This paper examines concepts of intercultural communication where consideration is given to individual and cross cultural values and practice with a particular focus on Indigenous perspectives. Communication will be considered through a range of themes including Treaty partnership in Aotearoa, cultural understanding and influences, perceptions and personality, motivation, decision making, groups and teams, diversity, inclusion and belonging, and cultural approaches to leadership. This will enable students to gain insight into the complexity of culture and communication and to develop tools and strategies to communicate effectively in culturally diverse contexts.

The paper is taught through a two-hour lecture format that can be attended face-to-face or via zoom. Lectures are also recorded in case you need to miss lectures or prefer to take the class virtually. There is also a one hour tutorial.

Learning and teaching ethos: The only source of knowledge is experience - Albert Einstein. This course works on the premise that we develop our knowledge through experience. To get the maximum benefits from experience requires preparation, active participation and active reflection, and involves responsibilities for and contributions, from both students and teachers. Students and teaching staff are co-creators of the course and, therefore, together can make this course a rewarding and memorable experience.

The assessments are briefly described in the paper outline. The Moodle page for this paper includes an assignment guideline and marking rubric for the major assignments. Assignments are briefly described in the Moodle page.

General Context: Most assignments in our respective Schools are marked for quality of the writing and presentation. That is, a fundamental part of being an effective communicator is clear and competent written expression. This paper reflects this key element. Our goals with this policy are to (a) encourage competent writing practices as appropriate for the study of communication, and (b) develop students' writing skills over the course of their study.

For some assignments, the quality of writing is the primary criterion for marking. For most other assignments, the quality of writing or presentation is important, but equally or more important is the ability to demonstrate command of the conceptual material. For these assignments, a clearly designated component on a marking schedule should be allocated to writing and presentation (usually between 10-30% depending on the paper; approximately 15% in this paper). Thus, students who have yet to develop strong writing skills, will be disadvantaged on this one portion of the marking schedule, but not on the rest. Of course, if the quality of writing is so poor that it hinders the instructor from ascertaining whether students meet other criteria, their writing deficiencies may influence those marks as well. Students are encouraged to seek out support to help them improve their written assignments before they are submitted.

Assignments: Individual 70% + Group 30% = 100%

You can access the paper details (paper outline, lecture slides, assignments, reading lists, etc.) through Moodle which displays all the
papers you are currently enrolled in. All administrative issues will be addressed through Moodle and Moodle announcements. I also
respond regularly to email so that is often the best way to contact me and ask questions.
All lectures and some parts of workshops will be recorded so that you can easily retrieve the recordings via Moodle.

If you have any questions about using Moodle, Reading Lists, or other online support tools, please seek assistance from the Lecturers, Tutor or directly contact ITS Service Desk (call: 07 838 4008; email: help@waikato.ac.nz).

This class is worth 15 points and thus you can expect to spend about 150 hours on it (in and out of class).
Consider learning hours to be the total of class time and your own time so it it about 10 hours each week on average (including
assignments, workshops, minilectures).

Outside of class time you are expected to review lecture slides/Panopto recordings, complete
the readings, prepare and complete assignments, and carry out other learning activities as required.