Internationalisation in the classroom and questions of alignment: embedding COIL in an internationalised curriculum

This chapter outlines the experiences of two universities (Coventry University and The Hague University of Applied Sciences, THUAS) in two countries (The United Kingdom and the Netherlands), with two teaching languages (English and Dutch), that have implemented Collaborative Online International Learning (COIL) between students for similar reasons, yet have chosen very different implementation processes. While Coventry University has chosen a top down implementation model, THUAS currently operates a bottom up model.
The key question that the chapter raises is how and to what extent COIL practices contribute to achievement of institutional aims for internationalization at home and alignment with students wider internationalized Programme Learning Outcomes.
Its conclusion is that this contribution is as yet limited and that a more structured approach to educational design and particularly the internationalization of learning outcomes is needed. This requires also dealing in a more structured way with the professional development of lecturers for COIL. The chapter outlines key questions for future research into internationalization of home curricula, that both institutions engage in: Coventry University through the Research Centre for Global Learning: Education and Attainment (GLEA) and THUAS through its research group Global Learning. This chapter also represents an initial step in the collaboration between the two research units.