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

Abstract

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.

Targets of Music Industry in the Context of Digital Technologies: A Short Review

“…From this vantage point, it becomes clear that in addition to enrolling in a course at a foreign university, living with people from distinct cultures also significantly contributes to an individual's personal growth. As mentioned in previous studies on Erasmus (Jacobone and Moro, 2015;Tekin and Gencer, 2013;Cuzzocrea and Krzaklewska, 2022), personal development manifests itself as a positive output of Erasmus. From this point of view, it can be thought that personal development is a part of education.…”

The infrastructural role of education in the social and investment model of economic growth: the specifics of emerging markets

“…This paper contributes to the ongoing scientific discussion on the issues of university management through the justification of the following directions of higher education's development: pupil-teacher ratio (in support of Pérez-Rodríguez et al, 2022;Valverde-Espinoza and Barja-Ore, 2022); mobility in higher education (in support of Lo et al, 2022;Cuzzocrea and Krzaklewska, 2023); QS university ranking (in support of Estrada-Real and Cantu-Ortiz, 2022;Moshtagh et al, 2023).…”

“…The following directions of higher education's development are distinguished in the existing literature: − University/industry research collaboration for the improved mastering of applied competencies by university students, increase in the competitiveness of university graduates in the labor market, improvement of their employment opportunities and career building and creation of applied technologies and accelerated commercialization of university innovations (Fernandes and O'Sullivan, 2023;Zhuang and Zhou, 2023); − Expenditure on education for the improvement of accessibility of higher education services, which, in particular, involves an increase in the scale of state order for the training of highly skilled and digital personnel by state-funded universities on budgetary places (Ali, 2022;Ojha et al, 2022); − Pupil-teacher ratio for improvement of the quality of higher education services that are provided by universities (Pérez-Rodríguez et al, 2022;Valverde-Espinoza and Barja-Ore, 2022); − Mobility in higher education for the free exchange of knowledge and technologies, international recognition of education diplomas, the attraction of foreign students and teachers, foreign internships, research by international scientific groups and strengthening of the international status of universities (Lo et al, 2022;Cuzzocrea and Krzaklewska, 2023); − Gross expenditure on R&D, the centers of which are universities, for the acceleration of innovative development of the economy (Su et al, 2022;Weiyu et al, 2022); − QS university ranking for strengthening of the global competitiveness of universities, which is demonstrated by their position in international university rankings, of which the QS ranking is one of the most respectable (Estrada-Real and Cantu-Ortiz, 2022;Moshtagh et al, 2023).…”

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“…I z toho důvodu je hlavní část výzkumných šetření souvisejících s programem Erasmus, respektive Erasmus+, zaměřena na motivaci studentů zahraniční stáž (ne)absolvovat (např. výzkumy z posledních let Cuzzocrea & Krzaklewska, 2022;Marciniak & Winnicki, 2019;Lesjak et al, 2015 ad.). Jiné výzkumy kromě výše zmíněné motivace, případně evaluace výsledků programu Erasmus+ (např.…”