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Cultural Intelligence (CQ) have been examined in the literature, nevertheless yet few studies have combined situational and personal aspects to enhance the comprehension of this construct, and none have considered resilience. Therefore, this study aims to investigate the role of international Erasmus students’ resilience, the length of the experience and the intercultural interactions of Italian Erasmus students in the relationship with CQ. Data were collected from 791 outgoing Italian Erasmus students using a self-report questionnaire. The findings suggested the existence of a significant relationship between resilience and all dimensions of CQ, showing, with the exception of the behavioural dimension, large betas. Forming friendships with international students was positively and moderately related to motivational and metacognitive CQ. Establishing relationships with locals was only positively and weakly related to cognitive CQ. The time of sojourn was only positively weakly associated with the metacognitive CQ. Developments in international academic mobility policies are discussed.

There is evidence that perceptions of employability lead to positive results for organizations and individuals alike. The relationship between perceptions of employability and development of skills is, although relevant, an understudied area of research. This study analyses this relationship in a sample of 196 students who participated in the Erasmus program between 2013 and 2017. Using fuzzy set qualitative comparative analysis (fsQCA), we analyse how configurations of five types of skills (Career-orientation skills, Adaptability skills, Managerial skills, Personal skills and Teamwork skills) combine to produce perceptions of employability. Results show that, although Erasmus students perceive a positive development in all groups of skills, students perceive a higher development on Adaptability skills. Results also show that there is no single type of skills that can be developed to promote perceptions of employability but, instead, there are two distinct configurational groupings of skills that lead to perceptions of employability: one configuration has two core conditions— Adaptability skills and Teamwork skills—and the other configuration includes three core conditions—Career-orientation skills, Managerial skills and Personal skills. These configurations match the two main motivations for choosing an international exchange as a strategy to enhance employability: pursuing an international career and pursuing distinction from peers

Les États-membres européens semblent réactiver le processus de la construction d’une “Europe politique” depuis le “non” français au référendum concernant le projet de la constitution européenne. Il est fondamental d’engager les citoyens dans ce processus, car de cette façon l’ « économie » sera finalement au service de la « politique ». Or, la construction de l’Union européenne doit continuer par une intégration des questions européennes dans l’enseignement sans gommer pourtant nécessairement les particularités culturelles des États-membres. L’augmentation de la mobilité étudiante, avec le programme Erasmus, n’est pas suffisante : le pourcentage des étudiants qui restent dans l’UE est toujours trop faible. Les institutions européennes ne peuvent pas se porter responsables de la construction de la citoyenneté européennes : cela appartient à chaque pays membre de se charger de la tâche. La situation en France dans le domaine, que nous traitons dans ce travail, n’est pas exemplaire : dans la formation initiale, il y a eu des efforts. La formation professionnelle, dans une vue globale, est resté centrée sur les questions internes du pays. « Enseigner l’Europe » constitue un des défis majeurs au niveau du système d’enseignement secondaire, universitaire et professionnel en France dans les prochaines années., European State-members seem to reactivate the process of construction of a “political Europe”, since the French “no” to the referendum concerning the project of European constitution. It is fundamental to implicate citizens in this process, in this way “economy” finally will be in the service of “politics”. Thus, the construction of European Union must continue by an integration of the European problematic in education but without erasing the cultural particularities of the State-members necessarily. The increase of the studying mobility, with the Erasmus program, is not sufficient: the percentage of young students that stay within EU remained too weak. The European institutions cannot carry the responsibility for the construction of the European citizenship: it belongs to every country member to put themselves on this task. The situation of France in this domain, treated in this contribution, is not exemplary: in initial education, efforts were made but the professional formation, globally, remain focused on intern problematics for the country. “Teaching Europe” constitutes one of the major stakes of the secondary, higher or professional system of education of France for the next years.

Más de un millón de estudiantes en Europa han tenido la posibilidad de intercambiar vida universitaria en otros centros europeos de educación superior, abriendo inmensas perspectivas de conocimiento, relaciones culturales y comunicativas. Con la movilidad de alumnos y profesores, Europa afianza, en la práctica, su identidad en un universo global. Este trabajo presenta los resultados de un análisis de las competencias comunicativas y el uso de las Tecnologías de la Información y de la Comunicación de estudiantes de intercambio alemanes. Los datos se obtuvieron a partir de dos cuestionarios que realizaron 20 estudiantes del Romanisches Seminar de la Universität Bonn, cuya lengua nativa es el alemán y su segunda lengua extranjera el español. En términos generales, los resultados confirman que la estancia de seis meses en un país de hablan hispana incrementa, en primer lugar, las competencias comunicativas en la lengua española y, además, el uso de las TIC en lenguas extranjeras. So far more than one million European students have had the possibility to study at other higher education institutions in Europe; this has opened immense perspectives for cultural and communicative knowledge and relationships. Europe consolidates, in practice, its identity in a global universe through mobility. This article presents the results regarding the communicative competencies and the use of Information and Communication Technologies (ICT) of German exchange students. The data was extracted from two e378xhaustive, rigorous and methodical questionnaires related to communicative and ICT competencies completed by 20 exchange students from Romanisches Seminar of the Universität Bonn, their native language being German and learning Spanish as a foreign language. Generally, the results confirm that a stay in a foreign country increases the use of ICT and widely improves German native speakers' communicative competencies in Spanish.

Chaque année, grâce au programme Erasmus, plus de 4.000 étudiants issus de diverses universités européennes viennent étudier durant un quadrimestre en Communauté française de Belgique. Parmi eux, de nombreux Espagnols choisissent plus spécialement de réaliser ce séjour à Louvain-la-Neuve. Compte tenu du rayonnement mondial de la culture française, le choix d’une région ayant la même langue que les voisins français fait émerger de nombreuses questions. Pourquoi choisir la Belgique? Les étrangers nous reconnaissent-ils une identité spécifique? Au terme de ce séjour, leurs représentations s’en trouvent-elles modifiées? La volonté d’étudier cette problématique est née à partir de questions sur les particularités du français parlé en Belgique et la manière dont elles sont perçues par les personnes de passage dans le pays. Cette recherche s’inscrit dans un mouvement d’intérêt pour l’étude des représentations au carrefour de plusieurs disciplines des sciences humaines (sociologie, psychologie et sociolinguistique). Comme son titre l’indique, elle consiste en un travail descriptif et analytique. Les auteurs ont vérifié s’il y a des correspondances entre les constatations des chercheurs et leurs observations de terrain., Each year, thanks to the Erasmus program, more than 4.000 students from various European universities come for a four-month stay in the French Community of Belgium. Among them are many Spaniards who choose to spend then stay abroad in Louvain-la-Neuve. Taking into account the impact of the French culture, the choice of a French-speaking area outside France raises many questions. Why choose Belgium? Are we credited with a specific identity? Have their initial representations been modified at the end of their stay? The incentive to study these problems emerged from questions on the characteristics of the French language spoken in Belgium and on how those characteristics are perceived by people visiting the country. This research falls under a movement of interest for the cross-disciplinary study of representations in social sciences (sociology, psychology and sociolinguistic). As its title indicates, the present research consists of a descriptive and analytical work. The authors checked possible correspondences between the researchers’ observations and theit fielwork.