Education Internationalization Through Student Mobility in Russian Federation

Vatolkina, Natalia; Starozhuk, Evgeny; Fedotkina, Olga

doi:10.21125/iceri.2018.2379

Cited by 1 publication

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“…Table 1. Integral classification of student long-term mobility forms [8] Purpose of Mobility Degree mobility of all levels: bachelor, master, 5-year specialist programmers, PhD and post-doctoral programmes Degree mobility of postgraduate levels: bachelor, master, 5-year specialist programmers, PhD and post-doctoral programmes Degree mobility of all levels: bachelor, master, 5-year specialist programmers, PhD and post-doctoral programmes Table 2. Integral classification of student short-term mobility forms [8] Purpose of Mobility Students move from one country to another for a full degree, but also to a credit mobility, whereby students spend a period (in general between 3 and 12 months) of their study in another country and transfer their earned credits to their home degree [7].…”

Section: Introductionmentioning

confidence: 99%

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Barriers to Students' Academic Mobility in Russia

Rostovskayа¹,

Maksimova²,

Mekeko³

et al. 2020

ujer

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In the article, the concept of "academic mobility" is considered in the framework of internationalization of higher education as a process of moving participants (students and teachers) of the higher education process from one scientific and educational institution to another in order to exchange experience and acquire additional educational opportunities for a limited period of time or for temporary training. Special attention is paid to students' mobility, which is represented by both internal and external movement of students from one country to another, either between regions of the world or within a region. Information illustrating the dynamics of changes in the quantitative characteristics of international mobility in the country context is presented. Attention is drawn to the factors that affect the academic mobility of undergraduate and graduate students. The study uses statistical, analytical, and sociological methods. The study identified the types of academic mobility preferred by University students. A comparative analysis of the attitude of undergraduate and graduate students to various forms of academic mobility is presented. Differences were found depending on the place of residence. The ratio of students living in students' dormitories and those living with families was compared. It turned out that students who live in dormitories tend to take a more active part in academic mobility programs. Barriers that prevent students from participating in academic mobility programs are analyzed. The role of academic mobility in the formation and development of academic careers and career growth in the country context is revealed.

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Section: Introductionmentioning

confidence: 99%

“…Vatolkina, Starozhuk and Fedotkina described the integral classification forms of students' mobility ( Table 1, Table 2) [8].…”

Section: Introductionmentioning

confidence: 99%