28 research outputs found
Early design natural ventilation prediction method
No full textThesis: S.M. in Architecture Studies, Massachusetts Institute of Technology, Department of Architecture, 2017.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Cataloged from student-submitted PDF version of thesis. "June 2017."Includes bibliographical references (pages 64-65).One of the most widely discussed passive building design strategies is using natural ventilation for cooling. In addition to providing fresh air, which enhances occupant productivity and comfort, strategic implementation of natural ventilation in buildings reduces the energy needed for cooling. And this reduction in energy consumption significantly reduces carbon dioxide emissions. During the initial design phase, designers routinely use climate-file based analysis to evaluate the potential for comfort ventilation against other passive building strategies. Following this initial screening, it is customary to conduct detailed simulations to further develop design ideas. At this point, inconsistencies can arise between the early climate-file based analysis and later-stage simulations. Major differences arise from limitations of climate-file based analysis to account for influences of construction assemblies, building program, and occupant comfort preferences. This manuscript presents a building performance-based climate analysis method where quick, single-zone simulations are run in EnergyPlus. The ventilation cooling potential for a site and a building program is calculated using a series of Python scripts.by Alpha Yacob Arsano.S.M. in Architecture Studie
The determinants of household-level well-being in Northern Ghana
Get PDFCitation: Zereyesus, Y. A., Shanoyan, A., Ross, K. L., & Amanor-Boadu, V. (2016). The determinants of household-level well-being in Northern Ghana. Development Studies Research, 3(1), 1-10. doi:10.1080/21665095.2016.1229128Empirical analysis of the physical well-being at the household level was conducted for a sample of households in Northern Ghana using a Multiple Indicators Multiple Causes model. Physical well-being was indicated by the number of stunted children, number of wasted children, and number of underweight women. Results suggest that well-being at the household level is indeed represented by the latent variable and can be conceptualized in much the same way as the well-being of the individuals who constitute the household. Results show that the literacy of father and the number of dependents are associated with the largest shift in the underlying household’s physical well-being. Locale and the household assets were also significantly associated with the collective underlying latent variable. The variability in household physical well-being is explained more by the number of stunted children in the household than any of the other indicators of household well-being. © 2016 The Author(s)
TEKNIK BUDIDAYA, PERBANYAKAN BIBIT, PEMANFAATAN PUPUK ORGANIK DAN PENERAPAN PHT PADA TANAMAN KENTANG DI DISTRIK ILAGA KABUPATEN PUNCAK PROVINSI PAPUA
Get PDFLow potato production in Ilaga District, Puncak Regency, Papua Province is caused by various factors, namely extreme environmental conditions, less optimal cultivation techniques, low seed quality, and poor soil fertility, so efforts to improve cultivation need to be made. This activity aimed to provide technical guidance and pilot demonstrations on cultivation, how to make organic fertilizers, seed propagation techniques, the introduction of pests, diseases, and their control. The technical guidance was carried out in Kago village, Ilaga District, on November 22-26, 2017. The location is located at an altitude of 2400 m above sea level. Farmers were given instructions on how to cultivate potatoes properly, how to get quality potato seeds on their land, how potato cultivation can be done in sacks when the climate is extreme, especially during the condition of frost and hail, fertilization techniques, and making organic fertilizers and recognizing pests and diseases in the field and their control with organic pesticides. Thirty-one potato farmers followed this activity. The participants showed enthusiasm for increasing potato production through appropriate cultivation. Monitoring of follow-up activities was carried out by extension workers of the local Agriculture Service. The result of the monitoring indicated that there had been improvements in cultivation techniques, organic fertilizer production, and quality potato seeds. Farmers have also recognized several types of pests and diseases and their biological control efforts. Based on the technical guidance, potato productivity increased to 3 tons /ha at the end of 2020. --- Rendahnya produksi kentang di Distrik Ilaga, Kabupaten Puncak, Provinsi Papua disebabkan karena berbagai faktor, diantaranya kondisi lingkungan yang ekstrim (curah hujan tinggi, hujan dan embun es yang terjadi secara periodik, lama penyinaran matahari pendek pada bulan tertentu), teknik budidaya kurang optimal, kualitas bibit rendah, kesuburan tanah kurang, sehingga perbaikan teknik budidaya perlu dilakukan. Kegiatan ini bertujuan untuk memberikan bimbingan teknis (bimtek) dan demonstrasi plot (demplot) terkait dengan teknik budidaya, pembuatan pupuk organik, teknik perbanyakan benih, pengenalan hama dan penyakit serta teknik pengendaliannya. Kegiatan bimtek dan demplot dilaksanakan di kampung Kago, Distrik Ilaga pada tanggal 22-26 November 2017. Lokasi kegiatan terletak pada ketinggian 2400 m dari permukaan laut. Petani diberikan arahan tentang bagaimana membudidaya kentang dengan benar, bagaimana mendapatkan bibit kentang yang berkualitas di lahan mereka, bagaimana budidaya kentang dapat dilakukan di karung apabila iklim sangat ekstrim terutama ketika musim dingin yang menyebabkan terjadinya frost dan hail, teknik pemupukan dan pembuatan pupuk organik serta pengenalan hama-hama dan penyakit di lapang dan pengendaliannya dengan pestisida nabati. Hasil kegiatan diikuti oleh seluruh petani kentang yang berjumlah 31 orang. Para peserta menunjukkan antusias mereka untuk bagaimana meningkatkan produksi kentang melalui teknik budidaya yang sesuai. Monitoring kegiatan lanjutan budidaya dilaksanakan oleh penyuluh Dinas Pertanian setempat. Hasil dari monitoring ini menunjukkan adanya perbaikan teknik budidya, kemampuan petani dalam membuat pupuk organik, menghasilkan bibit kentang lebih berkualitas dan kemampuan petani mengenali beberapa jenis hama dan penyakit serta pengendaliannya secara alami, yang terindikasi dari meningkatnya produktiftas kentang menjadi 3 ton/ha pada akhir tahun 2020
Author Correction: Africa needs context-relevant evidence to shape its clean energy future
No full textThe Main Character in Ghazi Al-Gosaibi's Story: (Alzheimer) (Approximation of the Image of the Artistic Hero)
No full text(Alzheimer), is a story written by Al-Gosaibi, late of his life. The representatives of The main character were multiplied in it, according to information abundance and events going around explicit character in the narrative , (Yacob Al-Arian) is the hero of the story. This character has been repeated by Al-Gosaibi in more than one story, that is likely linked to the implicit connotations intended by the author. According to several indications, mentioned in the context, Al-Gosaibi / the narrator is himself one of the heroes of this story as he met the heroisms of (Yacob Al-Arian) in more than one point and across more than one level. His philosophy, culture, and sometimes his life events have influence on his narration in a clearer manner than any other neutral author. It is a view that goes along with some other controversial facts emerging in the literal character of Al - Gosaibi concerning his novels and their relation to his biography. Destiny also played the leading role of heroism in the story according to the induction of other indicators that made a logical hypothesis about the influence of destiny in characters and their conditions, and its role in triggering story events, which are probably pointing to intentional care by the author(Al-Gosaibi)
Effect of one step KOH activation and CaO modified carbon in transesterification reaction
No full textIn this work, one step activation was introduced using potassium hydroxide (KOH) and calcium oxide (CaO) modified palm kernel shells. Various concentration of calcium oxide was used as catalyst while maintaining the same concentration of potassium hydroxide to activate and impregnate the palm kernel shell before calcined at 500°C for 5 hours. All the prepared samples were characterized using Fourier Transform Infrared (FTIR) and Field Emission Scanning Electron Microscope (FESEM). FTIR analysis of raw palm kernel shell showed the presence of various functional groups. However, after activation, most of the functional groups were eliminated. The basic strength of the prepared samples were determined using back titration method. The samples were then used as base heterogeneous catalyst for the transesterification reaction of rice bran oil with methanol. Analysis of the products were performed using Gas Chromatography Flame Ionization Detector (GC-FID) to calculate the percentage conversion of the biodiesel products. This study shows, as the percentage of one step activation potassium and calcium oxide doped carbon increases thus, the basic strength also increases followed by the increase in biodiesel production. Optimization study shows that the optimum biodiesel production was at 8 wt% catalyst loading, 9:1 methanol: oil molar ratio at 65°C and 6 hours which gives a conversion up to 95%
Author Correction: Africa needs context-relevant evidence to shape its clean energy future
No full textCorrection to: Nature Energyhttps://doi.org/10.1038/s41560-022-01152-0, published online 24 October 2022 In the version of the article initially published, Gebrekidan Gebresilassie Eshetu’s name appeared incorrectly as Eshetu Gebrekidan Gebresilassie and has now been corrected in the HTML and PDF versions of the article.Water Resource
Sufism Network in the Malay World: A Historical Overview
No full textThis article aims to explore on the Sufism network in the Malay world from a historical overview. This is to highlight the development of Sufism and its contributions towards the da’wah mission in the Malay world. The author will employ a literature analysis through qualitative method. The finding shows the various networks by the ṣūfī in terms of the continuous chain of the Haramayn-Jawi scholars, the establishment of educational institution, the spread of ṭariqaṭ as well as the increasing writings and publications. This shows that the da’wah mission of ṣūfī scholars expend to the Malay region
Internationalisation and Intercultural Competence in Higher Education.
No full text07. Social Justice and Intercultural EducationPaper Internationalisation and Intercultural Competence in Higher Education.Getahun Yacob AbrahamUniversity of Borås, SwedenPresenting Author: Abraham, Getahun YacobThe aim of this study is to find out how concepts and practices of internationalisation and interculturality in higher education are understood. The study will also investigate the relation between the two concepts, what they have in common and how they could be used to facilitate internationalisation and interculturality in higher education. Uzhegova & Baik (2020) use in their work Knight´s definition of internationalisation as ‘the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education’ (2003, 2) (Uzhegova & Baik, 2020, 2).Internationalisation involves actors, context and different factors that facilitate or hinder its implementation. The actors include students from institutions, international students and staff from host institutions (Trahar & Hyland, 2011). On the other hand, internationalisation could be undertaken locally, by including students with varied cultural and linguistic backgrounds within the institution or within the country (Sanderson 2011). Internationalisation of the curriculum is thought to benefit the internationalisation process. It is supposed to empower students to gain global citizenship skills to take employment in most countries and undertake the work expected for the position (Kirik et al, 2018). The level of internationalisation in a higher education institution is influenced by different factors. Development of higher education in a country, the languages used in the education system, the economic development of a country as well as the attractiveness of the location of the higher education institution are supposed to influence the internationalisation of the specific institution (Uzhegova & Baik, 2020). Intercultural communication skill is one of the prior conditions to develop intercultural competence. Intercultural competence makes it possible to lay the ground for intercultural understanding and creating common learning platforms for students of diverse linguistic and cultural backgrounds (Henneby & Fordyce, 2018). One of the important aspects of intercultural communication is language. Language could enhance or hinder intercultural communication and in extension intercultural competence (Dunworth et al, 2021). To develop intercultural communication competence (ICC), Munezane (2021) considers some factors from Byram´s model (1997, 2008). The factors are, “knowledge of self and other, of interaction; relativising self, valuing other; skills of interpreting and relating; skills of discovering and/or interacting; and political education, critical cultural awareness” (Munezane, 2021, 1666).While understanding others in relation to self is important, authors also emphasis for developing intercultural competence there is need for openness to others experiences, curiosity and interdependence (Munezane, 2021). According to Yarosha et tal (2018), knowledge, awareness, skills and attitudes are the building blocks for intercultural competence, and contribute to creating cooperative learning environment for participants (Hennebry & Fordyce, 2018). Spencer-Oatey & Dauber (2019) strengthens these points on developing intercultural competence by emphasising the importance of “(a) positive attitudes (e.g. openness and curiosity) towards diversity and motivation to learn about/engage with it and (b) experiences of difference that take people out of their comfort zones and stimulate new thinking and behaviour”. (pp.1049-1050). Bilingualism is considered as one of the main challenges for intercultural communication (Tucker King et al, 2021). In many countries English is used as lingua franca in higher education institutions. However, how English is used by native speakers in higher education institutions, is perceived often by international students as creating hindrance to written and spoken communication (Holliday, 2017). In addition to language barrier, there are also challenges of ethnocentrism (Munezane, 2021; Harrison, 2011) and fear of threat from outside to one´s own language and cultural identity (Kirk et al, 2018). Less willingness to communicate with people other than one’s own group (Munezane, 2021) is also considered as an obstacle to intercultural communication and competence. Methodology, Methods, Research Instruments or Sources UsedMethod/methodology. This study is based on a brief literature review. There are several databases with the possibility of searching articles with different themes, for this study I limited myself to one database, Web of Science. In Web of Science, I searched for articles using the terms “internationalisation + higher education”, then “interculturality + higher education” and finally “internationalisation and interculturality in higher education”. These searches gave quit a large number of articles. By limiting my search to peer reviewed journal articles and articles written after 2010, I could reduce the number of articles. By reading the titles and abstracts of 54 articles, I could identify the purpose, research questions, theoretical perspective, methods used, results, discussions and conclusions. These helped me to choose 14 of the 54 articles with the focus on internationalisation in higher education, intercultural competence in higher education and articles dealing with both themes. For the purpose of this conference abstract, I am limiting myself to the 14 articles. When I develop the abstract into a full-fledged paper, I am planning to search and include more relevant literature, articles, scientific reports and books. To be able to understand the result of the different studies, content analysis is used as methodology. With the help of content analysis, the aims of the studies, methods of studies, theoretical perspectives, findings and discussions are critically scrutinized. The study focused on relevant findings in relation to internationalisation and intercultural competences. But this does not mean all findings from the literature review are included in this short text. Conclusions, Expected Outcomes or FindingsConclusion Internationalisation could be steered by top-down directive or bottom-up initiative and there are also possibilities that it is a combination of both (Kirik et al, 2018). There could be motives for internationalisation to increase quality of education, exchange knowledge and experiences. It is also possible that some higher education institutions are motivated mainly for attracting fee paying students, improve the position of their institution in the national, regional or international ranking systems (Kirik et al, 2018) or impose what they consider as their “best practice” on others. The possibility of developing intercultural communication and gaining intercultural competence could contribute to creating cooperative learning environment (Hennebry &Fordyce, 2018). In this process participating individuals´ agency helps to achieve the goals of intercultural communication and competence (Sanderson, 2011; Tucker King et al, 2021). When unwillingness and lack of curiosity dominate it can hinder developing intercultural competence. In conclusion successful internationalisation obviously need intercultural communication skills and competence (Spencer-Oatey & Dauber, 2019). Suitable intercultural environment can lead to development of three stages of interactivity, reciprocity and unity (Kudo et al, 2018). While it is difficult to separate the concepts of internationalisation and intercultural competence (Collins, 2018), it is possible to consider the interplay between them. Intercultural competence can pave the way for internationalisation. Openness, curiosity, and willingness to share life experience with others could be commonly used for achieving intercultural competence and internationalisation in higher education. ReferencesCollins, H. (2018). Interculturality from above and below: navigatinguneven discourses in a neoliberal university system. Language and Intercultural Communication, 18 (2), 167-183. https://doi.org/10.1080/14708477.2017.1354867 Dunworth, K., Grimshaw, T., Iwaniec, J. & McKinley, J. (2021). Language and the development of intercultural competence in an ‘internationalised’ university: staff and student perspectives. Teaching in Higher Education, 26 (6), 790-805. https://doi.org/10.1080/13562517.2019.1686698 Harrison, N. (2012). Investigating the impact of personality and early life experiences on intercultural interaction in internationalised universities. International Journal of Intercultural Relations 36, 224– 237. https://doi.org/10.1016/j.ijintrel.2011.03.007 Hennebry, M. L. & Fordyce, K. (2018). Cooperative learningon an international masters. Higher Education Research & Development, 37 (2), 270-284. https://doi.org/10.1080/07294360.2017.1359150 Holliday, A. (2017). PhD students, interculturality, reflexivity, community and internationalisation. Journal of Multilingual and Multicultural Development, 38 (3), 206-218. https://doi.org/10.1080/01434632.2015.1134554 Kirk, S. H., Newstead, C., Gann, R & Rounsaville, C. (2018). Empowerment and ownership in effective internationalisation of the higher education curriculum. Higer Education, 76, 989-1005. https://doi.org/10.1007/s10734-018-0246-1 Kudo, K., Volet, S. & Whitsed, C. (2018). Development of intercultural relationships at university: a three-stage ecological and person-in-context conceptual framework. Higher Education, 77, 473-489. https://doi.org/10.1007/s10734-018-0283-9 Munezane, Y. (2021). A new model of intercultural communicative competence: bridging language classrooms and intercultural communicative contexts. Studies in Higher Education, 46 (8), 1664-1681. https://doi.org/10.1080/03075079.2019.1698537 Sanderson, G. (2011). Internationalisation and teaching in higher education,Higher Education Research & Development, 30 (5), 661-676. https://doi.org/10.1080/07294360.2011.598455 Spencer-Oatey, H. & Dauber, D. (2019). Internationalisation and student diversity: how far are the opportunity benefits being perceived and exploited? Higher Education, 78, 1035-1058. https://doi.org/10.1007/s10734-019-00386-4 Trahar, S. & Hyland, F. (2011). Experiences and perceptions of internationalisation in higher education in the UK. Higher Education Research & Development, 30 (5), 623-633. https://doi.org/10.1080/07294360.2011.598452 Tucker King , C. S. & Bailey, K. S. (2021). Intercultural communication and US higher education: How US students and faculty can improve International students’ _classroom experiences. International Journal of Intercultural Relations 82, 278–287. https://doi.org/10.1016/j.ijintrel.2021.04.007 Uzhegova, D. & Baik, C. (2020). Internationalisation of higher educationin an uneven world: an integrated approach to internationalisation of universities in the academic periphery. Studies in Higher Education. https://doi.org/10.1080/03075079.2020.1811220 Yarosha, M., Lukicb, D. & Santibáñez-Gruber, R. (2018). Intercultural competence for students in international joint master programmes. International Journal of Intercultural Relations, 66, 52–72. DOI:10.1016/J.IJINTREL.2018.06.003 ECER 2022 had two forms, the first in-person the second online. August 22-25 the in-pesron conference was held in Yerevan, Armenia.September 1-10 the ECER Plus conference was held online. My presentation was in on the 6th of September, 14:00-15:30 in Network 7. </p
Internationalisation and Intercultural Competence in Higher Education. [Elektronisk resurs]
No full text07. Social Justice and Intercultural EducationPaperInternationalisation and Intercultural Competence in Higher Education.Getahun Yacob AbrahamUniversity of Borås, SwedenPresenting Author: Abraham, Getahun YacobThe aim of this study is to find out how concepts and practices of internationalisation and interculturality in higher education are understood. The study will also investigate the relation between the two concepts, what they have in common and how they could be used to facilitate internationalisation and interculturality in higher education. Uzhegova & Baik (2020) use in their work Knight´s definition of internationalisation as ‘the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education’ (2003, 2) (Uzhegova & Baik, 2020, 2).Internationalisation involves actors, context and different factors that facilitate or hinder its implementation. The actors include students from institutions, international students and staff from host institutions (Trahar & Hyland, 2011). On the other hand, internationalisation could be undertaken locally, by including students with varied cultural and linguistic backgrounds within the institution or within the country (Sanderson 2011). Internationalisation of the curriculum is thought to benefit the internationalisation process. It is supposed to empower students to gain global citizenship skills to take employment in most countries and undertake the work expected for the position (Kirik et al, 2018). The level of internationalisation in a higher education institution is influenced by different factors. Development of higher education in a country, the languages used in the education system, the economic development of a country as well as the attractiveness of the location of the higher education institution are supposed to influence the internationalisation of the specific institution (Uzhegova & Baik, 2020). Intercultural communication skill is one of the prior conditions to develop intercultural competence. Intercultural competence makes it possible to lay the ground for intercultural understanding and creating common learning platforms for students of diverse linguistic and cultural backgrounds (Henneby & Fordyce, 2018). One of the important aspects of intercultural communication is language. Language could enhance or hinder intercultural communication and in extension intercultural competence (Dunworth et al, 2021). To develop intercultural communication competence (ICC), Munezane (2021) considers some factors from Byram´s model (1997, 2008). The factors are, “knowledge of self and other, of interaction; relativising self, valuing other; skills of interpreting and relating; skills of discovering and/or interacting; and political education, critical cultural awareness” (Munezane, 2021, 1666).While understanding others in relation to self is important, authors also emphasis for developing intercultural competence there is need for openness to others experiences, curiosity and interdependence (Munezane, 2021). According to Yarosha et tal (2018), knowledge, awareness, skills and attitudes are the building blocks for intercultural competence, and contribute to creating cooperative learning environment for participants (Hennebry & Fordyce, 2018). Spencer-Oatey & Dauber (2019) strengthens these points on developing intercultural competence by emphasising the importance of “(a) positive attitudes (e.g. openness and curiosity) towards diversity and motivation to learn about/engage with it and (b) experiences of difference that take people out of their comfort zones and stimulate new thinking and behaviour”. (pp.1049-1050). Bilingualism is considered as one of the main challenges for intercultural communication (Tucker King et al, 2021). In many countries English is used as lingua franca in higher education institutions. However, how English is used by native speakers in higher education institutions, is perceived often by international students as creating hindrance to written and spoken communication (Holliday, 2017). In addition to language barrier, there are also challenges of ethnocentrism (Munezane, 2021; Harrison, 2011) and fear of threat from outside to one´s own language and cultural identity (Kirk et al, 2018). Less willingness to communicate with people other than one’s own group (Munezane, 2021) is also considered as an obstacle to intercultural communication and competence. Methodology, Methods, Research Instruments or Sources UsedMethod/methodology.This study is based on a brief literature review. There are several databases with the possibility of searching articles with different themes, for this study I limited myself to one database, Web of Science. In Web of Science, I searched for articles using the terms “internationalisation + higher education”, then “interculturality + higher education” and finally “internationalisation and interculturality in higher education”. These searches gave quit a large number of articles. By limiting my search to peer reviewed journal articles and articles written after 2010, I could reduce the number of articles. By reading the titles and abstracts of 54 articles, I could identify the purpose, research questions, theoretical perspective, methods used, results, discussions and conclusions. These helped me to choose 14 of the 54 articles with the focus on internationalisation in higher education, intercultural competence in higher education and articles dealing with both themes. For the purpose of this conference abstract, I am limiting myself to the 14 articles. When I develop the abstract into a full-fledged paper, I am planning to search and include more relevant literature, articles, scientific reports and books.To be able to understand the result of the different studies, content analysis is used as methodology. With the help of content analysis, the aims of the studies, methods of studies, theoretical perspectives, findings and discussions are critically scrutinized. The study focused on relevant findings in relation to internationalisation and intercultural competences. But this does not mean all findings from the literature review are included in this short text. Conclusions, Expected Outcomes or FindingsConclusionInternationalisation could be steered by top-down directive or bottom-up initiative and there are also possibilities that it is a combination of both (Kirik et al, 2018). There could be motives for internationalisation to increase quality of education, exchange knowledge and experiences. It is also possible that some higher education institutions are motivated mainly for attracting fee paying students, improve the position of their institution in the national, regional or international ranking systems (Kirik et al, 2018) or impose what they consider as their “best practice” on others. The possibility of developing intercultural communication and gaining intercultural competence could contribute to creating cooperative learning environment (Hennebry &Fordyce, 2018). In this process participating individuals´ agency helps to achieve the goals of intercultural communication and competence (Sanderson, 2011; Tucker King et al, 2021). When unwillingness and lack of curiosity dominate it can hinder developing intercultural competence. In conclusion successful internationalisation obviously need intercultural communication skills and competence (Spencer-Oatey & Dauber, 2019). Suitable intercultural environment can lead to development of three stages of interactivity, reciprocity and unity (Kudo et al, 2018). While it is difficult to separate the concepts of internationalisation and intercultural competence (Collins, 2018), it is possible to consider the interplay between them. Intercultural competence can pave the way for internationalisation. Openness, curiosity, and willingness to share life experience with others could be commonly used for achieving intercultural competence and internationalisation in higher education.ReferencesCollins, H. (2018). Interculturality from above and below: navigatinguneven discourses in a neoliberal university system. Language and Intercultural Communication, 18 (2), 167-183.https://doi.org/10.1080/14708477.2017.1354867Dunworth, K., Grimshaw, T., Iwaniec, J. & McKinley, J. (2021). Language and the development of intercultural competence in an ‘internationalised’ university: staff and student perspectives. Teaching in Higher Education, 26 (6), 790-805.https://doi.org/10.1080/13562517.2019.1686698Harrison, N. (2012). Investigating the impact of personality and early life experiences on intercultural interaction in internationalised universities. International Journal of Intercultural Relations 36, 224– 237. https://doi.org/10.1016/j.ijintrel.2011.03.007Hennebry, M. L. & Fordyce, K. (2018). Cooperative learningon an international masters. Higher Education Research & Development, 37 (2), 270-284. https://doi.org/10.1080/07294360.2017.1359150Holliday, A. (2017). PhD students, interculturality, reflexivity, community and internationalisation. Journal of Multilingual and Multicultural Development, 38 (3), 206-218.https://doi.org/10.1080/01434632.2015.1134554 Kirk, S. H., Newstead, C., Gann, R & Rounsaville, C. (2018). Empowerment and ownership in effective internationalisation of the higher education curriculum. Higer Education, 76, 989-1005.https://doi.org/10.1007/s10734-018-0246-1 Kudo, K., Volet, S. & Whitsed, C. (2018). Development of intercultural relationships at university: a three-stage ecological and person-in-context conceptual framework. Higher Education, 77, 473-489.https://doi.org/10.1007/s10734-018-0283-9Munezane, Y. (2021). A new model of intercultural communicative competence: bridging language classrooms and intercultural communicative contexts. Studies in Higher Education, 46 (8), 1664-1681.https://doi.org/10.1080/03075079.2019.1698537Sanderson, G. (2011). Internationalisation and teaching in higher education,Higher Education Research & Development, 30 (5), 661-676.https://doi.org/10.1080/07294360.2011.598455 Spencer-Oatey, H. & Dauber, D. (2019). Internationalisation and student diversity: how far are the opportunity benefits being perceived and exploited? Higher Education, 78, 1035-1058.https://doi.org/10.1007/s10734-019-00386-4Trahar, S. & Hyland, F. (2011). Experiences and perceptions of internationalisation in higher education in the UK. Higher Education Research & Development, 30 (5), 623-633.https://doi.org/10.1080/07294360.2011.598452Tucker King , C. S. & Bailey, K. S. (2021). Intercultural communication and US higher education: How US students and faculty can improve International students’ _classroom experiences. International Journal of Intercultural Relations 82, 278–287.https://doi.org/10.1016/j.ijintrel.2021.04.007Uzhegova, D. & Baik, C. (2020). Internationalisation of higher educationin an uneven world: an integrated approach to internationalisation of universities in the academic periphery. Studies in Higher Education. https://doi.org/10.1080/03075079.2020.1811220Yarosha, M., Lukicb, D. & Santibáñez-Gruber, R. (2018). Intercultural competence for students in international joint master programmes. International Journal of Intercultural Relations, 66, 52–72.DOI:10.1016/J.IJINTREL.2018.06.003 </p
