Despite its demonstrated potential to enhance students' Intercultural Competence and other 21st century skills, telecollaboration still fails to be fully integrated into university courses. Literature shows that there is a need for developing sustainable instructional design models for this purpose. Hence, the main goal of this work is to propose a theory-informed task sequence to facilitate the integration of telecollaboration into university courses for the development of Intercultural Competence. Based on the typology of tasks from O'Dowd & Ware (2009) and enriched with contributions from other authors, the task sequence: (1) facilitates the development of Intercultural Competence according to EMIC model and adds a new block to its composition in order to approach the specificities of virtual teamwork, (2) contains detailed instructions for each task, (3) provides guidelines on implementation, on the selection of technology and on the integration of tasks to the syllabi and (4) offers an assessment plan, accompanied by a list of learning evidences that are expected to be manifested by students per task. This sequence can serve as a reference for further adaptations to diverse contexts. It is currently being piloted in two telecollaborative projects and the results are expected to contribute to future improvements.

Introduction. In the Spanish context, very little is known about what research means for researchers in training. The goal of this study is twofold: to analyze the research conceptions held by doctoral students in the Social Sciences, and to evaluate how those conceptions relate to several relevant variables in the process of researcher training. Method. A total of 1082 students from 56 Spanish universities participated in this study. They answered a 33-item Likert-type questionnaire with seven possible responses according to their level of agreement with statements about their conceptions, commitment, interest in research, relationship with the scientific community, and stress. An observational, crosssectional design was adopted. Descriptive analyses of central tendency and dispersion, ANO-VA, and Pearson's r (SPSS, v.23) were performed. Results. Doctoral students conceptualize research mainly as a process-oriented activity useful for contributing to the community and for personal development; additionally, albeit less often, they conceptualize it as a product, that is, papers published for others to read. Discussion and conclusions. These conceptions are placed into the categories of research oriented toward individual or community development, and research oriented toward the process or product. There is some consensus on these categories from prior research in the international context. The results of this study have implications for the design of doctoral training proposals that take into account understanding what research means, along with students' job expectations.