Purpose-The purpose of this study is to diagnose and understand Portuguese academics' perspectives on the components of Intercultural Competence and on the importance of its development by higher education students. Design/methodology/approach-Academics' perspectives were identified during two discussion and reflection sessions included in the overall training program Intercultural Competence in Higher Education: building proposals with academics that took place at a Portuguese public university. Data was collected through audio recordings of the two sessions and observation notes, and was subject to content analysis drawing on Deardorff's Process Model of Intercultural Competence (2006). Findings-Academics recognize the multidimensionality of intercultural competence, acknowledging it comprises attitudes (acceptance and respect; curiosity and openness), knowledge (others' cultural contexts; self-knowledge and cultural self-awareness) and skills (observation and listening) that altogether will lead to individuals' desired internal and external outcomes. The development of intercultural competence by higher education students, regarded in close relation to higher education internationalization, is considered crucial for changing prejudiced attitudes, preparing students to live in a global world, and empowering them professionally. Originality/value-The study sheds light on an issue that has been insufficiently addressed by research: academics' perspectives on intercultural competence development, namely in the Portuguese higher education context.

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In the scope of higher education internationalisation, Portuguese universities have been receiving an increasing number of students from Portuguese-Speaking countries, namely African countries, at the level of PhD studies. As highlighted in research, pursuing a PhD in an overseas context entails critical challenges for students, supervisors and higher education institutions. Against this background, this paper reports on the challenges faced by international African students attending a PhD programme in Education at a Portuguese university. Semi-structured interviews were conducted with seven students and results from thematic analysis show that the main challenges relate to language, integration into a different pedagogical/academic culture, adaptation to a different research culture, loneliness/homesickness and financial difficulties. Implications of findings for institutional policy and practice are put forward.

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BackgroundPatients who have experienced a cardiovascular clinical event such as a myocardial infarction or stroke qualify for intensive risk factor evaluation and management.The aim of this study is to explore lifestyle changes as well as the achievement of targets for risk factors in patients with established cardiovascular disease.MethodsCross-sectional study conducted in primary care practices. The study was carried out in six European countries (Croatia, France, Portugal, Slovenia, Spain and Turkey). Patients with established cardiovascular disease (coronary heart disease and stroke) attended in primary care were selected and assessed from January to June 2016. Patients were recruited and assessed at the practice by research assistants between 6 months and 3 years after the event. Statistical comparisons were done with the unpaired two-sided Student’s t-test for continuous variables and Chi-square test for categorical variables.ResultsNine hundred and seventy-three patients (32.4% females) were assessed. About 14% of them were smokers, 32% were physically inactive, and 30% had nutritionally poor eating behaviours. LDL cholesterol target value below 70 mg/dl was achieved in about 23% of patients, and in general, women were less cardio-protected by drugs than men.ConclusionsMany patients with established cardiovascular disease who attended in general practice still fail to achieve the lifestyle, risk factor, and therapeutic targets set by European guidelines. These results are relevant to general practitioners because these patients have a high risk of subsequent cardiovascular events, including MI, stroke, and death.

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