INTERNATIONALIZATION AT HOME AMONG TOURISM STUDENTS FROM PORTUGAL AND SLOVENIA: COIL BASED ON QUALITATIVE METHODS

Abstract

Traditional mobility programmes seem to be insufficient to fulfil the desired internationalization of higher education programmes. For this reason, other forms of internationalization need to be explored and addressed, such as ‘internationalization at home’ (IaH), a concept that has attracted the attention of a significant number of researchers over the years. Considering this, the aim of this paper is to present an example of such practices by focusing on the implementation of Collaborative Online International Learning (COIL) in the context of Tourism degree programmes offered by two institutions: the Polytechnic Institute of Beja, Portugal, and the University of Maribor, Slovenia. Furthermore, the paper intends to highlight the role played by qualitative methods in the design of this COIL programme, titled: “Integral Rural Tourism experiences: lessons from the Alqueva Lake, Portugal, and the Dolenjska region, Slovenia”. To achieve these goals, the paper focuses on: (i) the definition of internationalization at home and COIL, (ii) the topic and structure of this COIL programme, (iii) qualitative methods used in activity design, and on (iv) the evaluation of this initiative. This COIL proved to be a positive experience, as it helped to consolidate an international partnership and to increase the number of students involved in internationalization activities in both Tourism degrees involved. Furthermore, it encouraged students to develop a wide range of skills, such as digital, language and intercultural skills, which are of crucial importance, particularly in the case of Tourism degree programmes. Moreover, qualitative methods were found to be a suitable approach for the design of the tasks proposed. Finally, the limitations identified, related mostly to language difficulties and to the discrepancy in the perception of the proposed activities by students from the two institutions, hinted at the challenging nature of COIL to all involved – both students and teachers.

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