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P. 2
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P. 3 For Whom This Programme is Designed
This Programme is Designed For: Managers Supervisors Team Leaders Business Owners Board of Directors CEO’s Executives
Training and Employee Communication Professionals
Other Professionals at all levels who wish to have more effective business conversation
Programme Co-ordinator:
Prof. Dr. R. B. Crawford – Director HRODC Postgraduate Training Institute
PhD (London), MEd. M. (Bath),
Adv. Dip. Ed. (Bristol),
PGCIS (TVU),
ITC (UWI), MSCOS
P. 4 Member of the Asian Academy of Management - MAAM,
Member of the International Society of Gesture Studies - MISGS
Member of the Academy of Management - MAOM, LESAN,
Visiting Professor Polytechnic University of the Philippines - PUP
Duration:
3 months Intensive Full-Time or 6 months Full-Time
Cost:
£38,000.00 + VAT (UK Government Tax) Per Delegate for UK Delivery
£45,000.00 + VAT (EU Tax) Per Delegate for non-UK European Delivery
£45,000.00Per Delegate for Non-European Delivery (No Tax Charged)
Cost includes:
Continuous refreshments,
Hot Lunch,
Stationery,
Course Guide and Supplement,
HRODC Postgraduate Diploma or
HRODC Certificate of Attendance and Participation
Location: HRODC Training Centre - Central London – UK and International Locations
Dates: Schedule attached or at:
Schedule - Part 4:
http://www.hrodc.com/Course_Schedule_Part_4_London_Full_Time_Postgraduate_Diplo ma_MA_MBA_MSc_Short_Courses_HRM_Petroleum_Oil_Gas_Accounting_Business_English _Communication.htm
Click to book this course:
http://www.hrodc.com/Course_Booking_Form_London_Dubai_Kuala_Lumpur_Paris_Joh annesburg_Cairo_Jeddah_Abu_Dhabi_Kuwait_MBA_MSc_MA_Course.htm
P. 5
Course Programme for Intercultural Business Communication: Effective International Business Communication
Leading to Postgraduate Diploma and MSc International Business Communication
Programme Objectives
By the conclusion of the specified learning and development activities, delegates will be able to:
To understand the intercultural nature of business communication
To appreciate intercultural communication as communication shaped not only by national cultures, but also by other cultural dimensions such as ethnicity, gender and
social class
To heighten your awareness of differences in communication styles across cultures
To develop positive attitudes towards people from different cultural group
To explore cultural self-awareness, other culture awareness, and the dynamics that arises in interactions between the two.
To understand how communication processes differ among cultures.
To identify challenges that arise from these differences in intercultural interactions and learn ways to creatively address them.
To discover the importance of the roles of context and power in studying intercultural communication.
To acquire knowledge, skills and attitudes that increase intercultural competence Understand how language affects intercultural business communication.
Be aware of problems associated with language diversity.
Understand number usage differences that may have an impact on intercultural written
communication
Understand how language construction, thought, perception and culture are linked.
Understand the limits of using second language.
Be aware that language differences exist even when people speak the same language.
Understand the importance of accurate translation and interpretation to intercultural communication.
P. 6 Understand how to use parables and proverbs as insights into the culture.
Understand the concepts of the Sapir-Whorf and Bernstein hypothesis.
Define the intercultural negotiation process Understand the steps in the negotiation process
Learn how to avoid mistakes commonly made in intercultural negotiations
Become knowledgeable about intercultural negotiation models Understand negotiation strategies, including conflict resolution
Understand various trade agreements that affect intercultural negotiations
Understand the elements of cross-cultural negotiation Consider stereotypes that affect intercultural negotiations
Take into consideration comparative negotiation styles
Identify characteristics of effective negotiators
Understand the importance of protocol in intercultural negotiations
Understand how group and individual orientation, face-to-face strategies, and the media affect negotiations
Understand how personal constructs affect negotiations
To understand the laws affecting international business communications
Programme Contents, Concepts and Issues
MMoodduullee 11:: IInntteerrccuullttuurraall CCoommmmuunniiccaattiioonn iinn PPeerrssppeeccttiivvee
Globalization Culture
Dimensions of Culture
Describe the U.S. or Another Culture Using Borden
Language Verb Nonverbal Physical Environment - Natural
P. 7 - Manmade Human Behaviour Psychological Content - Knowledge - Belief Systems Processes - Encoding Thought - Decoding Thought Stereotypes
Stereotypes of U.S. Persons
Stereotypes of People of Other Nationalities
Stereotypes of Other Groups (Japanese and US Students)
Enculturation
Front stage Culture Backstage Culture Acculturation Cultural Synergy Multicultural Ethnocentrism Mindsets
Norms, Rules, Roles and Networks Subculture and Subgroups
Cultural Intelligence Communication Barriers Physical Cultural Perceptual Motivational Experiential Linguistic
P. 8
Emotional Nonverbal Competition
Cultural Iceberg
Domestic and Global Mindsets
Multinational Management Orientations
Ethnocentric Management Polycentric Management Regiocentric Management Geocentric Management
Ten Commandments for Going International Dimensions of Acculturation
Integration Separation Assimilation Deculturation
What Foreign Students would like to see Incorporated to their Own Culture?
M Moodduullee 22:: UUnniivveerrssaall CCoommmmuunniiccaattiioonn SSyysstteemmss Economic ISMs Socialism Communism Nazism Anarchism Capitalism Economic Systems U.S. United Kingdom Mexico Japan Canada
P. 9 Political Systems U.S. Canada China United Kingdom France Germany Japan Iran Mexico
United Arab Emirates South Korea
World Economics
Foreign Competition Increased Productivity
World Competition for Positions Quality versus Price
Supernationalism Subnationalism
Educational Systems
Formal and Informal Education Education in the U.S.
Education in Japan
Social Stratification Occupational Rankings
Marriage and Family Systems
Family Systems
Nuclear Family
Extended Family
Common Family Systems
P. 10 Polyandry
Monogamy
Serial Monogamy
Social Hierarchies and Social Interaction
Social Reciprocity
Independent Social Reciprocity Symmetrical-Obligatory Reciprocity Complementary-Obligatory Reciprocity Group Membership Intermediaries Formality Property Private (U.S.) Utilitarian (Mexico)
Community (Native American)
Hierarchical Divisions Ethnic Groups Social Classes Castes Tribes Gender
Unequal Treatment of Men and Women in the World
M
Moodduullee 33:: CCoonnttrraassttiinngg CCuullttuurraall VVaalluueess aanndd CCoommmmuunniiccatatiioonn IImmppaacctt
Semantic Differences Attribution and Perception
Attribution
Attribution Training Perception
Uncertainty-Reduction Theory
P. 11
Creates Uncertainty Creates Anxiety Learned Behaviours
Reinforced by Family, School and Government
High Uncertainty Avoidance Culture Latin America
Latin Europe Japan
South Korea
Countries with Low or Weak Uncertainty Avoidance U.S.A.
India
United Kingdom Denmark
Singapore
Differenced Between Weak/Strong Uncertainty Avoidance Societies
Globe Uncertainty Avoidance
Attitudes Toward Women
Percentage of Women in Top Management Positions
Work Attitudes
Work Ethic
U.S. Persons Value Work European Persons Work 2007 Weekly Hours Work Cultural Attitudes Toward Work
Europeans Australians
Japanese
Attitude Toward Ethics
Ethical Behaviour Ethical Standards
P. 12
Ethics: The Four-Way Test
Is it the truth?
Is it fair to all concerned?
Will it build goodwill and better friendships?
Will it be beneficial to all concerned? Personal vs. Societal Ethics
Standards of Business Ethics are Culturally Relative
Religious Influences
Individualism and Collectivism
Individualism Collectivism
The Hofstede and Globe Studies
Hofstede uses a Linear Scale
Globe has Multiple Levels In-Group Collectivism Institutional Collectivism
Power Distance
Inequality within Society
Power, Wealth, Status and Social Position
Physical
Intellectual
Index measures the Degree of Acceptance of Unequal Distribution of Power Both Hofstede and Globe Agree on this Construct
Gender Indices
Long-Term versus Short-Term Goals (Future Orientation)
Long-term Orientation
Concerned with Future, Perseverance, Thrift, Hard Work, Learning Openness,
Accountability and Self-discipline
Family and Work are not Separated
P. 13 Concerned with Bottom Line, Control Systems, Respecting Tradition and
Preserving Face
Fulfilling Social Obligations M
Moodduullee 44:: PPeerrttiinneenntt CCuullttuurraall SShhoocckkss aanndd IImmppaacctt
Introduction
Stages of Cultural Shock
Excitement and Fascination with the New Culture Crisis or Disenchantment Period
Adjustment Phase
Acceptance or Adaptation Phase Re-entry Shock
U-Curve
W-Curve
Problems Related to Re-entry Shock
Repatriation
Returnee Expectations
Returnee Feelings of Alienation and Isolation can Cause Trauma Returnee can feel Cultural Dissonance Caused by
- Personnel Change
- New Company Policies and Procedures
- Different Performance Valuation Methods
- Different Benefits and Compensation
- Different Job Responsibilities
Alleviating Cultural Shock
Alleviating Cultural Shock by Careful Selection of Overseas Personnel
Sensitive, Cooperative, Able to Compromise
Open to Others Opinion
Reaction to New Situations
Understanding of Own Values and Awareness of Values in Other Cultures
P. 14 Understanding of U.S. Government System
Ability to Develop Contacts in New Culture
Patience and Resiliency
Training Models
Intellectual or Classroom Model
Area Training or Simulation Model
Self-awareness of Human Relations Model
Cultural Awareness Model
Interaction Approach Multidimensional Approach Feedback and Rewards
Developing Employees to their Potential Success or Failure Due To:
Self-efficacy
Prior International Experience
Age Cross-cultural Fluency Interpersonal Skills Flexibility Cultural Sensitivity Adaptability
Aspects of Cultural Shock
Cultural Stress Social Alienation
Social Class and Poverty-Wealth Extremes Financial Information
Relationships and Family Considerations
Spouse of Family Member who Cannot Adapt Family Training to Minimize Adjustments
Encourage Children to Discuss their Anxieties and Fears
P. 15 M
Moodduullee 55:: LLaanngguuaaggee
Intercultural Miscommunication
High-context and Low-context Culture and Language
High-Context
Culture
And Establish Social Trust First
Value Personal Relations and Goodwill Agreement by General Trust
Negotiations Slow and Ritualistic
Language
Nonverbal; Cultural Aspects are Important Language Transmits Little of Explicit Message Restricted Code – Speech Coding
Low-Context
Culture
Get Down to Business First Value Expertise and Performance
Agreement by Specific, Legalistic Contract Negotiates as Efficiently as Possible
Language
Message is Explicit
May be Given more than One Way to Assure Understanding Very Direct and Verbal
Elaborated Code – Speech Coding
Language Diversity Problems
Language of Numbers
Informal and Alternative Languages
Slang Expressions
P. 16 Jargon Acronyms Colloquialisms Alternative Languages Argot Cant Ebonics
Forms of Verbal Interaction
Repartee Verbal Duelling Ritual Conversation Self-disclosure Linear/Nonlinear Languages Vocabulary Equivalence International Blunders
Parables and Proverbs
U.S. Proverbs Chinese Proverbs German Proverbs Japanese Proverbs
Conversation Taboos
The Nature of Language
Semanticists
Grammarians Novelists
Linguists
How Languages Differ
Syntactic Rule
Meanings
Variations in Verbal Style
P. 17 Mexican Verbal Style
Chinese Verbal Style
Verbal Styles in Arab World German Verbal Style
Language Variations in the U.S.
Age
Gender
Race
Regional Variations
Translation Problem
Problems with Translators
English Abroad: Something’s Lost in Translation
Interpreter Use Host Language
Subjective Interpretation Ways of Thinking
Thought
Thoughts Toward Nature
Language and Culture Interaction
Sapir-Whorf Hypothesis Linguistic Determinism Bernstein Hypothesis
Lost in Translation (Countries in Their Languages) Label/Babel
M
Moodduullee 66:: OOrraall aanndd NNoonnvveerrbbaall CCoommmmuunniiccaattiioonn PPaatttteerrnnss
Evaluate Thought Patterns
Speed of Making Decisions
Understand Paralanguage
What is Meant by Paralanguage
P. 18
Nonverbals
Chronemics (Time)
Proxemics (Space)
Oculesics (Gaze/Eye Contact)
Olfactics (Smell)
Haptics (Touch)
Kinesics (Body Language)
Chromatics (Color)
Silence
Monochronic/Polychronic Cultures
Appreciate Attitudes Toward Time and Use of Space
Space (Proxemics) Space Zones in the U.S. Elevator Proxemics
Understand the Role that Eye Contact, Smell, Color, Touch and Body Language Play
The Office Environment and Nonverbal Messages Gaze/Eye Contact (Oculesics)
Smell (Olfactics) Touch (Haptics)
“Don’t Touch” Cultures
Middle Ground Countries
“Touch” Cultures
Location of the Touch is Important Body Language (Kinesics)
Facial Expressions
Gestures
General Guidelines (U.S. Gestures)
Additional Guidelines for Gesturing in Various Cultures The Vertical Horns Gesture
Other Gestures
P. 19
Color (Chromatics)
Recognize Nonverbal Leakage
M
Moodduullee 77:: WWrriitttteenn CCoommmmuunniiccaattiioonn PPaatttteerrnnss
Introduction
What Percent of Outgoing International Correspondence is sent in English? Lexical Errors
Syntactic Errors Know your Reader
International English Writing Tone and Style Letter Formats
Examples of Japanese Seasonal Greetings
How an Address is Written Shows the Relationship
Facsimiles (Fax)
Electronic Mail (E-Mail)
Résumé and Job Search Information
M
Moodduullee 88:: GGlloobbaall EEttiiqquueettttee
Introductions
Business Card Exchange Position and Status
Age and Hierarchy
Age takes precedence over rank.
The higher the rank of the person you are introduced to, the lower you bow.
The person of lower rank bows first and lowest.
Junior persons stop bowing first. You are also expected to sit and to go through
the door in rank order.
Electronic Communication Etiquette
Netiquette (Network Etiquette)
P. 20 Shouting Dissing Flaming Spamming E-mail Usage Fax Transmissions Dining Practices
Unusual U.S. Dining Practices Eating Styles
Tipping Gift Giving
Gift Giving in Japan
Global Gift Giving Guidelines
Travel Etiquette
Proper Behavior during a Flight
M
Moodduullee 99:: BBuussiinneessss aanndd SSoocciaiall CCuussttoommss
Greeting and Handshaking Customs
Types of Handshake
Verbal Expressions
Commonly Used Expressions
Male and Female Relationships
In High-Context Societies In Low-Context Societies
Humor in Business
Superstitions and Taboos Dress and Appearance
Cultural Differences in Dress and Appearance Business Casual Dress
Customs Associated with Holidays and Holy Days
P. 21
Office Customs and Practices Customary Demeanour/Behaviour Bribery
Special Foods and Consumption Taboos
Unusual Foods
Business Travellers are Going Global Consumption Taboos
M
Moodduullee 1100:: IInntteerrccuullttuurraall NNeeggoottiiaattiioonn PPrroocceessss
Introduction
Steps in the Negotiation Process
Preparation and Site Selection Team Selection
Relationship Building Opening Talks
Discussions Agreement
Common Negotiation Mistakes Intercultural Negotiation Models
Problem-Solving Approach Competitive Approach Compromising
Forcing Legalism
Four Stage Negotiation Model
Investigative
Presentation Bargaining
Agreement
Negotiation Strategies
P. 22
Truth in negotiations
Faith
Fact Feeling
U.S. negotiators make fewer adjustments to their opponent
Include: preparation, tactics, conflict resolution and mediation, and observation, analysis, and evaluation
Trade Agreements
Validated License
Free Trade Zones or Trade Blocs NAFTA Benefits
The U.S. Negotiator’s Global Report Card
Statements Characteristics of U.S. Negotiating Style
M
Moodduullee 1111:: IInntteerrccuullttuurraall NNeeggoottiiaattiioonn CCoommppoonneennttss
Cross-Cultural Negotiation Components
The Players and Situation Cultural Noise
National Culture Power and Authority Perception
Interpreters and Translators Gender
Environment
Relationship and Substantive Conflicts
Stereotypes that Affect Intercultural Negotiations
Comparative Negotiation Style
Characteristics of Effective Negotiators
Observant, patient, adaptable and good listeners Mentally sharp
P. 23
Do their country homework
Praise what is praiseworthy and refrain from criticizing the other side Keep their promises and negotiate in good faith
Protocol in Intercultural Negotiations
Three Protocol Types
Tribal Collective
Pluralist
All cultures share the need for honesty, courage, respect for human dignity, fairness, and love; however, these have different meanings in different cultures
Reality is not always the same in every culture
Group vs. Individual Orientation
Group Orientation
Your identity belongs to the group
Decisions reached by consensus
Contracts are flexible Individual Orientation
Your identity belongs to you
Decisions can be made by individuals
Contracts are inflexible
Face-to-Face Strategies
Negotiating in person rather than through the mail, fax, telephone, telegraph, lawyers, or other intermediaries
Face-to-face negotiators’ behaviours
Irritators
Counterproposals
Argument dilution
Reviewing the negotiation
Role of Media
Supporting or tearing down
P. 24
Tend to have a stereotypical view of business
See other cultures through the bias of the U.S. perceptual grid Advertisers use media to get dollars
Movies promote stereotypes
Personal Constructs Affect Negotiations
An individual’s belief system and attitudes
Can differ within a culture as well as between cultures Expectations are based on learned life experiences Adaptability is important to success
Adages
Birds of a feather flock together
They’re in America; they should act like Americans When in Rome, do as the Romans do
The Four C’s Common Interest Conflicting Interest Compromise Criteria Mindsets M Moodduullee 1122:: LLaawwss AAffffeeccttiinngg IInntteerrnnaattiioonnaall BBuussiinneessss aanndd TTrraavveell
Home Country and Host Country Laws
Legal Requirements that Govern U.S. Citizens' Actions During Negotiations
Antidiversion Requirement
Antiboycott Regulations Antitrust Laws
Written Information Laws
The Export Administration Act of 1985
The Arms Export Control Act of 1968 and Trading with the Enemy Act of 1917
The International Emergency Economic Powers Act of 1977 Technology Laws
P. 25 The World Intellectual Property Organization (WIPO)
Berne Convention Implementation Act of 1988
Madrid Convention
Employment Laws Maquiladora Law
International Laws
International Court of Justice (also known as the World Court) The three legal bodies in the United Nations
United Nations Commission on International Trade Law (UNCITRAL) The International Commission
Sixth Committee of the General Assembly.
A movement by institutions concerned with international business has encouraged the development of agreements and laws that are uniformly accepted in world trade
International Chamber of Commerce
International Commercial Terms (Incoterms)
ECE Standard Conditions
The Hague Convention
The Vienna Agreement
Quasi-International Law Sanctions Macaulay’s Thesis Thematization Governance Structures Market Governance Trilateral Governance Bilateral Governance Unified Governance Contracts Global Patents Unwritten Law Ethics and the Law
P. 26
Four Motivations for Unethical Conduct
Profit
Competition Justice
Advertising
The Three Dimensions of Negotiation Ethics
Means/Ends
Relativism/Absolutism
Truth Telling
Laws Related to Ethics in Business
Foreign Corrupt Practices Act of 1977
The Doctrine of Sovereign Compliance Export Trading Company Act of 1982
Legal and Ethical Practices are Viewed Differently
International Travel and Law
A Passport Citizenship Visa Consulate Custom Agents Duties
Suggestions for International Travel Country-Specific Travel Tips
P. 27
Synopsis of Diploma – Postgraduate, Postgraduate Diploma and
Postgraduate Degree Regulation
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Delegates studying courses of 5-9 days duration, equivalent to 30-54 Credit Hours (direct lecturer contact), will, on successful assessment, lead to the Diploma – Postgraduate. This represents a single credit at Postgraduate Level. While 6-day and 7-day courses also lead to a Diploma – Postgraduate, they accumulate 36 and 42 Credit Hours, respectively. Delegates and students who fail to gain the required level of pass, at Postgraduate Level will receive a Certificate of Attendance and Participation. The Certificate of Attendance and Participation will not count, for cumulative purpose, towards the Postgraduate Diploma.
Courses carry varying credit values; some being double credit, triple credit, quad credit and 5-credit, etc. These, therefore, accumulate to a Postgraduate Diploma. As is explained, later, in this document, a Postgraduate Diploma is awarded to students and delegates who have achieved the minimum of 360 Credit Hours, within the required level of attainment.
Credit Value and Credit Hours examples of Diploma – Postgraduate Courses are as follows:
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Single-Credit 30-36 Double-Credit 60-72 Triple-Credit 90-108 Quad-Credit 120-144P. 28
Because of the intensive nature of our courses and programmes, assessment will largely be course, adopting differing formats. These assessment formats include, but not limited to, in-class tests, assignments, end of course examinations. Based on these assessments, successful candidates will receive the Diploma – Postgraduate, or Postgraduate Diploma, as appropriate. In the case of Diploma – Postgraduate, a minimum of 70% overall pass is expected. In order to receive the Award of Postgraduate Diploma, candidate must have accumulated at least the required minimum ‘credit-hours’, with a pass (of 70% and above) in at least 70% of the courses taken.
Delegates and students who fail to achieve the requirement for Postgraduate Diploma, or Diploma - Postgraduate - will be given support for 2 re-submissions for each course. Those delegates who fail to achieve the assessment requirement for the Postgraduate Diploma or Diploma - Postgraduate - on 2 resubmissions, or those who elect not to receive them, will be awarded the Certificate of Attendance and Participation.
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Applicants for Diploma – Postgraduate, Postgraduate Diploma and Postgraduate Degrees are required to submit the following documents:
Completed Postgraduate Application Form, including a passport sized picture affixed to the form;
A copy of Issue and Photo (bio data) page of the applicant’s current valid passport or copy of his or her Photo-embedded National Identity Card;
P. 29
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On receipt of all the above documents we will make an assessment of the applicants’ suitability for the Programme for which they have applied;
If they are accepted on their Programme of choice, they will be notified accordingly and sent Admission Letters and Invoices;
One week after the receipt of an applicant’s payment or official payment notification, the relevant Programme Tutor will contact him or her, by e-mail or telephone, welcoming him or her to HRODC Postgraduate Training Institute;
Non-European Students will be sent immigration documentation, incorporating a Visa Support Letter. This letter will bear the applicant’s photograph and passport details;
Applicants will be notified of the dates, location and venue of enrolment and orientation;
Non-UK students will be sent general information about ‘student life’ in the UK and Accommodation details.
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There are three delivery formats for Postgraduate Diploma Courses, as follows:1. Intensive Full-time Mode (3 months); 2. Full-time Mode (6 month);
3. Video-Enhanced On-Line Mode.
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All short courses can accumulate to the required number of hours, for the Postgraduate Diploma, over a six-year period from the first registration and applies to both general and specialist groupings. In this regard, it is important to note that short courses vary in length, the minimum being 5 days (Diploma – Postgraduate) – equivalent to 30 Credit Hours, representing one credit. Twelve 5-day short courses, representing twelve credits or the equivalent of 360 Credit Hours are, therefore, required for the Award of Postgraduate Diploma.
A six-day course (Diploma – Postgraduate) is, therefore, equivalent to 36 hours Credit Hours, representing one credit. Therefore, ten short courses, of this duration, equates to the required 360 Credit Hours, qualifying for the Award of Postgraduate Diploma. While double-credit courses last between ten and fourteen days, triple-credit courses range from fifteen to nineteen days. Similarly, quad-credit courses are from sixteen to nineteen days. On this basis, the definitive calculation on the Award requirement is based on the number of hours studied (aggregate credit-value), rather than merely the number of credits achieved. This approach is particularly useful when a student or delegate studies a mixture of courses of different credit-values.
For those delegates choosing the accumulative route, it is advisable that at least two credits be attempted per year. This will ensure that the required number of credit hours for the Postgraduate diploma is achieved within the six-year time frame.
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On the successful completion of the Postgraduate Diploma, delegates may register for
the Masters Degree, after their successful completion of Course #7: Research Project:
P. 31 The Delegates’ Degree Registration Category will be dictated by the courses or modules studied at Postgraduate Diploma Level. The categories relate to Master of Business Administration (MBA); Master of Arts (MA) Master of Science (MSc); Executive Master of Business Administration (Executive MBA). Additional details are provided in the document entitled: regulation For HRODC Postgraduate Training Institute Diploma – Postgraduate - Postgraduate Diploma and Masters Degree – MA, MBA, MSc.
Terms and Conditions
HRODC Policy Terms and Conditions are Available for viewing at:
http://www.hrodc.com/COSTS.htm
Or Downloaded, at:
http://www.hrodc.com/Brochure_Download_Centre.Company_Brochures_Seminar_Brochures _Seminar_Schedule.htm
The submission of our application form or otherwise registration by of the submission of a course booking form or e-mail booking request is an attestation of the candidate’s subscription to our Policy Terms and Conditions, which are legally binding.
