Due Date: April 19th, 2016 - Individual Final Presentation

Due Dateapril 19th 2016typeindividual Final Presentationguidelines

In a 3-4 minute oral presentation, address the following questions: 1. Who did you talk to (country/age/gender/other)? 2. What was the main objective of your interview? 3. What are the main findings? 4. How can some of the concepts from the course help you explain what you found? 5. What did you learn about yourself/cross-cultural similarities and differences/other?

Grading criteria include Content, Presentation Style (not reading from notes, maintaining eye contact), and Overall Impression (interesting or boring). The final score will reflect these aspects.

Paper For Above instruction

The final presentation is a crucial component of the course, designed to assess students' ability to synthesize and communicate their interview findings effectively within a short timeframe. In preparing this 3-4 minute oral presentation, students are expected to provide a comprehensive yet concise overview of their interview process, findings, and personal reflections, integrating theoretical concepts learned throughout the course. This assignment emphasizes clarity, engagement, and critical thinking, enabling students to demonstrate their understanding of cross-cultural communication in a real-world context.

Introduction

The importance of intercultural communication in today's globalized society cannot be overstated. As individuals increasingly interact across cultural boundaries, understanding nuanced differences and commonalities becomes essential. This final presentation serves as a platform for students to showcase their comprehension of these dynamics through a personal interview, which provides firsthand insight into cultural values, practices, and perceptions. By articulating their experience and linking it to theoretical frameworks, students deepen their intercultural competence.

Interview Context and Participant Profile

Students should begin by describing their interview subject in detail. This includes the participant's country, age, gender, and any other relevant demographic information. Clarifying these details offers context for the subsequent analysis and highlights the diversity of perspectives represented. For example, a student might interview a 35-year-old male from Japan, or a 22-year-old female from Brazil. The goal is to provide a clear picture of the interviewee's cultural background, which influences their responses and behaviors.

Main Objective and Methodology

The presentation should outline the primary purpose of the interview. Was it to explore perceptions of social norms, attitudes towards authority, communication styles, or other cultural dimensions? Clarifying the main objective guides the analysis and demonstrates critical engagement. Additionally, briefly describing the interview process—whether it was structured, semi-structured, or informal—adds depth and transparency to the methodology, ensuring the audience understands how data was gathered.

Main Findings and Insights

Students are expected to summarize the key insights derived from their interview. This includes patterns, surprising responses, or notable differences and similarities related to cultural values, beliefs, or behaviors. Connecting these findings to specific cross-cultural theories, such as Hofstede's cultural dimensions or Hall's context communication, enriches the analysis. For instance, if the interviewee emphasized high regard for hierarchy, students might relate this to Hofstede's power distance index and discuss its implications for workplace interactions.

Theoretical Application and Course Concepts

Integrating course concepts to explain the findings is a critical element. This might involve applying models of intercultural communication, identity negotiation, or conflict resolution. Demonstrating how these theories help interpret the interviewee’s responses not only evidences comprehension but also illustrates the practical relevance of academic frameworks. For example, students might discuss how individualism vs. collectivism influences social behavior observed during the interview.

Self-Reflection and Cross-Cultural Understanding

The presentation should conclude with personal reflections. What did students learn about themselves during the interview process? Did they notice any cross-cultural similarities, such as universal emotions or concerns? Were there differences that challenged their assumptions? Reflecting on these insights fosters personal growth and intercultural awareness. Additionally, students might discuss challenges faced, skills developed, or areas for further learning.

Conclusion

Overall, this project aims to enhance students' ability to interpret cultural differences critically and communicate their understanding effectively. By integrating real-world interaction with theoretical knowledge, students develop skills applicable in many professional and personal contexts, promoting greater intercultural sensitivity and competence.

References

• Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions, and organizations across nations. Sage Publications.
• Hall, E. T. (1976). Beyond culture. Anchor Books.
• Samovar, L. A., Porter, R. E., & McDaniel, E. R. (2010). Communication between cultures. Cengage Learning.
• Chen, G. M., & Starosta, W. J. (2000). Communication competence and cross-cultural adaptation: Toward a framework for intercultural communication competence. International Journal of Intercultural Relations, 24(4), 479-491.
• Livermore, D. (2015). The cultural intelligence difference: Master the six key leadership capabilities to cross borders and embed in culture. AMACOM.
• Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a learner outcome of internationalization at institutions of higher education in the United States. Journal of Studies in International Education, 10(3), 241-266.
• Ming-Tzu, H., & Kahler, M. (2010). Understanding intercultural communication: A contextual approach. Routledge.
• Spitzberg, B. H., & Changnon, G. (2009). Conceptualizing intercultural competence. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 2-52). Sage Publications.
• Brislin, R. (1990). Understanding culture's influence on behavior. Handbook of intercultural training, 2, 3-24.
• Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for intercultural citizenship (pp. 21-71). Yale University Press.