Erasmus and Employability

Cairns, David; Krzaklewska, Ewa; Cuzzocrea, Valentina; Allaste, Airi-Alina

doi:10.1007/978-3-319-76926-4_2

Cited by 10 publications

(12 citation statements)

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“…Regarding the choice of destination, many participants recalled an initial dream-like—which links to the less rational side of mobility decision-making (Cairns et al, 2018 ). An Italian student interviewed was able to nurture her love for the Balkans through repetitions of Erasmus visits there similarly for another interviewee who was mainly fascinated by Spain.…”

Section: Motivations “In Motion”: Towards Reflexive Super-mobilitymentioning

confidence: 99%

“…The Erasmus program was founded in 1989, and it currently remains the most well-known one in Europe. It is unique for being linked to the political project of the EU, as well as for sustaining a specific vision of the mobile European citizen as a cosmopolitan mobile worker (Recchi 2015 ; Feyen & Krzaklewska, 2013 ; Cairns et al, 2018 ). Within this program, higher education students spend one or two semesters abroad in an educational institution with whom their home university has a cooperation agreement, mostly in Europe, but also beyond.…”

Section: Introductionmentioning

confidence: 99%

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Erasmus students’ motivations in motion: understanding super-mobility in higher education

Cuzzocrea

Krzaklewska

2022

High Educ

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This paper looks at youth mobility as an ongoing, dynamic, processual experience in the making of an educational trajectory. By exploring the experiences of students who have undertaken more than one mobility experience under the Erasmus + program, we reflect on how underlying motivations change over the course of subsequent mobility experiences. In contrast to existing research, where the focus has been on reported motivations for one-off mobility experience, we discuss the latent motivations driving super-mobile educational trajectories. In doing so, we observe the ongoing reconfiguration of these trajectories through the concept of spatial reflexivity, which results in articulated and augmentative dynamics over time. Methodologically, the paper is based on qualitative material collected in person and online with such mobile young people across Europe.

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Section: Motivations “In Motion”: Towards Reflexive Super-mobilitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Erasmus students’ motivations in motion: understanding super-mobility in higher education

Cuzzocrea

Krzaklewska

2022

High Educ

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“…4. Exploration of Erasmus includes work by the editor and other contributors to this book (see, e.g., Feyen and Krzaklewska, 2013;Cairns, 2017;Cairns et al, 2018). 5.…”

Section: Notesmentioning

confidence: 99%

Migration Decision-Making, Mobility Capital and Reflexive Learning

Cairns

2021

The Palgrave Handbook of Youth Mobility and Educational Migration

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“…1. This topic, of social inclusivity, is also a theme several contributors to this section of the book have collectively explored in Cairns et al (2018).…”

Section: Notesmentioning

confidence: 99%