Topic
Erasmus Programme
About: Erasmus Programme is a research topic. Over the lifetime, 232 publications have been published within this topic receiving 3149 citations. The topic is also known as: ERASMUS.
Papers published on a yearly basis
Papers
TL;DR: The authors studied the impact of the year abroad experience on international student migration and found that the experience gave students/graduates a more "European" identity or consciousness, and a greater insight into European issues, and that YA graduates would more likely pursue their subsequent career/migration paths in continental Europe.
Abstract: This paper first draws attention to the scant literature in population geography on international student migration, or ISM. Yet students comprise an important element in global and European population mobility, especially of highly skilled movements. This study is set within the context of intra-European ISM and looks specifically at the ‘Year Abroad experience’ which has been subsidised over the past 15 years by the Erasmus and Socrates programmes. Empirical data come from questionnaire surveys to three groups of University of Sussex students, surveyed during 2000–01. The main survey was a large postal survey to graduates who had spent a year abroad (YA) in another European country as part of their Sussex degree. This questionnaire was designed to test two sets of hypotheses: firstly that the YA had given students/graduates a more ‘European’ identity or consciousness, and a greater insight into European issues; and secondly that YA graduates would be more likely to pursue their subsequent career/migration paths in continental Europe. These hypotheses were tested against a control sample of Sussex graduates who had not been on a YA, matched by degree type and time of graduation. A third sample was undertaken with second-year undergraduate students about to embark on their YA, in order to test pre- and post-YA perspectives. The results broadly confirm the research hypotheses, although with a variety of nuances and outcomes. Copyright © 2003 John Wiley & Sons, Ltd.
563 citations
TL;DR: In this paper, the authors analyzed the determinants of Erasmus student mobility establishing relevant hypotheses, which arise from the migration theory and gravity models, and some general recommendations are put forward to enhance these flows.
Abstract: The Erasmus Programme for higher education students is supposed to play an important socio-economic role within Europe. Erasmus student mobility flows have reached a relevant level of two million since 1987, boosted in recent years by the enlargement of the programme to eastern countries. Thereafter, it seems that flows have staggered. In this context, the article analyses the determinants of Erasmus student mobility establishing relevant hypotheses, which arise from the migration theory and gravity models. A panel data set of bilateral flows for all the participating countries has been used in order to test the factors influencing these student flows. Country size, cost of living, distance, educational background, university quality, the host country language and climate are all found to be significant determinants. Results also reveal that there are other determinants, like a country’s characteristics and time effects, which can affect mobility flows. Based on these findings, some general recommendations are put forward to enhance these flows.
377 citations
TL;DR: The Bologna Process was a trigger for a qualitative leap of internationalisation strategies and policies since the 1990s: towards cooperation and mobility on equal terms, and towards systematic and strategic internationalisation as mentioned in this paper.
Abstract: ‘Internationalisation’ is generally defined as increasing cross-border activities amidst persistence of borders, while ‘globalisation’ refers to similar activities concurrent to an erosion of borders. Study mobility is viewed as the most visible component in this framework in Europe with ERASMUS as the largest scheme of temporary mobility. ERASMUS was a trigger for a qualitative leap of internationalisation strategies and policies since the 1990s: towards cooperation and mobility on equal terms, and towards systematic and strategic internationalisation. The ‘Bologna Process’ aimed to make higher education more attractive to students from other parts of the world and to facilitate intra-European mobility; however, many other activities are needed to stimulate mobility, and the Bologna Process pursues many other objectives. It remains to be seen whether supra-national and national policies and institutional strategies will continue to opt for wide-ranging cooperation based on mutual trust or whether the ‘competition paradigm’ will determine the scene.
267 citations
Book•
27 Sep 2005
TL;DR: Corbett as discussed by the authors explores the dynamics of these major European initiatives and provides a better understanding of earlier European initiatives from the European University (1955) to the Erasmus programme (1987) and to what extent, the Bologna process builds on earlier developments.
Abstract: The starting point for this book is the currently developing Bologna process, to which more than 40 governments have agreed, to set common European standards for higher education, and the EU's own strategy to exploit the knowledge economy more effectively. Both have target dates of 2010." "Anne Corbett sets out to explore the dynamics of these major European initiatives. She aims to provide a better understanding of earlier European initiatives from the European University (1955) to the Erasmus programme (1987) and to show why, and to what extent, the Bologna process builds on earlier developments. A second and analytic aim is to show how and why certain individuals, who are an integral part of the policy process, have to be part of the explanation of how and why policy develops in the EU - and elsewhere
203 citations
1 Jan 2009
TL;DR: The Bologna Process as Alpha or Omega as mentioned in this paper, or, On Interpreting History and Context as Inputs to BologNA, Prague, Berlin and Beyond GUY NEAVE.
Abstract: List of Contributors. Preface ALBERTO AMARAL AND PETER MAASSEN. INTRODUCTION. European Integration and the Europeanisation of Higher Education PETER MAASSEN AND CHRISTINE MUSSELIN. PART I - THE MANY FACES AND LEVELS OF HIGHER EDUCATION POLICY MAKING IN THE EUROPEAN UNION. The Bologna Process as Alpha or Omega, Or, On Interpreting History and Context as Inputs to Bologna, Prague, Berlin and Beyond GUY NEAVE. Process, Persistence and Pragmatism: Reconstructing the Creation of the European University Institute and the Erasmus Programme, 1955-89 ANN CORBETT. Boomerangs and Trojan Horses: The Unintended Consequences of Internationalising Education Policy Through the EU and the OECD KERSTIN MARTENS AND KLAUS DIETER WOLF. Networking Administration in Areas of National Sensitivity: The Commission and European Higher Education ASE GORNITZKA. Policy Implementation Tools and European Governance AMELIA VEIGA AND ALBERTO AMARAL. The Mission Impossible of the European University: Institutional Confusion and Institutional Diversity JURGEN ENDERS AND HARRY DE BOER. PART II - BENEATH THE ARROW: THE RESPONSE OF HIGHER EDUCATION SYSTEMS AT THE NATIONAL LEVEL. The Side Effects of the Bologna Process on National Institutional Settings: The Case of France CHRISTINE MUSSELIN. The Implementation of the Bologna Process in Italy ROBERTO MOSCATI. Europeanisation of Higher Education Governance in the Post-communist Context: The Case of the Czech Republic PETR PABIAN. Parallel Universes and Common Themes: Reforms of Curricular Governance in the Bologna Context JOHANNA WITTE. CONCLUSIONS. On Bologna, Weasels and Creeping Competence ALBERTO AMARAL AND GUY NEAVE.
201 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2021 | 14 |
| 2020 | 14 |
| 2019 | 19 |
| 2018 | 18 |
| 2017 | 15 |
| 2016 | 12 |