Erasmus and International Credit Mobility in a Contribution to the Sustainable Development Goals Associated with Quality Education and Reducing Inequalities (original) (raw)
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Erasmus+ is an EU programme in the fields of education, training, youth and sport for the period 2014–2021 with a major impact at the international level. These areas are making important contributions to help address socioeconomic changes and the key challenges that Europe will face until the end of the decade as well as to support the implementation of the European policy agenda for growth, jobs, equity and social inclusion. The general objectives of the Erasmus+ Programme are intended to contribute to the overall achievement of the objectives of the Europe 2020 Strategy, among others related to sustainable development. Therefore, the main question is: “To which Sustainable Development Goals (SDG) do the Erasmus+ Programme and the mobility projects for higher education directly contribute to?” The answer to this question will allow us to start filling the knowledge gap at the borderline between SDG and Erasmus+. The purpose of this research is to identify, among the 17 SDGs, those...
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A European Perspective in Academic Mobility: A Case of Erasmus Program
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ERASMUS is a mobility program that provides its participants with experiences in their fields of study and work by presenting them global trends. It promotes the academic, professional and individual development of the participants while contributing to the extension of the worldwide work market. This study aims to explore the impact of the Erasmus Program from the perspectives of Turkish students. Twelve Erasmus students in different fields of study at three universities in Ankara were interviewed. Findings were analyzed into the themes of individual, professional and academic development, future of careers and global work market development. It is concluded that Erasmus has an impact on not only individuals but also on the worldwide labor market with its enlarging scope and comprehensive strategies as well as its challenges by rapid developments in the demands and needs of the new era.
Theorty Methodology Practice TMP Vol.14., Nr. 2. ISSN 2415-9883 (Online), 2018
One of the major EU policy objectives is to enhance the international mobility of students. The Leuven Communiqué published in 2009 set an objective of increasing the ratio of European Higher Education Area (EHEA) higher education graduates participating in a study or a training period abroad to at least 20% by 2020. However, currently the majority of European Union Member States perform significantly below the target in this respect. Also, since a low number of students are interested in mobility programmes, the funds of the Erasmus-type student mobility programs remain unused. This study focuses on highlighting the factors that represent barriers to student participation in mobility programs. After conducting a literature review on international student mobility and presenting major statistics describing outbound mobility, this study investigates factors related to institutional components of the higher education system that affect the international mobility of Erasmus young people. Among the explanatory factors related to Erasmus-type student mobility, cultural factors including Hofstede’s indulgence and uncertainty avoidance seem to have the greatest influence on student mobility intentions in Europe. The findings revealed that better planned Erasmus processes (pre-, during and postmobility activities such as departure, course choice, staying in a host country, etc.) and better communicated career opportunities and labour market values of the mobility could considerably contribute to an increase in the number of outbound students. One of the main lessons learned from the conducted analyses is that Europe’s rich cultural diversity needs to be considered in the course of promoting the Erasmus Programme in Europe. In addition to adopting common communication, promotion and direction strategies, programmes need to be elaborated that take national specificities into account.
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Print and setting: Quick Druk Chapter 6. International student mobility in Poland-a quantitative analysis (Paweł Bryła) 6.1. Policy context 6.2. International students: facts and figures 6.3. Erasmus mobility in Poland 6.4. University of Lodz statistics 6.5. Conclusion Chapter 7. International student mobility in Poland-a literature review on tendencies, motivations, and obstacles (Paweł Bryła) 7.1. Student mobility in higher education: tendencies and motivations 7.2. Obstacles to student/Erasmus mobility 7.3. Erasmus employability 7.4. Conclusion Chapter 8. The results of the MERGE survey among former Erasmus participants in Poland (Paweł Bryła) 8.1. Material and methods 8.2. Characteristics of respondents 8.3. Principal results 8.4. Conclusion and selected insights from in-depth interviews Chapter 9. The role of the Erasmus programme in the development strategy of the Faculty of International and Political Studies, the University of Lodz (Tomasz Domański) 9.1. Introduction 9.2. International and interdisciplinary model of students' education 9.3. International education as a relevant source of competitive advantage 9.4. Advisory services helping students choose a course 9.5. Partner collaboration with selected universities abroad 9.6. Individual career path model 9.7. Combining studies with learning about local business environment 9.8. International Marketing-model principles of benefiting from Erasmus Programme 9.9. Conclusions-future challenges Annexes Chapter 10. Erasmus mobility for studies-a case of my own experiences in Spain, France, and Sweden (Jędrzej Kotarski, Aleksandra Olejnik, Michał Sędkowski) 10.1. Introduction 10.2. Erasmus mobility experiences in Spain 10.3. Erasmus mobility experiences in France 10.4. Erasmus mobility experiences in Sweden 10.5. Conclusion Conclusion (Tomasz Domański)
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Higher Education Institutions (HEIs) seem to be influenced by the evolutions of globalization, to modernize and operate according to the knowledge society and therefore preparing and equipping students with the appropriate knowledge and skills required in order to respond to new situations imposed by the modern globalized environment. A principal axis is the internationalization of the teaching and learning provided in order to increase the competitiveness among institutions, improve the quality of the provided services and lastly integrate an international as well as intercultural dimension in the purpose, the functions and the mission of an institution (De Wit, 2015; Knight, 2004). The aim of the present article is to provide a theoretical reflection on internationalization and student mobility (which is an internationalization policy) in European Higher Education Area in the 21st century. The first section will attempt to delineate the concept of internationalization and its modern dimensions in the HE, while referring to the ways that is promoted within the European Area. The second section focuses on student mobility in the 21st century. First, there is a brief description of the history of mobility and then the relationship between mobility and the Bologna Process is outlined. In addition, student mobility programs are described as well as the evaluation of students' experiences who participated in those programs, as shown in relevant research. Reference is also made to student mobility at the time of Covid-19 spread. Lastly, in the third section an attempt is made to link the processes of internationalization and mobility in Higher Education in Europe.
Facing the Challenges of Erasmus+ Mobility in the Periphery
In search of excellence in higher education Kováts, Gergely Ferenc and Rónay, Zoltán, eds. (2019) In search of excellence in higher education. CIHES book series / NFKK kötetek, 3 . Corvinus Universy of Budapest Digital Press, Budapest. . ISBN 9789635037797, 2019
The paper focus on a topic, which rarely occur in the literature; the international mobility in HEIs in the periphery, with the focus on the Erasmus+ program. Our focus was the University of Pannonia (Hungary) and the College of Polytechnics Jihlava (Czech Republic), two higher education institutions (HEIs) in the periphery. Both in Jihlava and Veszprém, we used semi-structured interviews with the person responsible for ERASMUS+ mobility in the HEI. The purpose of the interviews was to identify actual trends and challenges in the field of international student mobility. We conducted a SWOT analysis for each HEIs, and conceptualise the two present challenges for HEIs in the periphery: first, institutional growth with a further improvement of the compatibility of the credit and curricula systems, the flexibility of the system and also Erasmus friendly environment. Second, promotion growth, regarding sharing the marketing approach in promoting outgoing students mobility.
The paper looks at the barriers to international student mobility, with particular reference to the European ERASMUS program. Much is known about factors that support or limit student mobility, but very few studies have made comparisons between participants and non-participants. Making use of a large dataset on ERASMUS and non-ERASMUS students in seven European countries, we look at the barriers for participation. Results reveal the overall impact of financial barriers but suggest that it is personal barriers that help us to better differentiate between ERASMUS and non-ERASMUS students. The analysis suggests a two-pronged approach to increase participation: one focusing on better information and communication, the other on increasing the benefits of ERASMUS mobility.