Citation

ERASMUS student mobility in the European community in 2008-2009

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Abstract:

This paper investigates what and how ERASMUS grants have benefited ERASMUS students in recent years. The ERASMUS grants were introduced in 1987, enabling students in 12 countries in the European Union to study and work abroad. The Program’s objectives are to enhance the quality of higher education and promote communication and understanding among peoples and cultures throughout Europe. Further, ERASMUS Mundus was created in 2003 to enhance cooperation between institutions in the European Union and third countries.
Using Teichler’s (2004) Temporary Study Abroad: The Life of ERASMUS Students, the question posed was: Why did their academic study progress abroad so much? While one might consider that the ERASMUS students take leisure time abroad, their study achievements progressed abroad much more than that they would have been at home.
Based on web-base materials, published documents and books, this study shows that there are some challenges in this program such as insufficient funding for every student, slow application and acceptance procedures and inadequate language courses in both home institutions and visiting institutions. Moreover, essays written by former ERASMUS students were examined through theoretical lenses grounded primarily the contribution to personality development, the cultural experiences, academic assessment indicate that their ERASMUS experience was so positive that they would highly recommend that fellow students take the same opportunities. They were able to learn different learning methodologies at institutions they visited. Moreover, some of them learned about new life styles and even had healthier eating patterns than they had had in their own country.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492416_index.html
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MLA Citation:

Ishikawa, Wakako. "ERASMUS student mobility in the European community in 2008-2009" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492416_index.html>

APA Citation:

Ishikawa, W. , 2011-05-01 "ERASMUS student mobility in the European community in 2008-2009" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492416_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper investigates what and how ERASMUS grants have benefited ERASMUS students in recent years. The ERASMUS grants were introduced in 1987, enabling students in 12 countries in the European Union to study and work abroad. The Program’s objectives are to enhance the quality of higher education and promote communication and understanding among peoples and cultures throughout Europe. Further, ERASMUS Mundus was created in 2003 to enhance cooperation between institutions in the European Union and third countries.
Using Teichler’s (2004) Temporary Study Abroad: The Life of ERASMUS Students, the question posed was: Why did their academic study progress abroad so much? While one might consider that the ERASMUS students take leisure time abroad, their study achievements progressed abroad much more than that they would have been at home.
Based on web-base materials, published documents and books, this study shows that there are some challenges in this program such as insufficient funding for every student, slow application and acceptance procedures and inadequate language courses in both home institutions and visiting institutions. Moreover, essays written by former ERASMUS students were examined through theoretical lenses grounded primarily the contribution to personality development, the cultural experiences, academic assessment indicate that their ERASMUS experience was so positive that they would highly recommend that fellow students take the same opportunities. They were able to learn different learning methodologies at institutions they visited. Moreover, some of them learned about new life styles and even had healthier eating patterns than they had had in their own country.


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