This article focuses on one specific aspect of internationalisation in higher education: better understanding intercultural effectiveness so that university teachers can facilitate related student learning. It adopts an “actionable” definition of internationalisation to suggest ways to improve processes associated with the design, delivery, assessment, and evaluation of educational programs for the benefit of students from all backgrounds. Key terms and concepts are operationally defined, conceptual and applied issues are clarified, and some practical strategies are offered for staff who may be interested in improving international and intercultural dimensions of teaching in higher education.
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