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This work aims to a) analyze the tourist experience of Erasmus students in terms of place attachment and b) explore their potential to act as destination brand ambassadors of a hosting destination. It builds on previous literature of international students as tourists, with a wider scope as more publics are involved and both current and future behaviours are explored. Through a qualitative approach run in Valencia (Spain) with three techniques (focus groups, open-ended questions, and personal in-depth interview) we gather information from four stakeholders (current and former Erasmus students, academic coordinators, and students’ tourism managers). By using verbal content analysis, this varied information was coded to answer five research questions. The results revealed accordance among stakeholders around four interconnected dimensions: academic, social, cultural, and personal or psychological. Insights on cognitive and affective place attachment are found, and on both behavioural (returning) and attitudinal (recommending) loyalty. Results from a multi-stakeholder perspective offers insights on the potential of Erasmus students for spreading substantial positive word-of-mouth to more publics than just other students. Building up on the theory of university alumni as a repeat visitor, this paper brings subjective impressions that can help tourist managers to consider Erasmus students as brand ambassadors as they show attitudinal and behavioural loyalty. [ABSTRACT FROM AUTHOR]

Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to understand more about learning during travel experiences and how this impacts one's view of the world, home, and self. This sample consisted of twenty participants who went on ninety-eight trips within four to twelve months spending approximately 8616 euros. These twenty students filled out a questionnaire of their travel experiences while participating in an educational and travel experience for one year called Erasmus. In addition these twenty participants met together to discuss their travel sojourns, and eventually they confirmed the study's findings through a focus group. The study revealed that learning during travel experiences was encouraged by mundane aspects of travel, such as negotiating the details of how to travel, gaining information about different cultures, seeing places for the first time, and interacting with other travelers. [ABSTRACT FROM AUTHOR]

This study is part of a framework that views study abroad programs as an opportunity for experiential and transformative learning. Using a mixed-methods approach with a quantitative multi-wave study, this research examined the relationship between cultural intelligence and the internationalism career anchor – the individual predisposition and desire for international mobility for work. This study considers the role of resilience and intercultural interactions as predictors of cultural intelligence. In addition, we examined the transformative learning process by relating the development of cultural intelligence to specific critical incidents or critical experiences in intercultural interactions that can be considered triggers of the learning process. A sample of 170 outgoing Italian Erasmus students completed a self-report questionnaire prior to departure and another upon return home. The study also included a control group (n = 52) consisting of students from the same university who had not participated in the Erasmus program. The results revealed the positive value of the Erasmus experience, particularly in terms of strengthening the internationalism career anchor, cognitive cultural intelligence and resilience. The results also showed that students' pre-departure resilience and intercultural interactions with other international students from different countries can explain higher levels of cultural intelligence and the desire to work abroad or take on global work assignments. No significant change across time was found for the same variables in the control group. In addition, the critical experiences reported by students highlighted a strong cognitive and motivational component associated with the Erasmus program. Some practical implications for higher education are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Migraciones is the property of Universidad Pontificia Comillas, Instituto Universitario de Estudios sobre Migraciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educational Administration: Theory & Practice is the property of Educational Administration: Theory & Practice and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Including speaking tasks in the foreign language paper of the Spanish University Entrance Examination (PAU) has been inexistent in the last 15 years. However, the implications can be seen in shape of pressure on teachers to get students ready for such tasks in just three years (2009-2012). Because of the high stakes consequences attached to this exam in combination with a previous lack of training and a specific speaking development, scores in the first year may be challenged and thus, the tests great impact on the students fate and the instruction and educational experiences of PAU, magnified. The implication of such change in methods and teaching technique requires a common consensus between the educational authorities and teachers (apart from considering other stakeholders such as schools, students, and so on). This paper addresses a short study done in the Universidad de Alcala (Madrid, Spain) with 67 teachers responding to a 10 item questionnaire about which and how to introduce the oral tasks for the test. Results include types of tasks and previous preparation. [ABSTRACT FROM AUTHOR]

Copyright of Sociology & Space / Sociologija i Prostor is the property of Institut za drustvena istrazivanja u Zagrebu (Institute for Social Research of Zagreb) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)