Tag: intercultural communication

Utah Tech U: Intercultural Communication (USA)

“JobAssistant Professor of Intercultural Communication, College of Humanities & Social Sciences, Utah Tech University, St. George, UT. Deadline: open until filled; posted 9/13/23.

The Communication Department at Utah Tech University is seeking an enthusiastic and well-qualified individual for the tenure-track position of Assistant Professor of Communication, with an emphasis on intercultural communication, to begin Fall 2024 semester. Successful candidates will be comfortable teaching intercultural communication courses, along with various other intersections of identity-based communication (e.g., gender, globalization, and criticism). Special consideration will be paid to those who specialize in rhetorical/critical methods. The successful candidate also will coordinate the curriculum for the department’s foundational courses in the intercultural communication area. Tenure track faculty at UT teach a 4/4 teaching load. While the primary considerations for tenure at UT are currently teaching and service, having an active research trajectory with publications and/or conference presentations is a component of tenure and promotion.

U East Anglia: Communication Studies (UK)

“JobLecturer in Communication Studies, School of Politics, Philosophy, Language and Communication Studies, University of East Anglia, Norwich, UK. Deadline: 18 September 2023.

An exciting opportunity has arisen for a Lecturer to join the School of Politics, Philosophy, Language and Communication Studies to deliver lectures and seminars and carry out teaching-related duties. The Department of Language and Communication Studies submits to Area Studies for the REF, were top 5 in the unit of assessment in REF 2021 and have achieved strong NSS scores.

Teaching is a key part of this role and as such you will be expected to plan, teach and assess undergraduate and postgraduate programmes, taking responsibility for the delivery and assessment of specific modules. This will include organising modules and developing teaching and learning materials. You will also take responsibility for some of the degree programmes within the school, regularly interview prospective students and promote enterprise and engagement at UEA.

They are looking for a scholar with a PhD (or equivalent) in area connected with communication studies and/or linguistics, relevant teaching experience, and a passion for student experience. They are particularly looking for specialism(s) in Intercultural Communication and Linguistics (specifically pragmatics).

This full-time post is available on a fixed-term basis to cover maternity leave. The post is available from 2 January 2024 until 31 July 2024.

CFP: CCSA Intercultural Interest Group (USA)

Conferences

Call for papers: Intercultural Communication Interest Group, Central States Communication Association, Grand Rapids, MI, USA. Deadline: 7 October 2023.

The Intercultural Communication Interest Group OF CSCA invites submission of competitive individual papers, panel proposals, and creative/interactive sessions. The purpose of ICIG is to promote the scholarship and practice of communication between, among, and within cultural groups. THEY welcome all forms of scholarship and research methodology in addressing this year’s theme: Incoherence: Failure, Futures, and Forgotten Messages.

Within intercultural communication, incoherence is inevitable and often embodied by “the stranger” since strangers can be near in proximity yet far in terms of in-group status. Organizers are excited for submissions that explore how these tensions between farness and nearness, identity dispersion and synthesis, “us” and “them” can be felt, negotiated, and examined across many cultural contexts, for instance, at borderlands, in transnational spaces, in neighborhoods as well as within digital spaces and other forms of mediated communication. The theme of incoherence offers us meaningful space to consider future directions of IC scholarship, mentorship, and curriculum programming. Inviting us to ask (among other possible inquiries):

How is incoherence embodied by being, or interacting with, the stranger, the sojourner, the other? How is incoherence implicated in studies of diaspora, immigration, statelessness, or refugee groups?

How does incoherence open avenues to understand environmental justice and environmental racism?

How does a focus on disjointedness allow us to examine perceptions of hope, place, and safe community within an increasingly diverse and polarized U.S. society?

How does the theme of incoherence apply in addressing what it means to identify as an intercultural scholar today? How can exploring incoherence contribute to (re)building curricula that meet the needs of the next generation of intercultural scholars?

How can incoherence illuminate critical/intersectional paths that complicate static, certain, or transpicuous notions of culture? How does incoherence inform the ways in which people negotiate multiracial identities in an increasingly transnational world?

Hong Kong Polytechnic: Bilingualism & Communication (Hong Kong)

“JobProfessor / Associate Professor / Assistant Professor in Bilingualism and Communication, Hong Kong Polytechnic University, Hong Kong. Deadline: 8 August 2023.

The Department of Chinese and Bilingual Studies seeks to strengthen its impact in Bilingualism and Communication as a broadly defined interdisciplinary area of academic studies, in keeping with the latest theoretical frameworks in Corporate Communication that are informed by exemplary business practices in associated industries worldwide. They aspire to develop academic leadership and groom young researchers to excel in Bilingual Corporate Communication (BCC), where “bilingual” is construed as not only distinct varieties of Chinese and English and the associated cultures specific to the local communities, but also other regional languages and cultures (e.g., Japanese and Korean, among others). Apart from infusing BCC theories and practices in multiple degree pathways at the undergraduate level, their flagship, highly popular MA programme (MABCC) will serve as a platform for disseminating BCC knowledge and influence in not only Hong Kong, but also the Greater Bay Area, elsewhere in Greater China, East Asia, the Asia-Pacific region and beyond.

CFP Frontiers: Intercultural Communication and International Students

“PublicationCall for papers: Research Topic: Intercultural Communication and International Students, Frontiers in Communication. Deadline: abstract by 10 October 2023, manuscript by 31 March 2024.

This Research Topic to be edited by Jiayi Wang (De Montfort University, UK) and Anastassia Zabrodskaja (Tallinn University, Estonia).

With internationalization high on the agenda of education providers worldwide, the complex relationship between intercultural communication and the international student phenomenon deserves close study.

Being an international student is a great opportunity to be exposed to a new language and culture and to develop intercultural communication skills. Traditionally, the phrase ‘international students’ refers to those who undertake all or part of their education in a country other than their own. For present purposes, though, we adopt a broad definition of the phrase to include transnational education (TNE) students, who are often regarded as international students by their awarding institutions.

The number of international students pursuing tertiary education reached 6.3 million in 2020 (up from 2 million in 2000), and this number continues to grow (UNESCO Institute of Statistics, 2023). The recent decade has also seen a tremendous expansion of TNE, especially during the COVID-19 pandemic, both in terms of size and scale. TNE is the delivery of education in a country other than the one in which the degree-granting institution is based. TNE takes many diverse forms, including dual degrees, joint institutes, and international branch campuses, to name but a few. In many cases, students can get a foreign degree without ever leaving their home country or region.

Research on international students is often scattered across different disciplines, including communication, education, psychology, and language and linguistics. The field of intercultural communication (a term often used interchangeably with ‘cross-cultural communication’) investigates how people from different cultural backgrounds communicate. The combination of intercultural communication and international students is a broad and fascinating topic of research. Extant research on the topic has mainly focused on the following areas: international students’ perceptions of intercultural communication, the difficulties faced by international students, and the correlations between different variables; e.g., intercultural communication competence and effectiveness, intergroup anxiety, intercultural sensitivity, attitude towards other cultures, (meta)stereotypes, sensation seeking, ethnocentrism, empathy, mindfulness, and motivation to engage in intercultural communication.

These studies have offered valuable insights into the predictors of intercultural communication competence and effectiveness and the pathways for developing this competence and effectiveness. However, intercultural communication and international students is a complex topic that requires a multifaceted approach that transcends disciplinary boundaries. Research on the topic is lagging behind the growth of student numbers, and there are many gaps and underexplored areas. For example, TNE students have rarely been studied from an intercultural communication perspective, and international students’ perceptions of intercultural communication are much less explored than those of faculty and home students. Additionally, while academic advising has been found to be vital to international student success, academic advisers have reported a lack of institutional training on how to deal with international students. The actual intercultural interactions of, and with, international students have rarely been studied in detail.

Against this background, this Research Topic seeks to create interdisciplinary dialogue and cooperation, exploring the gaps and underexamined areas of intercultural communication and international students. Themes to be addressed include, but are not limited to:

• language and communication
• intercultural communication competence and effectiveness
• intercultural interaction
• international student experience
• transnational education (TNE)
• internationalization.

CFP IALIC 2023 (Cyprus)

ConferencesCall for papers: IALIC: Rethinking intercultural communication beyond verbal language: affect, materiality and embodiment in times of ‘crises,’ European University Cyprus, 1-3 December, 2023. Deadline: 10 June 2023 (extended to 20 June).

The International Association for Languages and Intercultural Communication (IALIC) is calling for papers on the topic of Rethinking intercultural communication beyond verbal language: Affect, materiality and embodiment in times of ‘crises.’ Western epistemologies have traditionally valued rationality and the verbal above other aspects of discourse and communication. Verbal language has been primarily seen as the key instrument for developing rationality and the cornerstone of human thought. As a result, these ideas have dominated the field of intercultural communication, often silencing alternative visions of intercultural encounters and their semiotic entanglements, beyond the European male sensorium and a human-centred worldview.

However, recent social and political developments call for new ways of understanding social and political phenomena, including intercultural communication. Indeed, in the last few years, public and academic arenas have been inundated by discourses of ‘crises’ and threats forcing us to rethink both the notion of interculturality, as well as communication itself. Energy crises, ongoing wars and the (so-called) refugee crisis, climate change and ecological crises, financial crises, and of course, health crises, such as the covid19 pandemic – to name just a few – bring to the foreground notions such as precarity, marginality, transition and liminality and raise questions such as:

    • What other ways of communicating (or failing to) do discourses and experiences of threat bring about?
    • How are discourses of crisis and threat semiotically constructed and circulated?
    • What is the role of affect/emotions in times of crises and threats, and what new openings do they create in the study of intercultural communication? (e.g. how are they enregistered as part of crises-discourses and what are their communicative dynamics across and beyond languages and cultures?)
    • What kind of subjectivities do crises and threats produce, and how are these embodied (e.g. the embodiment of fear, the “contaminated” body etc.)?
    • What is the role of technology, and more generally, materiality in intercultural communication in times of crises?

All these call attention to a variety of semiotic repertoires and semiotic resources that are not restricted to language and discourse, and which often require working across disciplines. The affective turn, the material turn, and posthumanism in the social sciences and humanities indicate the ongoing efforts to make sense and theorise social reality and communication beyond verbal language. Besides, the increasing use of the notion of (in)securitisation outside the field of security studies is an example of scholarly attempts to capture the ways in which discourses and experiences of threat permeate everyday spaces and interactions, calling for methodological innovation and interdisciplinarity.

Responding to current challenges, and in line with contemporary discursive and academic developments in the social sciences and humanities, this conference aims to foreground different ways of making sense of cultures, languages, social relations and intercultural communication in an anxious and constantly changing world. At the same time, it calls for a critical examination of the notion of ‘crisis’ and its impact on intercultural communication.

U of the Arts London: Intercultural Communication Trainer (UK)

“Job

Intercultural Communication Trainer, University of the Arts, London, UK. Deadline: 8 May 2023.

This is an exciting opportunity within the Language Centre at University of the Arts London to innovate and develop the intercultural and communication training, support and resources provided for staff and students participating in Online at UAL. Around half of UAL’s students join us from outside the UK and the Language Centre provides language and intercultural skills for staff and students across the University, adapting its services in response to changes in the academic portfolio and needs of the community. Online at UAL is a significant current development that will provide courses of study through online only modes. The support will be varied in form, with asynchronous digital resources featuring alongside workshops, consultations and working-party collaborations.

As Intercultural Communication Trainer, you will work alongside course academic teams to create strategies for working with complex, sensitive, or controversial themes with diverse and dispersed cohorts and review and evaluate the effect and impact of support provided. As this is a new role within the existing Intercultural Communication Training Programme, and Online at UAL is in early stages of development, the size, shape and scope of this role will evolve.

Radford U Study Abroad: London & Iceland 2023

Study AbroadStudy Abroad in London and Iceland, School of Communication, Radford University, Radford, VA, USA,  5-27 July 2023. Application deadline: 8 March 2023.

This program, designed for undergraduates is taught by Matthew Turner, Associate Professor of Communication This is a three-week program featuring day trips to Oxford, Dover, and Canterbury. Plus, a 2-day stopover in Iceland. Weekends in Edinburgh, Scotland; Paris, France; and Stonehenge and Cotswolds are included in the program fee. Students will experience the cultures first hand through visits to television studios and movie sets, live performances, guest lectures from professionals, and guided tours of museums, and cultural events.

Students are required to enroll in COMS 335: Media and Society, or COMS 451: Intercultural and International Communication during Summer III 2023. Program fee does NOT include tuition and fees.

Hong Kong Polytechnic: Area Studies & Intercultural Communication (Hong Kong)

“JobResearch Assistant Professor in Area Studies and Intercultural Communication, Hong Kong Polytechnic University, Hong Kong. Deadline: 28 February 2023.

The Department of English and Communication within the Faculty of Humanities at The Hong Kong Polytechnic University has a long history of conducting cutting-edge research in language and communication and producing high quality graduates for the professional workplace. With a team of around 27 full-time academic staff, the focus areas are professional communication and applied language studies, with teaching to undergraduate and postgraduate degree programmes. The Department is now inviting applications for the position of Research Assistant Professor. Priority will be given to applicants whose research expertise and teaching experience are within the Department’s key research areas.

Western Washington U: Intercultural Communication (USA)

“Job

Assistant Professor of Intercultural Communication, Western Washington University, Bellingham, WA, USA. Application review begins 7 November 2022, position open until filled.

The Department of Communication Studies at Western Washington University (WWU) invites applications for a tenure-track Assistant Professor position in Intercultural Communication with additional expertise in Health Communication. Applicants must also be qualified to teach an introductory survey of Communication Theory. The successful candidate will teach existing courses at the undergraduate level, including some combination of Intercultural Communication, Health Communication, Communication Theory, Communication Diversity & Controversy, Communication, Identity & Difference, as well as other classes as needed.