The Erasmus Programme in France, Italy and the United Kingdom: Student Mobility as a Signal of Distinction and Privilege

Autor/inn/en	Ballatore, Magali; Ferede, Martha K.
Titel	The Erasmus Programme in France, Italy and the United Kingdom: Student Mobility as a Signal of Distinction and Privilege
Quelle	In: European Educational Research Journal, 12 (2013) 4, S.525-533 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304/eerj.2013.12.4.525
Schlagwörter	Foreign Students; Student Mobility; International Cooperation; Higher Education; Educational Cooperation; International Educational Exchange; Surveys; Social Class; Student Attitudes; Interviews; Travel; Socioeconomic Status; Employment Potential; Advantaged; Access to Education; College Students; Mixed Methods Research; France; Italy; United Kingdom + Suchen Sie Ihr Suchwort? Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Internationale Kooperation; Internationale Zusammenarbeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; cooperation; Kooperation; Internationaler Austausch; Survey; Umfrage; Befragung; Social classes; Soziale Klasse; Schülerverhalten; Interviewing; Interviewtechnik; Travelling; Reisen; Reise; Socio-economic status; Sozioökonomischer Status; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Access; Bildung; Zugang; Bildungszugang; Collegestudent; Frankreich; Italien; Großbritannien
Abstract	With three million participants since 1987, Erasmus promotes educational and cross-cultural exchange. It claims to be the world's most successful student exchange scheme. The pertinent question is, successful for whom? This mixed-methods study of 758 survey respondents and over 100 interviews of Erasmus participants and non-participants in France, Italy and the UK finds that participation differs by social class. Compared with sedentary students, Erasmus students engaged in more academic and leisurely travel and have higher socio-economic status (SES). The authors argue that in the age of increased education access, an Erasmus year may be used to signal distinction and privilege. Participants are also more open to international opportunities, increasing their employment chances and further reinforcing their advantages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10