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The globalisation of today's society has forced a rethink of the priorities of the educational plan and their relationship with universal values and with cultural and heritage values. Some decades later, the words of Jacques Delors, in his 1996 Report "Education: a treasure to be discovered", are still relevant, when he underlined the need for world citizens not to lose their roots, to recognise the richness of their traditions, to achieve a constructive adaptation, to evolve in a process of freedom, respecting difference and diversity, enhancing the construction of an individual educational project, in an inner, concentrated, calm and self-critical process. Thus, heritage education, accepted as transversal to the educational programmes, is assumed as indispensable to consolidate skills enabling a better relationship with the different cultures and their particular heritage expressions, in an awareness of the increased responsibility for these legacies, whose safeguarding, protection and preservation are sometimes threatened and unprotected. This educational model, with an orientation towards the development of a personality, enhances the integration of the individual in the community, consolidates his/her training and envisages individual and collective responsibility. The different educational mobility programmes that exist in higher education participate in this contribution, as one of the privileged responses. And if the mobility programmes suggest promoting a reflection on a European cultural identity, it is no less important that this mobility presents itself as a new form of learning and awareness of cultural diversity and heritage. Based on this premise, we propose to analyse how heritage diversity can be seen as an effective contribution to the construction of the european identity. info:eu-repo/semantics/publishedVersion

The aim of this paper is to give an insight into the perspectives of Erasmus students. The focus is on their experience, in particular, and how and to what degree ELF speakers in the study became accustomed to a new educational environment, and whether any obstacles materialised in the process. The goal is to demonstrate the significance of ELF-awareness and the role of English in this particular speech community. Qualitative methods were deployed to obtain the research results i.e. semi-structured, informal ELF conversations between Erasmus exchange students at a university in Austria were tape-recorded and transcribed accordingly. During the interviews, students were asked questions about English as spoken at the university, and were instructed to compare and contrast the experiences gained at a university in Austria with those at their primary universities of instruction. The analysis will show the extent to which a new surrounding can influence the attitudes of Erasmus students.

O presente relatório é o resultado de 800 horas de estágio no Gabinete de Relações Internacionais da Universidad Complutense de Madrid (UCM). Este estágio tinha como objetivo adquirir conhecimento da realidade e do funcionamento das instituições públicas de ensino superior, relativamente aos acordos internacionais e à mobilidade europeia. Este desenvolveu-se com várias finalidades distintas, entre elas apoiar e incrementar a realização de protocolos de cooperação com outras instituições de ensino universitário europeias, facilitar a integração e apoiar os estudantes estrangeiros que estão dentro do programa Erasmus+ e perceber o impacto do programa Erasmus+ nos estudantes nacionais e estrangeiros entre outras. Tendo em conta os objetivos e competências específicas do Gabinete de Relações Internacionais da UCM e, nomeadamente, do Departamento Erasmus, foi feito um enquadramento da entidade e do seu alcance no domínio internacional do ensino superior. Além de uma descrição e análise das atividades desenvolvidas, este relatório pretende ser uma reflexão sobre a importância e a pertinência da mobilidade internacional para estimular o sentimento de identidade europeia entre os jovens e torná-los mais abertos e tolerantes. Assim, este relatório procura essencialmente analisar o Programa Erasmus+ no ensino superior e, mais concretamente, o impacto deste nos estudantes participantes. This report is the result of 800 hours of internship at the International Relations Office of the Universidad Complutense de Madrid (UCM). The aim of this internship was to acquire knowledge of the reality and functioning of public higher education institutions in relation to international agreements and European mobility. This training was carried out for several different purposes such as supporting and increasing the implementation of cooperation protocols with other European higher 10 education institutions, facilitating integration and supporting foreign students within the Erasmus+ program and understanding the impact of Erasmus+ on national and foreign students, among others. Taking into account the specific objectives and competences of the International Relations Office at UCM, and in particular those belonging to the Erasmus Department, a framework has been established in order to introduce the entity and its scope in the international field of higher education. In addition to a description and analysis of the tasks carried out by the intern, this report is intended to be a reflection of the importance and relevance of international mobility to stimulate a sense of European identity among young people and make them more open and tolerant. This report therefore essentially seeks to analyse the Erasmus+ programme in higher education and, more specifically, its impact on the students involved.

Program Erasmus istnieje już 30 lat w Unii Europejskiej i poza nią. Od roku 2014, wymiana studencka funkcjonuje pod auspicjami programu Erasmus+. W ramach niego, co roku około 250,000 spędza semester lub dwa na uniwersytecie w innym kraju. Celem tej publikacji jest opis tego wyjątkowego roku funkcjonowania programu - roku, w którym pandemia COVID-19 pokrzyżowała plany wielu studentom i instytucjom, jak stworzyła nowe wyzwania dla mobilności akademickiej. Erasmus is already a well-established programme, which has existed under different names for more than 30 years in the European Union and beyond. Since 2014 the student exchange between universities has functioned under the European Union programme for education, training, youth and sport - Erasmus+. Under its auspices, in the years preceding the pandemic, about 250,000 students spent a semester or two of their studies in a foreign university annually. The aim of the report is to take stock of this unique year of the programme - the year in which the COVID-19 pandemic challenged the plans of students as well as of programme institutions.

Destination management is an important instrument in promoting tourism as a factor of economic development. Its usefulness in planning and developing infrastructures and services especially dedicated to tourism, such as holidays, sports, or balneal resorts, is well established. In the context of increasing the mobility of people at a national and international level, the flows of visitors whose trips are related to jobs, business, studies, conferences have constantly increased, and—as a result—the importance of large cities among tourist destinations is increasing. The management of destinations must also contribute in such cases to the creation of a greater attractiveness for potential visitors, the facilitation of their activities, and the production of culturally enriched and pleasant experiences. There is still a need to better understand how big cities are perceived as a destination by visitors, especially when it comes to longer stays. As a result, this paper proposes an approach to explore the visitors’ perception of their own experiences with the destination city. The subjects of the study are Erasmus students, while the destinations considered are university cities where the mobility programs were carried out. The aim of the research carried out by the focus-group method was to identify the elements that contributed to the coagulation of the experience associated with a certain destination city, in the sense of a more favorable or less favorable image of the destination in question. The results highlight that where visitors interact for a longer period of time and at deeper levels with the host community, they share the conditions of local life. The more pleasant these conditions are for the residents, the more open and welcoming they are to foreigners, and the more appreciated one’s personal experience of that city is.

In a fragmented and accelerated world of globalization and emerging nationalism, social and cultural psychologists can play an important role to investigate the national and superordinate identities. This study addresses the characteristics of European identification in Georgia, which is often thought to be on the crossroads of Europe and Asia. It checks for the potential identity predictors and tries to provide an explanation behind psychological motivators. A quasi-experimental design of one-way ANOVA with three conditions was employed to compare the strength of European identity among Georgian Erasmus students, those who travel visa-free to the EU/Schengen countries and the control group. Through an independent research project, original data were collected using online survey, which contained pre-existing identity scales and custom-made questions for personal experiences. A convenience quota sampling targeted those who have had a student status within past five years and 332 valid responses were analysed. The Erasmus students and visa-free travellers had a significantly higher European identification, when compared to the control group members. As expected, Georgian and European identities did not contradict each other, but there was also no significant correlation between the two. Regardless of group belongingness, European identification was highly endorsed alongside the national one. It was related to major personal experiences, migratory practices and competencies. Regression analysis identified a number of civic and cultural factors with a significant predictive value for the European identification. With help of social identity and world society systems’ theories and keeping in mind the context of cultural psychology, the results and limitations are discussed critically.

Περιέχει το πλήρες κείμενο Η παρούσα εργασία στοχεύει να αναδείξει τους τρόπους με τους οποίους θα μπορούσαν οι υποψήφιοι παλαιογράφοι να αυξήσουν τα επίπεδα της πληροφοριακής τους παιδείας είτε μέσα από το Πρόγραμμα Σπουδών των πανεπιστημιακών σπουδών τους είτε και μέσα από δράσεις άλλων φορέων, με έμφαση στις δράσεις των Δημοσίων Βιβλιοθηκών και της Εθνικής Βιβλιοθήκης μιας χώρας. Στο πλαίσιο της παρούσας εισήγησης, ο πληροφοριακός γραμματισμός εκλαμβάνεται ως η υιοθέτηση της κατάλληλης πληροφοριακής συμπεριφοράς, ώστε να αποκτήσει κανείς το πληροφοριακό υλικό που καλύπτει τις ανάγκες του αξιοποιώντας οποιοδήποτε πνευματικό ή υλικό μέσο, έχοντας βεβαίως πάντα κατά νου την κριτική αποτίμηση αυτού του υλικού και τη μεγάλη σημασία που έχει η ορθή και σοφή χρήση του μέσα σε μία Κοινωνία της Πληροφορίας, όπως η σημερινή. Λαμβάνοντας υπ’ όψιν τα πολύ χαμηλά επίπεδα πληροφοριακής παιδείας που έχουν καταγραφεί έως τώρα στη βιβλιογραφία για τους υποψήφιους επιστήμονες και επαγγελματίες Ανθρωπιστικών Επιστημών, η έρευνα αυτή έρχεται να καταγράψει τις πληροφοριακές ανάγκες ενός πολύ ιδιαίτερου κλάδου, με τον οποίο ελάχιστα έχει ασχοληθεί η Επιστήμη της Πληροφόρησης, αλλά και να αναδείξει τρόπους με τους οποίους θα μπορούσαν οι υποψήφιοι παλαιογράφοι να αυξήσουν το πληροφοριακό τους επίπεδο αλλά και να το εκμεταλλευτούν δεόντως, προκειμένου να ανταποκρίνονται ικανοποιητικά στις επαγγελματικές και ερευνητικές τους ανάγκες. Υπό αυτήν την έννοια, λοιπόν, η παρούσα εισήγηση θα μπορούσε να αποτελέσει ένα εφαλτήριο της Επιστήμης της Πληροφόρησης για ενασχόλησή της με έναν επιστημονικό κλάδο, ο οποίος πέραν των συνηθών πληροφοριακών μέσων, όπως για παράδειγμα βιβλία και περιοδικά, πολύ συχνά αντλεί τις επιζητούμενες πληροφορίες του μέσα από στοιχεία, όπως μεταξύ άλλων τα υδατόσημα, τα βιβλιογραφικά σημειώματα ή ακόμα και τον διάκοσμο ενός χειρογράφου, στοιχεία που αποτελούν βασικές πληροφοριακές πηγές, προκειμένου να είναι σε θέση ένας παλαιογράφος να ασχοληθεί επισταμένως με την επιστημονική περιγραφή ενός χειρογράφου και του περιεχομένου του.

Περιέχει το πλήρες κείμενο Οι σπουδαστές από τα προγράμματα Erasmus αποτελούν πλέον ένα σημαντικό πληθυσμό των ιδρυμάτων τριτοβάθμιας εκπαίδευσης που χρησιμοποιούν τις υπηρεσίες των ακαδημαϊκών βιβλιοθηκών. Ωστόσο μέχρι σήμερα σε εθνικό επίπεδο δεν έχει μελετηθεί η συμπεριφοράς τους και οι ανάγκες τους όπως αυτές προκύπτουν από την χρήση των υπηρεσιών των ακαδημαϊκών βιβλιοθηκών. Η εργασία αυτή σκοπό έχει να μελετήσει τις ανάγκες τους μέσα από την αξιολόγηση των υπηρεσιών της βιβλιοθήκης του ΤΕΙ Κρήτης από τους ίδιους τους φοιτητές του Erasmus. Για την διεξαγωγή της έρευνας επιλέχτηκε η ποσοτική μέθοδος με την χρήση του ερωτηματολογίου γιατί ήταν: α) οικονομικότερη, β) ήταν εύκολο στην κατασκευή και στην χρήση, γ) μπορούσε να σταλεί σε μεγάλο αριθμός χρηστών και δ) οι ερωτώμενοι θα μπορούσαν να απαντήσουν ελεύθερα. Τα ευρήματα της έρευνας δείχνουν ότι οι φοιτητές Erasmus έχουν διαφορετικές ανάγκες από τους Έλληνες φοιτητές αποτελέσματα της έρευνας θα μας βοηθήσουν να σχεδιάσουμε και να υλοποιήσουμε υπηρεσίες που να υποστηρίζουν την ακαδημαϊκή επιτυχία των φοιτητών Erasmus.

Dissertação de mestrado em Sociologia (área de especialização em Desenvolvimento e Políticas Sociais), Esta dissertação constitui uma abordagem ao processo de construção da identidade europeia na sua relação com o programa de intercâmbio Erasmus. O propósito é interrogar o programa Erasmus como prática social e experiência cívica e articulá-lo com a questão da unificação europeia na tentativa de compreender de que forma pode ou não ajudar no processo de reconfiguração de uma identidade e cidadania europeia. Deste modo, este trabalho procura compreender como os estudantes de Erasmus percepcionam a identidade europeia e que lugar tem a Europa nas representações destes estudantes durante e após o intercâmbio académico Erasmus, bem como tentar perceber de que modo se sentem europeus e que sentido atribuem a esse sentimento se o tiverem. Dito de outro modo, preside a esta pesquisa analisar como as categorias “ser europeu” e “ser cidadão europeu”, se assumem nas identidades de um conjunto de jovens que estiveram ao abrigo do programa de intercâmbio académico Erasmus. Visto ser um trabalho de carácter eminentemente exploratório e debruçandose sobre um tema pouco explorado na bibliografia nacional (e mesmo escassamente a nível europeu), teve-se em consideração a articulação de diversos contributos metodológicos – quantitativo e qualitativo –, dando primazia à abordagem qualitativa. Assim, este trabalho adoptou como técnicas de recolha de informação: 1. aplicação de um inquérito por questionário, 2. consulta de dados publicados no Eurobarómetro e no portal do Erasmus+, 3. utilização da técnica de observação e 4. realização de grupos de foco, técnica principal neste estudo., This dissertation is an approach to the process of constructing European identity in its relationship with the Erasmus exchange program. The purpose is to question the Erasmus program as a social practice and a civic experience and to articulate it with the European issue in an attempt to understand how it can or cannot help in the process of reconfiguring a European identity and citizenship. Therefore, we seek to understand how Erasmus students perceive European identity and what place Europe has in these students' representations during and after the Erasmus academic exchange. We also try to understand in what ways they feel Europeans and what meaning they attribute to that, in case they do. In other words, this research intends to analyze how the categories of "being European" and "being European citizen" are assumed in the identities of a group of young people who have been under the Erasmus academic exchange program. Since it is a work of an exploratory nature and focused on a subject that has not been explored in the national bibliography (and even barely at European level), it has taken into consideration the articulation of several methodological contributions – quantitative and qualitative – giving priority to the qualitative approach. Thus, this work has adopted as information gathering the following techniques: 1. application of a questionnaire survey, 2. review of data published in the Eurobarometer and the Erasmus + portal, 3. use of the observation technique and 4. focus groups, as the main technique in this study.

The purpose of the article is to investigate the influence of international documents on the process of internationalization of higher education and to identify political, legal, organizational, financial pre-requisites for internationalization of higher education in Lithuania. Method of comparative critical analysis of references was employed for the study. Therefore, this paper aims at investigating the influence of international documents, related to internationalization of higher education and at identifying political, legal, organizational, financial prerequisites for internationalization of higher education in Lithuania. The study showed that the scope and content of internationalization may be conceptualized as having several tiers: macro, mezzo and micro. Macro tier assigns higher education with the role to contribute to positive developments in society and economies, to democracy and cohesion. Mezzo tier assigns higher education with a task to provide students with high level educational services in order to help graduates to acquire necessary competencies. Micro tier assigns higher education institutions with task to organize their activities in order to secure achievement of tasks at mezzo and macro tiers. In Lithuania both idea and purpose of internationalization gained support by general public, national authorities and authorities of individual higher education institutions. The numbers of students incoming and outgoing of Lithuania in the framework of Erasmus program is increasing but the negative difference between the outgoing and incoming Erasmus students could be addressed by the Lithuanian authorities. Its negative influence is outweighed by the steadily increasing number of foreign students coming to study to Lithuania without any supporting exchange programs.

Introduction. Globalization of knowledge has emphasized the need to promote the adoption of international exchange programs in nursing. Nevertheless, the differences in cultural, educational, and structural schemes have challenged the mutual appraisal and understanding of the nursing curricula between countries. Research on nursing curricula should allow performing an analysis of different cultural idiosyncrasies in which educational and health institutions are found. These studies would contribute valuable information to the educative and organizational systems and their cultural variability.Objective. To examine the experiences of nursing students on international exchange programs.Methods. Comparative Education was taken as theoretical background. The clinical practice diaries of seven Spanish Nursing Erasmus students (a European international exchange program) were used as field journals. These students undertook their placements in the United Kingdom. A content analysis was carried out to find major themes.Results. Data extracted from the students clinical practice diaries indicated cultural, educational, and structural differences between countries. Most students reflected the hidden curriculum in their diaries, writing about affective, ideological, personal, and social elements and beliefs.Conclusions. The students’ experiences on international exchange programs were found to be sources of interest to clarify the ideological and cultural connections that underlie educational and health systems.

Systematic study on inheritance law in Spain aimed at Erasmus students

While most companies are developing strategies that focus on responsibility and sustainability, recent discussions in higher educational institutions query the contribution of university social responsibility. Based on the theory of stakeholders and the new strategic paradigm of universities becoming sustainable corporations, the purpose of this paper is to determine Erasmus students’ opinions on their experiences abroad, as they relate to the importance they attribute to their emotions, and their relationship with and loyalty to their host university’s country as a tourism destination. The method inquired into Erasmus students’ impressions when studying in Spain through an ad hoc questionnaire based on academic literature and the Delphi technique. Survey data was analyzed through an exploratory factor analysis and partial least squares structural equation modeling. The study is a first attempt at analyzing experiential marketing in Erasmus students, who we considered tourists. The results support experiential marketing as a key approach for achieving sustainability in universities. The paper draws attention to the need for institutions to be more aware of the needs of foreign students as important stakeholders when designing mobility programs, as well as suggestions on how this awareness can be cultivated, in order to contribute to the consolidation of the selected country as a tourism destination.

This study intends to be an extension of another, already published in 2012 titled "ERASMUS students in Portugal: The perception and the impact of international crisis." However, even if both studies remain in the domain of social representations, what we propose is a comparative analysis of how international students in Portugal look at the host country depending on being, or not being, from Latin countries. In methodological terms, we decided to construct a questionnaire that was subjected to statistical analysis. We present some comments on the evolution of the Portuguese economy, before and after the crisis, and on the importance of EU policies to improve the perception of European values among students. info:eu-repo/semantics/publishedVersion

The purpose of this article is to contribute to the analysis of the European identity’s narrative. Drawing on a range of focus group interviews with Erasmus students, it is aimed to understand how they perceive European identity and the meanings of Europe in these students' representations. In the light of the empirical findings, it is considered that Europe is more an adjective condition than a substantive one on their representative anchorages. The outcomes also point to the ambivalent and ambiguous character of the meanings associated with Europe’s project. Besides, the significance they attribute to their exchange experiences does not always have implications in their ideas about a united Europe.

Although there are several studies examining the benefits of the Erasmus student mobility programme on student’s professional career and academic development, there is scarce literature focusing on how they are similar to tourists and can promote tourism in the country where they did Erasmus. This study interviewed 16 students from 10 different nationalities that have done Erasmus in Portugal, in order to examine their travelling behaviours and how they may contribute in promoting Portugal. The findings reveal that Erasmus students are similar to tourists, contributing to Portugal’s Tourism not only by their travelling behaviour, but also by the visitors they receive and because of the posts of Portugal on social media. Furthermore, after their Erasmus experience, they become advocates, recommending Portugal to family and friends. info:eu-repo/semantics/publishedVersion