By Christof Van Mol
Adopting an interdisciplinary method, this ebook empirically investigates the (im)mobility judgements, social community formation, feel 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
I deliberately chose not to use a fixed-order question list to guarantee sufficient space for the respondents to inform me about their specific experiences, impressions and testimonies. All interviews were conducted in locations chosen by the respondents, mostly their favourite coffee bars. The familiarity with the setting helped to put the students at their ease, which in turn improved the atmosphere, creating an air of confidentiality conducive to successful interviews. For the same reason all interviews were conducted in the most familiar possible language for the respondents (Dutch, English, German, Italian and Spanish).
When framing the context in which the genesis of the Erasmus programme and the subsequent increase in organised intra-European student mobility occurs, two developments can be considered especially relevant, since they significantly affected the social, economic and political functions present in European higher education today, and consequently altered the experience(s) of students in higher education. 1 In line with this transition, sociologists detected a ‘waning of radical politics and of theory, the outsourcing of manufacturing from the West to various Second and Third World countries, the spread of a seemingly unstoppable universal consumerism, the development of new information technologies as well as the emergence of new forms of identity politics’ (Elliott 2009: 232).
They also revealed a correlation between destination choice and host countries’ general academic prestige, which concurs with studies into degree mobility (see for example Findlay 2011; Van Bouwel and Veugelers 2009). Furthermore, they showed how economic variables, such as differences in cost of living between home and host society, direct student mobility flows between and towards certain countries. In sum, Rodríguez González et al. (2011) unravelled how macroeconomic conditions influence students’ choice for specific destination countries.