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There is clear evidence from a number of studies conducted over the last decade that the student experience of internationalisation in universities around the world can be both positive and negative. In this paper we explore these polarised views of internationalisation as they are recorded in the literature. We argue there is evidence of too much emphasis on 'wishing and hoping' that benefits will flow from cultural diversity on campus and not enough emphasis on strategic and informed intervention to improve inclusion and engagement. We start by exploring what happens when students are forced into cross-cultural encounters without additional actions and interventions and go on to discuss what we can learn from examples of successful inclusion and engagement in multi-cultural classrooms. We suggest that there are at least three things we should focus on in order to enhance students' engagement with cultural diversity and ensure that real benefits for student learning result from culturally diverse campuses and classrooms. These are alignment of the formal and informal curriculum, a focus on task design and management and new approaches to professional development of academic staff. The need for reflective practice, which includes ongoing and focussed evaluation of the effectiveness of interventions, is also highlighted.

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The need for effective education to enhance students' understanding and development of academic integrity has been well established, particularly for international students new to tertiary study in English-speaking countries. Most research recommends the use of methods such as instruction and warnings, as part of a plagiarism education programme. Few studies have looked at the role of formative feedback through tutorial intervention in the process of academic writing, in which use of the text-matching tool Turnitin is made in ways which support learning, rather than guide assessment. This study addresses that gap using data gathered over three years from cohorts of international students in the United Kingdom (UK) with regard to four identified areas of development: avoidance of plagiarism, decrease in over-reliance on some sources, correct use of citation and appropriate paraphrasing. Individual tutorials were held to give formative feedback on students' own writing, with particular regard to their use of sources. A supportive environment was created in which questions about references could be discussed, by using the Turnitin originality reports directly. The tutorial feedback appeared to have a positive effect on students' understanding of academic integrity reflected in improved drafts. This implies that tutorial feedback using Turnitin could be a key factor in plagiarism education. Recommendations for future use are given at the end of the study.

This is the third book in the "Internationalization in Higher Education" series edited by Elspeth Jones for Routledge. This series is aimed at addressing the theme of internationalization through theoretical perspectives and practical examples, and is aimed at those teaching in Higher Education (HE). Whilst other books in the series are focussed on the level of the institution (e.g. Leask, 2015) or beyond (e.g. Ziguras and McBurnie, 2014) this volume is focussed much more on the classroom experience of the educationally mobile student and teacher.Carroll takes issue with the label 'international student' and prefers to focus on diversity. In particular educationally mobile students are diverse in three ways: variations in previous educational experience, language proficiency and their mobility. For her "students are not victims of educational mobility; they are the engines that drive the process" (22). This quote nicely encapsulates the personal empathy that Carroll (a well-travelled student and teacher) feels for these students, who she feels are often reduced to the problematic label of international student, as being somehow deficient in contrast to 'home' students.The book is divided into three sections. The first comprises five chapters and focuses on a discussion of the context, with a focus on the teachers. There is a clear focus in this section on helping teachers accommodate educational diversity, to the benefit of all students. Carroll develops the idea that by making new ideas meaningful to diverse students and acknowledging their prior knowledge and beliefs teachers can promote deeper learning.The second section starts by acknowledging that all students can find academic language challenging but for those from a non-English speaking background there can be a further challenge, especially if they assume their preparation has been sufficient as they have met the language requirements. There is a good discussion of entry and exit levels of language competence, and the importance of assessing language competence early on and communicating with students the expectation that their language competence will improve over the course of their studies.The rest of the section focuses on intercultural competence, and again the focus is on acknowledging and making explicit staff and student expectations of behaviour to foster understanding and tolerance of different cultures. This chapter includes a rich discussion of some of the issues in embedding this kind of competence across curricula, and managing some of the anxieties this can provoke.Even as the first two sections have a good balance of theoretical discussion and practical ' chalkface' tips, the last section explicitly turns its attention to the intercultural classroom, with chapters on designing courses, encouraging student participation in lectures, seminars, group work and assessment. These chapters are full of practical suggestions that teachers across different disciplines and at different stages of their careers will find useful and thought provoking....

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