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Autor/inn/en | Bótas, Paulo Charles Pimentel; Huisman, Jeroen |
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Titel | A Bourdieusian Analysis of the Participation of Polish Students in the Erasmus Programme: Cultural and Social Capital Perspectives |
Quelle | In: Higher Education: The International Journal of Higher Education and Educational Planning, 66 (2013) 6, S.741-754 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0018-1560 |
DOI | 10.1007/s10734-013-9635-7 |
Schlagwörter | Social Capital; Student Mobility; International Cooperation; Cultural Capital; Foreign Countries; Academic Achievement; Graduation Rate; Student Participation; Study Abroad; Semi Structured Interviews; Qualitative Research; Tourism; Higher Education; Poland Sozialkapital; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Internationale Kooperation; Internationale Zusammenarbeit; Ausland; Schulleistung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studies abroad; Auslandsstudium; Qualitative Forschung; Tourismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Polen |
Abstract | In this paper we examine the perceptions of ERASMUS agents' of Polish students' participation in the EP. We provide a Bourdieusian analyse of the cultural and social capital acquisition of students based on the qualitative data, collected through semi-structured, in-depth interviews with Erasmus agents, of a European research project. We argue that: Polish students' participation in the EP has a positive impact on their academic achievement, cultural, social and linguistic capital, but, at the same time, it has a negative impact on degree completion of students as they get highly paid jobs, which prevent them from fully developing their cultural capital; ERASMUS Tourism has its value and place in the EP, because it provides students with the opportunity to develop their cultural, social and linguistic capital; and a Bourdieusian analysis of the experiences of ERASMUS students provides a better understanding of the impact student participation in the EP on their development. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |