The ERASMUS experience and its capacitating potential: Analysis of adaptive capabilities

Usarralde, María Jesús Martínez; Pausà, Juan Murillo; García-López, Rafaela

doi:10.1016/j.ijedudev.2017.01.001

Cited by 14 publications

(13 citation statements)

References 14 publications

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“…We computed a measure that subtracts ratings 'before Erasmus' to ratings 'after Erasmus' and, for all the groups of skills, the means are positive (Table 4), meaning that the 'after Erasmus' rating is on average higher than the 'before Erasmus' rating. This result is in line with previous studies on Erasmus studies who also found positive results as far as the development of skills is concerned (e.g., Bryla, 2015b;Dolga et al, 2015;Mart ınez-Usarralde et al, 2017;Vaicekauskas et al, 2013). Adaptability skills is the group where students perceive a higher development of skills.…”

Section: Discussionsupporting

confidence: 92%

“…Results of this measure show that students clearly perceive that the exchange has a positive effect on their employability (Table 2). Although several authors have argued that Erasmus exchanges enhance the employability of students (Bryla, 2015a;Dolga et al, 2015;Mart ınez-Usarralde et al, 2017;Parey & Waldinger, 2011), to the best of our knowledge no previous study has measured employability from the perspective of Erasmus students.…”

Section: Discussionmentioning

confidence: 96%

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Linking development of skills and perceptions of employability: the case of Erasmus students

Soares

Mosquera

2019

Economic Research-Ekonomska Istraživanja

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There is evidence that perceptions of employability lead to positive results for organizations and individuals alike. The relationship between perceptions of employability and development of skills is, although relevant, an understudied area of research. This study analyses this relationship in a sample of 196 students who participated in the Erasmus program between 2013 and 2017. Using fuzzy set qualitative comparative analysis (fsQCA), we analyse how configurations of five types of skills (Career-orientation skills, Adaptability skills, Managerial skills, Personal skills and Teamwork skills) combine to produce perceptions of employability. Results show that, although Erasmus students perceive a positive development in all groups of skills, students perceive a higher development on Adaptability skills. Results also show that there is no single type of skills that can be developed to promote perceptions of employability but, instead, there are two distinct configurational groupings of skills that lead to perceptions of employability: one configuration has two core conditions-Adaptability skills and Teamwork skills-and the other configuration includes three core conditions-Career-orientation skills, Managerial skills and Personal skills. These configurations match the two main motivations for choosing an international exchange as a strategy to enhance employability: pursuing an international career and pursuing distinction from peers.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 96%

Linking development of skills and perceptions of employability: the case of Erasmus students

Soares

Mosquera

2019

Economic Research-Ekonomska Istraživanja

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“…Mobility is also connected with the pressure put on universities to equip graduates with skills to work in an international environment in response to the demand for employable university graduates (Leask, 2013 ). In the European context, mobility of HEI is associated with the Erasmus programme, which is perceived as “a strategic platform for the promotion of human development” (Martínez-Usarraldea, Pausá & García-López, 2017 , p. 107), establishing joint international research programmes and degrees. Mobility increases opportunities for educational experiences and international learning, therefore it is particularly an instrument for building the potential of individuals and societies.…”

Section: Internationalization Through Mobilitymentioning

confidence: 99%

“…These questions were formulated after an in-depth analysis of the literature containing the results of previous research on the educational dimension of students’ learning, virtual learning and international mobility (Tanhueco, Tanhueco-Nepomuceno, 2019 ; Cairns, 2018 ; Tran,, 2018 ; Martínez-Usarraldea, Pausá & García-López, 2017 ; Knight, 2015 ; Martin, 2017 ; Beelen & Jones, 2015 ; Messelink, Maele, Spencer-Oatey, 2015 ; Jacobone & Moro, 2015 ; Leask, 2013 ; Bennet, Maton & Kervin, 2008 ; Altbach & Knight, 2007 ; Karady, 2002 ) and finding that there is insufficient explanation for students learning in the virtual world through international mobility or foregoing explanations were built on the research carried out among students only, without taking into account other important “actors” in higher education such as academic teachers and mobility programme coordinators.…”

Section: Research Questionsmentioning

confidence: 99%

Functions of digital learning within the international mobility programme – perspectives of university students and staff from Europe

Leek

Rojek

2021

Educ Inf Technol

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This paper is based on research studies conducted in the academic community of students and staff members (teachers, researchers and administrative staff) from 16 European universities that focus on digital learning in international mobility. The context of our qualitative study is digital learning during an international mobility scheme when university staff and students do not go abroad for their mobility programme but take courses offered by a partner university from home. By taking the perspectives of both of these academic groups, we aimed to arrive at a clearer understanding of how the digital environment supports digital learning within mobility, ascertain the functions of digital learning and describe the opportunities and challenges that are presented to students engaged in international mobility. Empirical data was gathered using questionnaires and focus group interviews. This study puts forward the assertion that distinctive features of learning in a digital environment within international mobility are systems thinking, self-directed learning and focus on course content. Digital learning environments support motivation to learn, and independence in gaining knowledge. In international digital learning, the online courses of which are characterized by their innovative pedagogical and assessment practices, students and staff become more autonomous in their learning, and more willing to open up to meeting the challenges encountered in various educational settings. Digital learning in the context of mobility means giving meaning to one’s own activity in a digital environment and extension of the course content, meaning oral expression such as discussing and interacting with teachers and peers.

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“…Despite the rapid expansion of international students worldwide and the growing concern for achieving the institutional improvements to support them, previous studies on this subject have been limited with regards to their scope and level of analysis. First, many studies have focused on cases involving English‐speaking countries or European countries as destinations for student mobility (Dvir & Yemini, ; Lee, ; Martínez‐Usarralde, Pausá, & García‐López, ). Few studies have examined non‐English‐speaking or economically emerging countries as destinations for inbound students (Ahmad & Buchanan, ; Jon, ).…”

Section: Introductionmentioning

confidence: 99%

Exploring regional and institutional factors of international students' dropout: The South Korea case

Jung

Kim

2017

Higher Education Quarterly

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With an increasing number of international students in South Korea, the issue of retaining these students and reducing their dropout rates has become important. This study explores the multilevel factors that affect the institutional dropout rate among international students in Korea. The research questions are as follows: (a) to what extent do international students drop out from undergraduate or short‐term programmes in Korean universities?; (b) what are the regional and institutional factors that determine international students' dropout rates? This study uses the panel data on educational institutions as found in the Higher Education in Korea report, which has been updated annually by the Ministry of Education since 2013. According to the pooled ordinary least square and panel analyses, the results indicate that a range of institutional factors (such as type, size, tuition and research performance of academics) and regional factors (such as regional gross domestic product, inflation and the numbers of foreigners in the region) are all associated with the dropout rates of international students. This study suggests that we need to consider various factors to improve the international students' learning experiences both inside and outside of the campus.

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The ERASMUS experience and its capacitating potential: Analysis of adaptive capabilities

Cited by 14 publications

References 14 publications

Linking development of skills and perceptions of employability: the case of Erasmus students

Linking development of skills and perceptions of employability: the case of Erasmus students

Functions of digital learning within the international mobility programme – perspectives of university students and staff from Europe

Exploring regional and institutional factors of international students' dropout: The South Korea case

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