Postgraduate Social Science Research
• Year 1 of TETS-X9PJ Postgraduate Taught Intercultural Communication for Business and
the Professions
• Year 1 of TETS-X9PT Postgraduate Taught Intercultural Communication for Business and
the Professions (Part-time - 2 years)

This module is Option list B for:

• Year 1 of TETS-X9PJ Postgraduate Taught Intercultural Communication for Business and

the Professions