By Christof Van Mol
Adopting an interdisciplinary strategy, this e-book empirically investigates the (im)mobility judgements, social community formation, experience of ecu id and migratory aspirations of upper schooling scholars. It attracts on a large-scale survey, in-depth interviews and concentration teams, carried out in Austria, Belgium, Italy, Norway, Poland and the united kingdom.
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Extra resources for Intra-European Student Mobility in International Higher Education Circuits: Europe on the Move
The mixed-method approach proved to be informative and improved our understanding of this issue, as the combination of individual perspectives with context 22 Intra-European Student Mobility factors shows that the development of such an identity feeling is not self-evident, and subject to significant regional differences. In the last empirical chapter (Chapter 6), I examine the second rationale behind the Erasmus programme, more specifically, the idea that the propensity to move in the European labour market during students’ future careers would be increased by participation in the programme.
Several authors (see for example Gilmartin and Migge 2013; Santacreu et al. 2009; Verwiebe 2006, 2011) revealed that EU-citizens would rather become mobile for social and cultural reasons, instead of for economic reasons, which resonates with the arguments of King (2002), as explained above. Moreover, empirical research showed that intra-European migrants such as retirement migrants, scientists and/or highly skilled migrants, generally do not have to deal with downward status mobility after migration (Recchi 2009), which is also unlikely to happen to Erasmus students.
Moreover, most of the analyses focus upon Erasmus students’ perspectives of intergroup contact, and hence neglect the fundamental viewpoint of the host country students. Incorporating both viewpoints, I investigate which conditions are favourable for making different groups mingle in an international context. Chapter 5 addresses one of the main aims of the Erasmus programme, namely the idea that a study period abroad would foster a sense of European identity. Theoretically, the chapter relies on theories of social identity (Brubaker 2004; Brubaker and Cooper 2000; Jenkins 2008), approaching European identity as a summation of identification processes with Europe.