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Gender and Educational Mobility in Europe
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ISA 2005 CONVENTION
March 1 – March 5 2005
GENDER ISSUES IN INTERNATIONAL EDUCATION
GENDER AND EDUCATIONAL MOBILITY IN EUROPE
Marie-Jose Albert-Batt*
* Assistant Dean, International Development and Programmes, Burgundy School of Business (GroupeESC Dijon-Bourgogne) Dijon – France
Abstract
This paper shows the evolution of students' mobility in Europe within the Erasmus program. In 1987,the European Commission began supporting a mobility program for European students. 11 countrieswere involved in this first stage of the program: Belgium, Denmark, Germany, Greece, Spain, France,Ireland, Italy, the Netherlands, Portugal and the United Kingdom. The same year the EuropeanCommission granted funds for over 3000 students. Since the integration of the Erasmus program in thebroader European education programs, Socrates I (1994-1995) and II (2000-2006), 1.2 millionstudents have benefited of an Erasmus study period abroad within Europe. The Erasmus budget for theyear 2004 is more than 187.5 million. 2199 higher education European institutions in 31 countriesare participating in Erasmus. Besides the 25 members of the European Union, 6 more countries areinvolved: Bulgaria, Iceland, Norway, Romania, Slovenia, and, since April 2004, Turkey.
The paper highlights the difference in numbers between male and female European students studyingabroad within the Erasmus program. The data collected from the Erasmus National Agencies inparticipating European countries, show that the ratio of female students studying abroad is constantlyhigher to male students. No relevant connection (related to the ratio) can be determined neither to theadmission of the country in the program nor to the size of the country. Several hypotheses can be putforward which will need to be borne out by further in-depth investigations and surveys. "Businessstudies and Management Sciences", "Languages and Philological Studies" and "Social Sciences"constitute the three main subjects where the largest numbers of European students studying abroad canbe found. Assuming that they are also the three main subjects where female students make up most ofthe students population, we have a first rational explanation for the difference. A report (Green Paper)from the European commission published in 1996, "Education – Training – Research. The obstaclesto transnational mobility", points out a number of obstacles that can also be looked at with a genderperspective. The records of students' mobility at Burgundy School of Business (Dijon – France) withinthe last five years bring another complement to the European data with a more focused point of viewapplied to a specific academic institution.
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| | Authors: Albert-Batt, Marie-Jose. |
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ISA 2005 CONVENTION
March 1 – March 5 2005
GENDER ISSUES IN INTERNATIONAL EDUCATION
GENDER AND EDUCATIONAL MOBILITY IN EUROPE
Marie-Jose Albert-Batt*
* Assistant Dean, International Development and Programmes, Burgundy School of Business (Groupe
ESC Dijon-Bourgogne) Dijon – France
Abstract
This paper shows the evolution of students' mobility in Europe within the Erasmus program. In 1987,
the European Commission began supporting a mobility program for European students. 11 countries
were involved in this first stage of the program: Belgium, Denmark, Germany, Greece, Spain, France,
Ireland, Italy, the Netherlands, Portugal and the United Kingdom. The same year the European
Commission granted funds for over 3000 students. Since the integration of the Erasmus program in the
broader European education programs, Socrates I (1994-1995) and II (2000-2006), 1.2 million
students have benefited of an Erasmus study period abroad within Europe. The Erasmus budget for the
year 2004 is more than 187.5 million. 2199 higher education European institutions in 31 countries
are participating in Erasmus. Besides the 25 members of the European Union, 6 more countries are
involved: Bulgaria, Iceland, Norway, Romania, Slovenia, and, since April 2004, Turkey.
The paper highlights the difference in numbers between male and female European students studying
abroad within the Erasmus program. The data collected from the Erasmus National Agencies in
participating European countries, show that the ratio of female students studying abroad is constantly
higher to male students. No relevant connection (related to the ratio) can be determined neither to the
admission of the country in the program nor to the size of the country. Several hypotheses can be put
forward which will need to be borne out by further in-depth investigations and surveys. "Business
studies and Management Sciences", "Languages and Philological Studies" and "Social Sciences"
constitute the three main subjects where the largest numbers of European students studying abroad can
be found. Assuming that they are also the three main subjects where female students make up most of
the students population, we have a first rational explanation for the difference. A report (Green Paper)
from the European commission published in 1996, "Education – Training – Research. The obstacles
to transnational mobility", points out a number of obstacles that can also be looked at with a gender
perspective. The records of students' mobility at Burgundy School of Business (Dijon – France) within
the last five years bring another complement to the European data with a more focused point of view
applied to a specific academic institution.
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