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Student mobility and internationalization of universities have become an important issue for empowering young people and cultural exchange, in line with the quest for implementing a sustainable education. The young generation of Mongolia has a strong desire to study in foreign universities. The aim of this paper is to analyze the opinions of Mongolian learners on studying abroad as displaying the characteristics of sustainable education. According to our quantitative research, a large percentage of university students are very interested in participating in the ERASMUS mobility program of the European Union. However, there are certain challenges to getting into the program, especially for scholars studying in isolated areas who have limited opportunities to obtain scholarship information. As for the graduates from Mongolia who have already participated in the program, their satisfaction with the program is high. The research found that quality education was the most appraised benefit, while the language barrier posed the main challenge during studying abroad, followed by adaptation to the teaching methods of the host university. Findings show that mobile students developed their academic knowledge and enjoyed experiencing new places and cultures. They also acknowledged improving their professional skills for their future careers and adopting a more sustainable lifestyle. [ABSTRACT FROM AUTHOR]

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 International & Comparative Education is the property of International & Comparative Education Editorial, Beijing Normal University 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 international mobility of Professional Training (PT) students has been little studied in contrast to university mobility. This research evaluates the experience of students in middle-level Professional Training internships in Erasmus+ mobility programs between 2015 and 2021, promoted by the City Council of Soria (Spain) in collaboration with the seven PT schools of the city. The objective is to investigate the perceived impact of the experience in the following dimensions: work, linguistic and personal. The methodology consists of surveys to 57 students and semi-structured interviews with program managers, longitudinal monitoring of the results, using the SPSS package, to continue with the analysis of perceived changes. Among the results, it stands out that students improve their assessment of the impact on their professional life of the international mobility experience after 2 or 3 years and that the experiences are better valued at a personal level when the mobility destination is a Mediterranean country, which is more culturally related. [ABSTRACT FROM AUTHOR]

Academic mobility is one of the best and most effective instruments for raising the quality of education and competitiveness among higher educational institutions. During the last 18 years, after joining the Bologna process in 2005 and recognizing the mobility as one of the strategies on the way of building the European space of higher education, Ukraine became responsible for reforming the national system of education due to its active position in international academic mobility programs implementation. The article reveals the notion and types of academic mobility among Ukrainian students. The article reviews the context and basic statements of normative legal documents, regulating the academic mobility realization as one of the internationalization components of higher education. Broad opportunities for participation in academic mobility exchanges are available for Ukrainian students due to the European Union Erasmus+ Program, the International Credit Mobility Project. It is a significant step ahead in the process of The Law of Ukraine «On Higher Education» execution and the development of effective instrument for internationalization of Ukrainian higher educational institutions. The article reviews the basic principles for international academic mobility project implementation at Zhytomyr Polytechnic State University and makes the analysis of contemporary international academic mobility conditions during the war.

This paper has the goal of presenting experiences of Faculty of Political Sciences, University of Belgrade students during their Erasmus program stays and to provide insights into the ways in which it influenced their opinions of the European union and the European integration process. After presenting the goals of the Erasmus program and the strategic documents of the Republic of Serbia within the field off education, the paper places the process of forming political opinions in theoretical context. The experiences of students which participated in the Program within the 2017-2019. period are analyzed from the perspective of Erasmus program goals and the influence they have on the opinions and social networking of the participants. The paper concludes that all of the participants entered the Program with already formed positive opinions on the European integration process, while also noting a development of skills and values related to the concept of European identity, such as openness and tolerance. Furthermore, the research finds that among the Program participants there was no sense of otherness developed during their stay and that they were not faced with any serious administrative challenges which could negatively influence their perception of the European union. However, in order to encourage further development of the Program, one must keep in mind that there exist certain barriers in the area of communicating information about requirements and procedures during application, as well as during the process of selecting and approving classes.

Abstract The ERASMUS program is the most extensive cooperation network of European higher education institutions. The network involves 90% of European universities and hundreds of thousands of students. The allocated money and number of travelers in the program are growing yearly. By considering the interconnection of institutions, the study asks how the program’s budget performs, whether the program can achieve its expected goals, and how the program contributes to the development of a European identity, interactions among young people from different countries and learning among cultures. Our goal was to review and explore the elements of network structures that can be used to understand the complexity of the whole ERASMUS student mobility network at the institutional level. The results suggest some socioeconomic and individual behavioral factors underpinning the emergence of the network. While the nodes are spatially distributed, geographical distance does not play a role in the network’s structure, although parallel travelling strategies exist, i.e., in terms of preference of short- and long-distance. The European regions of home and host countries also affect the network. One of the most considerable driving forces of edge formation between institutions are the subject areas represented by participating institutions. The study finds that faculties of institutions are connected rather than institutions, and multilayer network model suggested to explore the mechanisms of those connections. The results indicate that the information uncovered by the study is helpful to scholars and policymakers.

The text examines various aspects related to the Photography and Pedagogy course, conducted with Erasmus students. The question of the content, organization and technical provision of the course in the context of conducting it in a distance format was touched upon. The difficulties and opportunities that the situation with the coronavirus has created are outlined, including from the point of view of the formalization of education and the creation of a new educational reality, which symbiotically cooperates the possibilities of formal and informal education. [ABSTRACT FROM AUTHOR]

Cultural Intelligence (CQ) is examined in the literature; nevertheless, a few studies have combined situational and personal aspects to enhance the comprehension of this construct, and none have considered resilience. Therefore, this study aims at investigating the role of international Erasmus students’ resilience, the length of their experience, and the intercultural interactions of Italian Erasmus students in their relationship with CQ. Data were collected from 791 outgoing Italian Erasmus students by 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 behavioral 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 and weakly associated with the metacognitive CQ. Developments in international academic mobility policies are discussed. [ABSTRACT FROM AUTHOR]

Nation-states and international organizations widely use educational programs to foster students’ mobility abroad. The majority of scientific literature agrees in considering exchange programs as soft power instruments used by countries to promote their values in geopolitically and economically crucial regions. However, a more in-depth analysis of the reasons motivating nation-states to adopt such initiatives is needed to understand their political goals better. The current study consists of analysing the main formulations proposed by scholars, who delved into the topic of international academic mobility as a tool to promote values. The rationales of nation-states and international organizations to develop such programs of academic mobility can be very diverse (geopolitical, economic, and civic). The author described the main principles of each rationale (or logic), providing examples of existing educational programs adopted by countries or international organizations and how political values are promoted according to each logic. The boundaries between the four rationales described in the paper are not distinct and rigid. An educational program can respond at the same time to different logics, and the nation-states decide how to allocate resources to achieve specific results ascribable to a particular rationale. Although different rationales push nation-states and international organizations in promoting international programs of academic mobility, in all cases, such programs are instruments to promote political values.

The formation of a modern generation of engineers capable to drive changes that meet the requirements of the future necessitates a new approach in pedagogical training of engineering teachers. The international ENTER (EngineeriNg educaTors pEdagogical tRaining) project is being developed as part of EU Erasmus program focused on addressing the actual education needs from the standpoint of human and social capitals development both in Europe and in other countries. The ENTER project is aimed at the creation and development of an international platform for multilevel vocational training/retraining of technical universities teachers on the basis of the Eurasian interaction network. Surveys among employers, teachers, and engineering university students, as well as scientific periodicals analysis allowed us to determine the complex of universal and specific engineering and pedagogical competencies that educators should master not only for today, but also for the future needs. Based on the competency analysis, a three-level modular teacher training/retraining program (iPET program) has been developed and its international accreditation is planned.

Copyright of Eastern Review is the property of University of Lodz - Lodz University Press 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 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.)

In our work, we deal with the question of what impact the Erasmus programme has on linguistic and personal competences and how it helps the economy forward. We look around this topic in the literature review. We managed to get almost 100 surveys filled out among the participants however, the representatives of the companies proved to be quite passive, with only nearly 30 of them replying. In the form of a survey, we found that it has a positive effect on improving language skills and helping with independence or problem-solving ability. In the quantitative survey we found that companies often prefer other factors than the people in a mobility programme, and they do not show favour toward a mobility student in a job interview, although the skills acquired during the programme help the person. Therefore though indirectly, but the programme has a positive impact on the economy as well. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Copyright of Kırıkkale University Journal of Social Sciences is the property of Kirikkale University Journal of Social Science (KUJSS) 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.)

Nowadays, an increased number of international social work (ISW) educational programs have been developed with the goal to equip practitioners to face the social problems in the new modern era. Within our globalized world, social work is in the quest for professionals with a global mind-set and nontraditional abilities and skills. This article presents the findings of an explorative research carried out during the ISW master program called Advances. The qualitative research aimed to explore the perceptions, believes and opinions of those students and alumni who have been enrolled in the Advances program who were subsequently asked to think critically and reflect about their international experience. The Advances program is a practical example that might be helpful to reflect on both how to develop a collaborative process between international social workers during the early years of education and how to build commonalities and fight for a common cause, improving the global/local social workers' mind-set, sharing cross-national concerns more than look for an international ideological definition of what should be (International) Social Work. [ABSTRACT FROM AUTHOR]

Copyright of Revista EntreLínguas is the property of Revista EntreLinguas 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.)

Background: Travelling away from home can be associated with fewer limits on behavior, particularly for students who participate in exchange programs. Aims: To examine the effects of eight moderators on change in alcohol use and related negative outcomes, drug use and unprotected sexual behavior in European study abroad students before, during, and after their time abroad. Methods: A three wave (before departure, while abroad, and after their return) longitudinal design collecting data on the frequency and volume of alcohol consumed, heavy episodic drinking, alcohol-related outcomes, drug use, and unprotected casual sex. Results: The baseline survey was completed by 1145 students participating in one or two semester exchange programs (67.5% spent up to a semester abroad), of which 906 participated in two or more waves, representing 42 and 33 countries of origin and destination, respectively. Mean age was 22.2 years (SD = 2.28) and 72.7% were female. Students increased the amount of alcohol consumed by 35% (B = 0.32; 95% CI 0.287–0.349) and experienced more alcohol-related consequences (B = 0.15; 95% CI 0.089–0.219) during the study abroad experience, though levels fell below pre-departure levels when they returned home. Factors related to greater alcohol use while abroad include pre-departure expectations about alcohol use during the study abroad experience, psychological adjustment to the host country, academic involvement, and host country living costs. No statistically meaningful change in drug use and unprotected sexual behavior was observed. Conclusions: Studying abroad exposes European students to additional time-limited alcohol-related health risks. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Real internationalization of education is the current challenge for students, teachers and universities in Europe after assuming the implementation of the EHEA (European Higher Education Area). The Erasmus programme has been playing a key role in exposing stakeholders to European internationalization. Although the large global figures of the programme are frequently analyzed, it is important to study the effects of the participation in exchange programs on students and teachers. Erasmus Intensive programs enable a closer look at the daily experience of students. In this article, we analyse the effects of intensive international programs on participants' perceptions and attitudes referred to international and multicultural working environments. Data for the analysis were collected through several experiences where ICT students were involved in intensive multinational programs. Results from 125 students using pre- and post- experience questionnaires show interesting benefits of participating in intensive experiences before starting longer or more challenging activities: they feel more motivated to be engaged in semester long staying or professional work abroad, less worries about how to work in multicultural settings, increment in self-confidence, etc.

The purpose of this study is to determine the awareness levels of the undergraduate students about the Erasmus Student Learning Mobility Program and to show their attitudes in terms of different variables. The research population consists of 724 undergraduate students studying in nine different departments of Necmettin Erbakan University Ahmet Keleşoğlu Education Faculty in 2015-2016 academic year. As a result of the research, it was determined that undergraduate students' awareness about Erasmus Student Mobility Program is very low. In addition to this, the students' attitudes towards the Erasmus Student Mobility Program differed significantly for all variables except gender. Finally, the proposals considered to increase the level of awareness and attitudes of the students about the Erasmus Student Mobility Program in order to be communicated to the University Erasmus Coordinator. [ABSTRACT FROM AUTHOR]

Erasmus mobility is one of the most important manifestations of internationalization of education in Europe. The aim of the study is to ascertain the participants' motives and the benefits coming from this international exchange of students as well as to diversify the results with regard to gender. The article, in its theoretical part, characterizes the concept of internationalization of education, describes the factors motivating for educational mobility, the benefits and the barriers of participation. The empirical part contains own researches carried out on a group of 125 students from Polish and foreign universities, using the CAWI (Computer-Assisted Web Interview) tool. It turns out that the main motivators to participate in student international education mobility is, among women, desire to travel as well as development of language skills. Men are mainly motivated by having fun and good time. Regardless of the research results it can be noticed that, generally, employers are more likely to decide to hire people who participated in and international student exchange, and the risk of long-term unemployment among graduates with international experience is lower by half than among graduates without such international experience. On the other hand, internationalization of education involves risks, including commercial profits, academic colonization and difficulties in providing high-quality education. [ABSTRACT FROM AUTHOR]

Globalization and digitalization have dramatically changed higher education more than any other sphere of social or economic life. Constant flow of information and free access to all possible data, news, and topics, valuable and fake alike, imposed many challenges for the stakeholders in higher education worldwide. Lecturers and students worldwide became closer thanks to the new technologies, yet they also are drifting apart enclosed in single information bubbles. It is surprising that this digital epoch is seeing an increase in academic mobility worldwide. It appears that young people are willing to leave the comfort of their homes and social networks in order to experience the academic life and culture of other countries. It appears that this trend might also have considerable economic impacts on both sending and receiving countries. Our paper investigates the link between academic mobility and financial stability. We focus on the case study of academic exchange Erasmus program funded by the European Union (EU) and its impact on the financial stability of the Eurozone based on the criteria of the Optimum Currency Area (OCA). Our findings suggest that academic mobility indirectly improves financial stability in four fields: First of all, it enhances future labour mobility. Second, it decreases path-dependence and homogenizes policy preferences. Third, it induces more intensive trade relations. And finally, it increases international solidarity which is very important for such multi-national complex projects as the EU. [ABSTRACT FROM AUTHOR]

After Romania has joined the European Union (EU) in 2007, the Erasmus program opened "new doors" for the academic community all around the county. Nowadays, the education and training are essential in achieving a better Romania, Europe and World. After 20 years of Erasmus program in Romania, celebrated last year, it can be seen the impact of Erasmus generation; former Erasmus students being now European Parliament members or governors in other countries. Morover, the longevity of this program (more than 30 years) makes the process of internationalization to be most commonly declared aspect of the Erasmus experience. Incoming and outgoing persons data were collected for10 academic years, starting to 2006-2007, then it was used the interview technique for exponents from each group: outgoing undergraduates, outgoing PhD students, incoming PhD students and outgoing teachers. The main purpose of this paper is to highlight the importance of the international cooperation in the mobility of persons generally, and of undergraduates particularly. This fact is revealed by the double acceptance Erasmus+ mobility: outgoing and incoming undergraduates. [ABSTRACT FROM AUTHOR]

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]

The European Union Erasmus program enables student exchange between higher education institutions in partner countries. This article focuses on Erasmus students' perspectives regarding Europeanness. Adopting qualitative methods including focus groups and in-depth interviews, the study was conducted in two universities with a comparative approach: Izmir (Turkey) in 2015 and Amsterdam (Netherlands) in 2016. The primary study provided a significant insight into how Erasmus students make sense of Europeanness in Turkey. Moving from this insight, the second study aimed to investigate further the notion of Europeanness in an EU member country. The study reveals that Erasmus students tend to express a strong European consciousness when they meet with the cultural other, whereas they prioritize nationalities in EU boarders. The article discusses that the idea of Europeanness still relies on its constitutive outside(s), whereas benefits of mobility stand out as a more powerful aspect when the other is not apparent within the Erasmus context. [ABSTRACT FROM AUTHOR]

Education, training, youth activities and sport are essential elements for promoting common European values, social integration, strengthening intercultural understanding and a sense of belonging to a community and preventing violent radicalization. Erasmus + is an important tool for promoting the inclusion of people from disadvantaged backgrounds, especially newcomers. The impact of Erasmus is enormous, not only for each student, but also for the European economy as a whole. Through its support for skills and for a modern higher education system, with closer links between academia and employers, Erasmus helps us combat skills mismatches. The program also gives young people the confidence and ability to work in other countries, where they might find suitable jobs for them, instead of being trapped in a geographical non-compliance. [ABSTRACT FROM AUTHOR]

The Erasmus Program is an European Union (EU) student exchange programme established in 1987. Erasmus+ is the new program combining all the EU's education, training, youth and sport programs, which was started in January 2014. The program built on the 1981-1986 pilot student exchanges, it was formally start of the academic year 1987-1988, 3,244 students to participate in Erasmus in its first year. In 2006, over 150,000 students participate to the Program. In the past twenty years, over two million students have benefited from Erasmus grants. Hacettepe University is one of the important and leading players in Erasmus+ Program in Turkey. Hacettepe is well aware of benefits of work experience for the students such as: Future employability with better conditions and gain improved competences. With this research, 456 Erasmus students of Hacettepe University benefiting the Erasmus Mobility asked to evaluate how they developed their soft competences during their Erasmus period abroad such as; Team work, ability to organize their work, problem solving skills and analytical skills. When we look at the some of the findings; - They feel that they developed their analytical skills, - They believe they feel more competent about foreign language after the program - They think they are more interested in world issues. - They believe they are more sensitive to the other cultures. - They developed their adaptation ability to the new environments. The results of this study showed that international student mobility in Hacettepe had a positive impact on the developing their competences. This research, may be important in two aspects: The students and their families may benefit from the outcomes of the study to when they are questioning to the participating the Erasmus Program or any other international exchange. And, It is thought that the findings of the research may be beneficial for both university and Program stake holders by leading to the development of the program and the preparation of the students for the international exchanges. Depending on the research results it can be recommended that a similar research can be administered in the different universities at both national and international sample. [ABSTRACT FROM AUTHOR]