“They Just Signed and Stamped Papers”

Understanding the Erasmus Student Experiences

Authors

  • Cosmin Ionut Nada CIIE-FPCEUP https://orcid.org/0000-0001-5780-1763
  • Josef Ploner Manchester Institute of Education, University of Manchester
  • Laleh Esteki Faculty of Arts and Humanities (FLUP), University of Porto

DOI:

https://doi.org/10.32674/jis.v13i2.4296

Keywords:

student mobility, Erasmus, mobility preparation, institutional support, higher education

Abstract

Erasmus mobility has become an important feature of higher education in Europe and beyond, with the potential to generate significant changes at individual, institutional and systemic levels. More than three decades after the foundation of this successful program, evaluations reveal that, despite notable progress, several aspects of the Erasmus student experience can be further improved. Based on the lived experiences of Erasmus alumni, in this article, we explore recurrent challenges that emerge in educational mobility and how they could be better addressed. Three key dimensions are identified in the qualitative accounts of former Erasmus students and analyzed in light of previous research: mobility preparation, institutional support for integration, and recognition of study abroad.

Author Biographies

  • Cosmin Ionut Nada, CIIE-FPCEUP

    Cosmin is a FCT-funded Research Fellow at the Centre for Research and Intervention in Education (University of Porto). He holds a European PhD in Educational Sciences and has more than eight years of experience in educational research. Cosmin’s research expertise and interests are linked to: migration and education, higher and international education, diversity, social justice, early school leaving, educational policies, and multicultural learning. He has presented findings in numerous academic conferences and has published in leading international scientific journals. Cosmin is currently Administrative Coordinator of NESET and member of the Editorial Board of the European Toolkit for Schools.

  • Josef Ploner, Manchester Institute of Education, University of Manchester

    Josef Ploner is Lecturer in International and Comparative Education at the Manchester Institute of Education (MIE). His research focuses on higher education mobilities and how they relate to, and intersect, with concurrent forms of global migration, diaspora, and exile. Josef also has a keen interest in tourism, heritage and the cultural industries as meaningful sites of learning, memory formation and cultural contest.

  • Laleh Esteki, Faculty of Arts and Humanities (FLUP), University of Porto
    Laleh is an emerging researcher with a Master`s Degree in Communication Sciences: Culture, Heritage and Science. Her research interests include intercultural communication, acculturation, adaptation, international and Erasmus students. Her previous research was focused on mobility students’ expectations, socio-cultural adaptation, and intercultural communication. As a research collaborator, she provided support to the SOLVINC Project (Solving intercultural conflicts with international students), and the EUniverCities Network. Additionally, she supported international doctoral students through an international office.

References

Bartram, B. (2008). Supporting international students in higher education: Constructions, cultures and clashes. Teaching in Higher Education, 13(6), 657-668. https://doi.org/10.1080/13562510802452384

Bartram, B. (2009). Student support in higher education: Understandings, implications and challenges. Higher Education Quarterly, 63(3), 308-314. https://doi.org/10.1111/j.1468-2273.2008.00420.x

Beaven, A., & Livatino, L. (2015). Language and intercultural education for mobility: Insight from the IEREST project. Journal of Foreign Language Teaching and Applied Linguistics, 1(3). http://dx.doi.org/10.14706/JFLTAL151318

Beerkens, M., Souto-Otero, M., de Wit, H., & Huisman, J. (2016). Similar students and different countries? An analysis of the barriers and drivers for Erasmus participation in seven countries. Journal of Studies in International Education, 20(2), 184-204. https://doi.org/10.1177/1028315315595703

Bracht, O., Engel, C., Janson, K., Over, A., Schomburg, H., & Teichler, U. (2006). The professional value of Erasmus mobility: Final report. International Centre for Higher Education Research (INCHER); University of Kassel.

Brassier-Rodrigues, C. (2020). On the way to value international and intercultural experiences: PREPAMOBIE at the heart of student mobility. In I. Sirkeci & M. Alili (Eds.), The migration conference 2020 proceedings: Migration and integration (pp. 43-46). Transnational Press.

Bunescu, L., Davies, H., & Gaebel, M. (2020). Erasmus+ international credit mobility: A study of the mobility of disadvantaged students from partner countries. SPHERE. http://supporthere.org/sites/default/files/sphere_icm_report_final.pdf

Bryman, A. (2012). Social research methods. Oxford University Press.

Byram, M., & Dervin, F. (Eds.). (2009). Students, staff and academic mobility in higher education. Cambridge Scholars Publishing.

Carlson, S., Eigmüller, M., & Lueg, K. (2018). Education, Europeanization and Europe’s social integration. An introduction. Innovation: The European Journal of Social Science Research, 31(4), 395-405. https://doi.org/10.1080/13511610.2018.1550388

Carroll, J., & Ryan, J. (2007). Teaching international students: Improving learning for all. Routledge.

Chan, A., Liu, J., Fung, K., Tsang, P., & Yuen, J. (2018). Pre-departure preparation and co-curricular activities for students’ intercultural exchange: A mixed-methods study. Nurse Education Today, 63, 43-49. https://doi.org/10.1016/j.nedt.2018.01.020

Chang, W.-W., Yuan, Y.-H., & Chuang, Y.-T. (2013). The relationship between international experience and cross-cultural adaptability. International Journal of Intercultural Relations, 37(2), 268-273. https://doi.org/10.1016/j.ijintrel.2012.08.002

Chao, M., Kung, F., & Yao, D. (2015). Understanding the divergent effects of multicultural exposure. International Journal of Intercultural Relations, 47, 78-88. https://doi.org/10.1016/j.ijintrel.2015.03.032

Coleman, J. (1997). Residence abroad within language study. Language Teaching, 30. https://doi.org/10.1017/S0261444800012659

Council of the European Union. (2018a). Council recommendation of 22 May 2018 on key competences for lifelong learning. Official Journal of the European Union, 2018/C 189/01. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&from=EN

Council of the European Union. (2018b). Council recommendation of 26 November 2018 on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad. EUR-Lex. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32018H1210(01)

Dalichow, F. (1987). Academic recognition within the European Community. European Journal of Education, 22(1), 39-58.

Engel, C. (2010). The impact of Erasmus mobility on the professional career: Empirical results of international studies on temporary student and teaching staff mobility. Belgeo, 4, 351-363. https://doi.org/10.4000/belgeo.6399

European Commission. (1997). The ERASMUS experience: Major findings of the ERASMUS evaluation research project. Office for Official Publications of the European Communities.

European Commission. (2014). The Erasmus impact study: Effects of mobility on the skills and employability of students and the internationalisation of higher education institutions. Publications Office. https://data.europa.eu/doi/10.2766/75468

European Commission. (2015). Erasmus: Facts, figures & trends: The European Union support for student and staff exchanges and university cooperation in 2013-2014. Publications Office.

European Commission. (2018a). Combined evaluation of Erasmus+ and predecessor programmes: Final report: Main evaluation report (Volume 1). Publications Office. https://data.europa.eu/doi/10.2766/945765

European Commission. (2018b). Strengthening European identity through education and culture. Publications Office. https://data.europa.eu/doi/10.2775/332330

European Commission. (2019a). Erasmus+ annual report 2017. Publications Office. https://data.europa.eu/doi/10.2766/465575

European Commission. (2019b). Erasmus+ higher education impact study. Publications Office. https://data.europa.eu/doi/10.2766/184038

European Commission/EACEA/Eurydice. (2020). The European higher education area in 2020: Bologna process implementation report. Publications Office. https://data.europa.eu/doi/10.2797/851121

Fang, W., Clarke, A., & Wei, Y. (2016). Empty success or brilliant failure: An analysis of Chinese students’ study abroad experience in a collaborative Master of Education program. Journal of Studies in International Education, 20(2), 140-163. https://doi.org/10.1177/1028315315587106

Golubeva, I., Gómez Parra, M., & Espejo Mohedano, R. (2018). What does ‘active citizenship’ mean for Erasmus students? Intercultural Education, 29(1), 40-58. https://doi.org/10.1080/14675986.2017.1404741

Gresham, R., & Clayton, V. (2011). Community connections: A programme to enhance domestic and international students’ educational experience. Journal of Higher Education Policy and Management, 33(4), 363-374. https://doi.org/10.1080/1360080X.2011.585736

Gu, Q. (2005). “Enjoy loneliness”: Understanding voices of “the” Chinese learner. Humanising Language Teaching, 7(6), Article 6. http://old.hltmag.co.uk/nov05/mart01.htm

Guardado, M., & Tsushima, R. (2021). Global jinzai and short-term study abroad. In S. Schecter & C. James (Eds.), Critical approaches toward a cosmopolitan education (Chapter 11). Routledge. https://doi.org/10.4324/9780429327780

Hernández, M. (2019). Living abroad: Irish Erasmus students experiences’ of integration in Spain. In M. Carmo (Ed.), Education applications & developments IV (pp. 63-72). inSciencePress.

Hessel, G. (2021). Self-efficacy in managing intercultural interactions as an outcome of participation in the Erasmus programme: Evidence from German exchange students in the UK. In R. Mitchell & H. Tyne (Eds.), Language, mobility and study abroad in the contemporary European context (pp. 117-135). Routledge.

Jones, H. (2017). Celebrating 30 years of the Erasmus programme. European Journal of Education, 52(4), 558-562. https://doi.org/10.1111/ejed.12251

Khanal, J., & Gaulee, U. (2019). Challenges of international students from predeparture to post-study: A literature review. Journal of International Students, 9(2), 560-581. https://doi.org/10.32674/jis.v9i2.673

Mizikaci, F., & Arslan, Z. (2019). A European perspective in academic mobility: A case of Erasmus program. Journal of International Students, 9(2), 705-726. https://doi.org/10.32674/jis.v9i2.1138

Montgomery, C. (2009). A decade of internationalisation: Has it influenced students’ views of cross-cultural group work at university? Journal of Studies in International Education, 13(2), 256-270. https://doi.org/10.1177/1028315308329790

Montgomery, C., & McDowell, L. (2009). Social networks and the international student experience: An international community of practice? Journal of Studies in International Education, 13(4), 455-466. https://doi.org/10.1177/1028315308321994

Nada, C. I., Montgomery, C., & Araújo, H. C. (2018). ‘You went to Europe and returned different’: Transformative learning experiences of international students in Portugal. European Educational Research Journal, 17(5), 696–713. https://doi.org/10.1177/1474904118765334

Nada, C. I., & Araújo, H. C. (2019). ‘When you welcome students without borders, you need a mentality without borders’ internationalisation of higher education: Evidence from Portugal. Studies in Higher Education, 44(9), 1591–1604. https://doi.org/10.1080/03075079.2018.1458219

Nada, C. I., & Legutko, J. (2022). “Maybe we did not learn that much academically, but we learn more from experience”–Erasmus mobility and its potential for transformative learning. International Journal of Intercultural Relations, 87, 183-192. https://doi.org/10.1016/j.ijintrel.2022.03.002

Osborne, D. (2012). Factors in international student identity formation: Processes and challenges. Sino-US English Teaching, 4, 1035-1044. DOI:10.17265/1539-8072/2012.04.001

Otten, M. (2003). Intercultural learning and diversity in higher education. Journal of Studies in International Education, 7(1), 12-26. https://doi.org/10.1177/1028315302250177

Parnther, C. (2022). International students and academic misconduct: Considering culture, community, and context. Journal of College and Character, 23(1), 60-75. https://doi.org/10.1080/2194587X.2021.2017978

Penman, C., & Ratz, S. (2015). A module-based approach to foster and document the intercultural process before and during the residence abroad. Intercultural Education, 26(1), 49-61. https://doi.org/10.1080/14675986.2015.993529

Perez-Encinas, A., Rodriguez-Pomeda, J., & Josek, M. (2017). Problematic areas of host university support services for short-term mobility students. Journal of International Students, 7(4), 1030-1047. https://doi.org/10.32674/jis.v7i4.189

Qadeer, T., Javed, M., Manzoor, A., Wu, M., & Zaman, S. (2021). The experience of international students and institutional recommendations: A comparison between the students from the developing and developed regions. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.667230

Reichert, S. (2009). Institutional diversity in European higher education. European University Association.

Rienties, B., & Tempelaar, D. (2013). The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands. International Journal of Intercultural Relations, 37(2), 188-201. https://doi.org/10.1016/j.ijintrel.2012.11.004

Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S., & Kommers, P. (2012). Understanding academic performance of international students: The role of ethnicity, academic and social integration. Higher Education, 63, 685-700. https://doi.org/10.1007/s10734-011-9468-1

Rienties, B., Grohnert, T., Kommers, P., Niemantsverdriet, S., & Nijhuis, J. (2011). Academic and social integration of international and local students at five business schools, a cross-institutional comparison. In P. Van den Bossche, W. Gijselaers, & R. Milter (Eds.), Building learning experiences in a changing world: Advances in business education and training (Vol. 3, pp. 121-137). Springer. https://doi.org/10.1007/978-94-007-0802-0_8

Rizvi, F. (2011). Theorizing student mobility in an era of globalization. Teachers and Teaching, 17(6), 693-701. https://doi.org/10.1080/13540602.2011.625145

Schoe, Y., Van Mol, C., & Buynsters, M. (2022). Contextual factors that enable and restrain social network formation of Dutch Erasmus+ students. Journal of International Students, 12(1). http://dx.doi.org/10.32674/jis.v12i1.3143

Schreier, M. (2012). Qualitative content analysis. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 170-183). SAGE.

Shaw, J. (2009). The diversity paradox: Does student diversity enhance or challenge excellence? Journal of Further and Higher Education, 33(4), 321-331. https://doi.org/10.1080/03098770903266018

Sigalas, E. (2010). Cross-border mobility and European identity: The effectiveness of intergroup contact during the ERASMUS year abroad. European Union Politics, 11(2), 241-265. https://doi.org/10.1177/1465116510363656

Smith, R., & Khawaja, N. (2011). A review of the acculturation experiences of international students. International Journal of Intercultural Relations, 35(6), 699-713. https://doi.org/10.1016/j.ijintrel.2011.08.004

Souto-Otero, M., Huisman, J., Beerkens, M., De Wit, H., & Vujić, S. (2013). Barriers to international student mobility: Evidence from the Erasmus program. Educational Researcher, 42(2), 70-77. https://doi.org/10.3102/0013189X12466696

Taylor, G., & Ali, N. (2017). Learning and living overseas: Exploring factors that influence meaningful learning and assimilation: How international students adjust to studying in the UK from a socio-cultural perspective. Education Sciences, 7(1), 35. https://doi.org/10.3390/educsci7010035

Teichler, U. (1996). Student mobility in the framework of ERASMUS: Findings of an evaluation study. European Journal of Education, 31(2), 153-179.

Teichler, U. (2004). Temporary study abroad: The life of ERASMUS students. European Journal of Education, 39(4), 395-408.

Toyokawa, T., & Toyokawa, N. (2002). Extracurricular activities and the adjustment of Asian international students: A study of Japanese students. International Journal of Intercultural Relations, 26(4), 363-379. https://doi.org/10.1016/S0147-1767(02)00010-X

Vande Berg, M., Connor-Linton, J., & Paige, R. (2009). The Georgetown consortium project: Interventions for student learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18(1), 1-75. https://doi.org/10.36366/frontiers.v18i1.251

Wilson, I. (2011). What should we expect of ‘Erasmus generations’? JCMS: Journal of Common Market Studies, 49(5), 1113-1140. https://doi.org/10.1111/j.1468-5965.2010.02158.x

Yung-Chi Hou, A., Morse, R., & Wang, W. (2017). Recognition of academic qualifications in transnational higher education and challenges for recognizing a joint degree in Europe and Asia. Studies in Higher Education, 42(7), 1211-1228. https://doi.org/10.1080/03075079.2015.1085010

Downloads

Published

2022-08-30

Issue

Vol. 13 No. 2 (2023)

Section

Research Articles (English)

Categories

License

Copyright (c) 2022 Journal of International Students

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.

How to Cite

“They Just Signed and Stamped Papers”: Understanding the Erasmus Student Experiences. (2022). Journal of International Students, 13(2), 114-132. https://doi.org/10.32674/jis.v13i2.4296