992221 The Global Professional: Industry Engagement Project

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: International Studies: International Studies and Global Societies
Credit points: 16 cp
Result type: Grade and marks

Requisite(s): 72 credit points of completed study in spk(s): CBK92057 96cp Country and Language Choice
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.

Description

This capstone subject provides students with the opportunity to apply and develop their intercultural and global citizenship skills in a professional work context. Students have considerable flexibility to undertake a self-sourced placement with an organisation which operates in international contexts or industries and focus on consolidating their intercultural and international capabilities. Students are supported by collaborative on-campus workshops to prepare them for their work placement and online learning as they complete their internships. This subject takes the global workplace as a site of cultural and intercultural complexity. Students engage in work-based learning and complete a major project where they observe, analyse and critically reflect upon cultural and intercultural practices, systems, policies, workplace and industry standards, including as to respecting protocols to work with and for Indigenous Australians. Through this subject, students analyse everyday work phenomena in light of global dynamics, cultural and intercultural processes. The subject culminates with a showcase of projects that highlight students’ commitment and leadership in developing positive social change in their future places of work and industries of practice.

Subject learning objectives (SLOs)

a.	Identify and use ethnographic methods to observe and analyse cultural phenomena and intercultural practices in the workplace and across industries
b.	Synthesize understandings from International Studies, studies in the Professional degree, and workplace experience to generate arguments about intercultural communication, cultural diversity, and cultural change
c.	Draw connections between everyday work phenomena, global processes, and cultural and intercultural theories to develop arguments and rationales for fostering positive social change
d.	Critically reflect on workplace cultures, learning and careers with reference to global citizenship and intercultural processes
e.	Examine, discuss, and critically reflect upon industry and workplace standards as to respecting protocols to work with and for Indigenous Australians
f.	Prepare and deliver oral, visual and written communications that are clear, coherent and suitable for the particular professional environment

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences (INT = International Studies CILOs):

Understand and employ effective strategies to operate within professional and everyday settings across diverse cultures in Australia and/or internationally. (INT.1.1)
Evaluate critically theoretical and specialised knowledge of contemporary societies, cultures and workplaces. (INT.2.1)
Analyse, generate and communicate creative solutions to work-related problems within professional and everyday settings across diverse cultures in Australia and internationally. (INT.2.2)
Understand and engage with cultural diversities in Australia and/or internationally. (INT.3.1)
Acquire knowledge and skills of Indigenous Australian communication, engagement, and critical inquiry to work effectively with and for Indigenous Australians across a professional context. (INT.4.1)
Engage critically with current issues to act in socially responsible ways in Australian and international settings. (INT.5.1)
Communicate clearly and effectively in written and spoken language using diverse digital technologies. (INT.6.1)

Teaching and learning strategies

The main learning activities in this subject are the experience of work and independent critical inquiry on the complex cultural and intercultural practices, systems, policies of professional settings and industries. In order to maximise flexibility and to enable students to undertake their work placements when and where best suited to their interests, internships will be self-sourced. There will be preparatory workshops focused on an introductory briefing on internship requirements and internship search strategies prior to the session commencing and continued once session starts with workshops on goal setting for professional development and applying research methods for workplace observations. Once on their internships, students will complete asynchronous self-paced online modules that engage with relevant cultural, intercultural and sociological studies which will provide theoretical scaffolding around their workplace/industry observations. Students will also engage in online group discussions. De-briefs with the subject coordinator will occur towards the end of the internship where students will critically reflect on their professional development. Students will be provided academic support including advice during the placement, provision of academic resources on reflective learning, research skills, international studies and work in progress online discussions.

Content (topics)

The core topics for the subject are the cultural and intercultural norms, dynamics and practices in the organization / industry in which the student is undertaking an internship. Everyday practices will be connected with global and international trajectories to foster reflection on global and intercultural citizenship in the workplace and industries. There will also be briefing and de-briefing workshops, content on reflective practice, workplace learning and research methods for organisational settings, specifically, organizational ethnography. The placement will be of no less than 100 hours and students will prepare assessments which help them critically evaluate their work and learning experiences in relation to the themes from International Studies.

Assessment

Assessment task 1: Work Observation Protocol

Objective(s):

a, b, c, d, e and f

Weight:

40%

Length:

1,200 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Identification of relevant methods for undertaking observation in placement organisation	20	a	INT.2.1, INT.5.1
Acknowledgement of ethical dimensions and protocols in discussing Indigenous Australian issues	30	e	INT.4.1
Critical employment of relevant readings to justify the use of methodology in workplace learning	20	a	INT.2.1
Identification of how the placement opportunity is intended to generate learning of cultural, intercultural, and global relevance	20	b, c, d	INT.1.1, INT.3.1, INT.5.1
Clarity of communication of Workplace Observation Plan	10	f	INT.6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Individual Work Experience Reflection: Culture in the World of Work

Objective(s):

a, b, c, d, e and f

Weight:

60%

Length:

3,000 (not including references)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Relevant use of organisational ethnographic observations and interview material	20	a	INT.2.1, INT.5.1
Critical analysis of cultural complexity and intercultural practices in the organisation and industry, justified by relevant readings	30	b, c, d	INT.1.1, INT.2.2, INT.3.1
Critical discussion of workplace and industries practices and protocols for working with and for Indigenous Australians	30	e	INT.4.1
Coherence of analysis and clarity of expression	20	f	INT.6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Minimum Requirement

Objective(s):

c, d, e and f

Weight:

Mandatory task that does not contribute to subject mark

Length:

1,000 words for part 1

15 minute de-brief for part 2

100 hour internship for part 3

Criteria linkages:

Criteria	SLOs	CILOs
Learning Plan: Suitability of the learning goals identified, justified by an authentic self-assessment of development needs	d	INT.3.1
Learning Plan: Critical integration of theory learnt in in-class workshop and subject readings	c	INT.2.1
Learning Plan: Clarity of expression	f	INT.6.1
Learning Plan: Professional and organised presentation of Learning Plan	f	INT.6.1
Internship De-brief: Timely correspondence with Subject Coordinator	f	INT.6.1
Internship De-brief: Critical reflection on skills development	d, e	INT.2.2, INT.4.1
Internship De-brief: Confirmed attendance from internship supervisor	f	INT.6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

It is a requirement of this subject that students complete a Learning Plan; participate in an Internship De-Brief of 15 minutes with Subject Coordinator/Instructor; and undertake 100 hours of internship work by Week 12, confirmed by the internship host. Students who do not complete these task components will receive a Fail X grade.

Required texts

This subject draws on a wide array of academic literature and digital media reports. Relevant chapters and other essential readings will be indicated for corresponding weeks and listed in the weekly program in the Canvas Modules. Readings are available to download from the UTS Library Subject Resources eReadings for the subject or are available freely on the web via the URL given in the weekly program section. Where possible, print copies will be placed on Short Loan and open Reserve in the UTS Library. The following books are also recommended for seminar and essay preparation reading.

References

AIATSIS (Australian Institute of Aboriginal and Torres Strait Islander Studie), 2020. AIATSIS Code of Ethics for Aboriginal and Torres Strait Islander Research. AIATSIS.

Baker, L., 2006. Observation: A complex research method. Library trends, 55(1), 171-189.

Beck, U., 2014. The brave new world of work. John Wiley & Sons.

Butterfield, L.D., Borgen, W.A. and Amundson, N.E., 2009. The Impact of a Qualitative Research Interview on Workers' Views of Their Situation. Canadian Journal of Counselling, 43(2), 120-130.

Cooper, L., Orrell, J. and Bowden, M., 2010. Work integrated learning: A guide to effective practice. Routledge.

Delamont, S. (2004). Ethnography and participant observation. Qualitative research practice, 217(205-217).

Garsten, C. and Nyqvist, A., 2013. Organisational anthropology: doing ethnography in and among complex organisations. Pluto Press.

Janke, T., 2019. Truetracks: Indigenous cultural and intellectual property principles for putting self-determination into practice. UNSW Press.

Martin, A. and Hughes, H., 2011. How to make the most of work integrated learning. Ako Aotearoa.

Martin, K.L., 2008. Please knock before you enter: Aboriginal regulation of Outsiders and the implications for research and researchers. Post Pressed.

Neyland, D., 2007. Organizational ethnography. Sage.

NSW Department of Community Services, 2009. Working with Aboriginal Peoples and Communities: a practice resource, NSW Department of Community Service.

NSW Department of Health, 2004. Communicating positively: a guide to appropriate Aboriginal terminology, NSW Department of Health.

Pashby, K., & De Oliveira Andreotti, V., 2015. Critical global citizenship in theory and practice. Research in global citizenship education, 9-34.

Smith, L. T., 2021. Decolonizing methodologies: Research and indigenous peoples. Bloomsbury Publishing.

Talmy, S., 2010. The Interview as Collaborative Achievement: Interaction, Identity, and Ideology in a Speech Event’, Applied Linguistics, 32 (1), 25–42.