Analysing International Student Mobility Flows in Higher Education: A Comparative Study on European Countries

Restaino, Marialuisa; Vitale, María Prosperina; Primerano, Ilaria

doi:10.1007/s11205-020-02282-2

Cited by 34 publications

(28 citation statements)

References 30 publications

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“…The time dimension could be analyzed in more detail by checking for possible differences and similarities across the period, not only comparing each year included but adopting a dynamic approach to the network data (Batagelj et al 2014). A further extension of the present work could be the adoption of a blockmodeling approach, along the lines of (Restaino et al 2020), to highlight the presence of sub-networks and communities in the network of universities. The longitudinal data could be also exploited in a more model-based analysis.…”

Section: Discussionmentioning

confidence: 99%

“…The authors provide a general overview of Erasmus mobility trends, revealing 3 different groups of countries: good senders and receivers, good senders only, and good receivers only. The hubs and authorities technique is further extended in Restaino et al ( 2020 ) which in addition adopt a blockmodeling approach on the network of countries involved in the Erasmus mobility both for study and internship abroad. The authors provide also an analysis of homophily behaviors among countries and exploit educational indicators from Eurostat to include investments in higher education.…”

Section: Introduction and Prior Research On The Erasmus Programmentioning

confidence: 99%

“…If the issue of gender bias has been faced often in the context of international student mobility, to the best of our knowledge, when considering the specific context of Erasmus mobility, gender differences have not been thoroughly studied, with the exception of Bottcher et al ( 2016 ), whose findings about female over-representation in the program are in line with the results of this paper. Our contribution aims at filling this gap and, in addition, ii) it uniquely combines the analysis by gender, by field and at the university level rather than at country level, as most preferred in the extant literature ( Restaino et al 2020 ; Bottcher et al 2016 ; Breznik and Skrbinjek 2020 ).…”

Section: Introduction and Prior Research On The Erasmus Programmentioning

confidence: 99%

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Gender bias in the Erasmus network of universities

Benedictis

Leoni

2020

Appl Netw Sci

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The Erasmus Program (EuRopean community Action Scheme for the Mobility of University Students), the most important student exchange program in the world, financed by the European Union and started in 1987, is characterized by a strong gender bias. Female students participate to the program more than male students. This work quantifies the gender bias in the Erasmus program between 2008 and 2013, using novel data at the university level. It describes the structure of the program in great detail, carrying out the analysis across fields of study, and identifies key universities as senders and receivers. In addition, it tests the difference in the degree distribution of the Erasmus network along time and between genders, giving evidence of a greater density in the female Erasmus network with respect to the one of the male Erasmus network.

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Section: Discussionmentioning

confidence: 99%

Section: Introduction and Prior Research On The Erasmus Programmentioning

confidence: 99%

Section: Introduction and Prior Research On The Erasmus Programmentioning

confidence: 99%

See 1 more Smart Citation

Gender bias in the Erasmus network of universities

Benedictis

Leoni

2020

Appl Netw Sci

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“…Beyond statistical power, larger samples allow for comparisons between, for instance, subgroups of international students. Given its steady increase in the past 20 years [46], international student mobility has gained importance as a driver of international scientific co-operation networks [47]. Universities will therefore seek to counteract the decline in student mobility caused by the COVID-19 pandemic by, for instance, optimising their classroom teaching to meet the needs of international students and incentivise them to cross borders for the purpose of study [47].…”

Section: Plos Onementioning

confidence: 99%

Revisiting the relationship between constructive alignment and learning approaches: A perceived alignment perspective

2021

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The constructive alignment (CA) of university teaching is designed to encourage students to adopt a deep learning approach, which supports meaningful learning. The evidence is mixed, however, with some studies showing that students may adopt a surface approach even when teaching promotes deep learning. To add to the understanding of the relationships between CA and learning approaches, we explored with quantitative measures two potential implications from prior qualitative research. First, we assessed with a novel questionnaire if students’ CA perceptions predicted adaptation towards a deep learning approach. Second, we explored relationships between deep approach adaptation and learning motivation, as well as perceived mental workload. 56 students from two second-year courses in different study programmes completed a learning approach questionnaire in the second (T1), seventh (T2), and the final fourteenth (T3) course week. At T2 and T3, participants also rated the constructive alignment of the course, their learning motivation, and the mental workload. Regression analyses showed that ILO Clarity (i.e. being clear about the intended learning outcomes of the course) and receiving effective feedback were associated with a significant increase in deep approach scores from T2 to T3. That deep approach adaptation was in turn positively related to learning motivation in terms of higher ratings of one’s competence, the importance of high course performance, and course usefulness. Moreover, deep approach adaptation went with higher satisfaction of having accomplished one’s learning goals, but also with stronger feelings of insecurity and stress. Our findings suggest that students’ CA perceptions are meaningful predictors of learning approach adaptation that might eventually be developed into indicators of the effectiveness of CA implementation at the course level.

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“…Whereas current research has adopted qualitative methods, our approach is quantitative and relies on social network analysis to highlight the structure of students' flows. The network approach is not new to the study of international student mobility (Shields 2013) and Erasmus in particular (Restaino et al 2020;Breznik and Skrbinjek 2020;Breznik 2017;Breznik and Djaković 2016;Derzsi et al 2011;Breznik and Ragozini 2015). Prior research mostly conducted analysis at country level rather than university level, with the exception of De Benedictis and Leoni (2020) who focused on differences by gender and Derzsi et al (2011) who studied the topology of the Erasmus student mobility network in 2003, revealing an exponential degree distribution and a small-word type random network with a giant component.…”

Section: The Erasmus Mobility As a Networkmentioning

confidence: 99%

Inclusive universities: evidence from the Erasmus program

Benedictis

Leoni

2021

Appl Netw Sci

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The Erasmus Program is the main international mobility program in Europe and worldwide. Since its launch in 1987, it has been growing both in terms of participants and budget devoted to its activities. However, despite the possibility to obtain additional funding, the participation of students with special needs in the program remains extremely low. This work quantifies the participation of these students to Erasmus and explores the network of universities involved in their mobility, along the period 2008–2013. In addition, it proposes a novel index to measure the level of inclusiveness of universities welcoming international students with disabilities. Quantifying and analyzing this aspect could be the basis for better designing targeted policies and for widening the participation of students with impairments to international mobility.

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Analysing International Student Mobility Flows in Higher Education: A Comparative Study on European Countries

Cited by 34 publications

References 30 publications

Gender bias in the Erasmus network of universities

Gender bias in the Erasmus network of universities

Revisiting the relationship between constructive alignment and learning approaches: A perceived alignment perspective

Inclusive universities: evidence from the Erasmus program

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