Erasmus+ Students at the University of Latvia

This chapter discusses how administrative support services at universities can aid and facilitate the development of active education through technology use. The exploration of new teaching and learning technologies should only happen within the framework of relevant rules and regulations, especially when said exploration involves students. Simultaneously, this exploration should challenge the rules and established practices of academia. Achieving this balance requires cooperation between academic environments and support services to ensure that practical challenges do not hinder academic progress. Both academic environments and the support services must evolve alongside technological advancements and the dynamic and evolving need for support from academic staff. For teaching and learning, digitalization and changes to established practice impact both academic and support environments. In many cases, practical challenges can hinder technology engagement driven by academic communities. Our experience is that technical and administrative support environments, such as BLINK learning hub at NTNU in Trondheim, can help address the complex issues that arise in the development of innovative and technology-based teaching methods. Overall, we explore how academic support services can and should contribute to the implementation of virtual reality as everyday technology in academia. Experience from BLINK learning hub suggests that a close collaboration between active drivers in both academic environments and support services can positively influence digital transformation in education. Academic support services such as BLINK can foster enthusiasm and interest in the opportunities that technology can provide towards the overarching goal of enhancing educational quality. The central question is whether, and if so when, academic support services should strive to make a given technology available to everyone.

An international solution to a national crisis: Trends in student mobility to the United States post 2008

Learning support services, categorized into academic and non-academic support, have been demonstrated to positively influence student development. However, the distinct mechanisms by which academic and non-academic support services impact academic performance remain underexplored in China. This study seeks to provide comprehensive insights into these mechanisms. A survey was conducted with a sample of 1,234 students to gather data on learning support services, student engagement, and learning performance. Structural equation modeling (SEM) was employed to analyze the conceptual model derived from the survey data. Results revealed that student engagement played a partial mediating role between academic support services and learning performance, while it played a complete mediating role between non-academic support services and learning performance. Furthermore, the analysis of standardized coefficient values reveals that academic support services have a lesser impact on student engagement and learning performance compared to the influence of non-academic support services on these same outcomes. It is suggested that distance education institutions need to pay more attention to non-academic support services and optimize resource allocation to achieve more efficient and rational resource distribution. As numerous traditional face-to-face educational institutions in China expand into online education, they encounter challenges due to isolation between teachers and students. Consequently, the concept of learning support services in distance education has become a significant concern. The findings of this study could provide valuable insights for these institutions.

This paper examines international student mobility between member states of the European Higher Education Area (EHEA), a group of 47 countries that committed to reforming their higher education systems to improve the comparability and compatibility of degrees. While increased student mobility is a key goal in its official documents, little research has empirically investigated student mobility patterns in respect to the EHEA. The analysis employs multivariate techniques to identify trends in student mobility between 1999 and 2009, using a spatial approach to visualise the relationships between member states as constituted through student mobility flows. Results show that within the analysis timeframe student flows in the EHEA became more even in their distribution, but that in terms of the relationships between states, the EHEA became more centralised and segmented, meaning that key actors mediated exchanges between peripheral states and the region was more easily divided into self-contained clusters. These trends indicate a need to critically reconsider the nature of the EHEA and its role in the globalisation of higher education.

One of the most significant changes in recent years has been an evolution in the role of education in the global arena. As education has increasingly assumed the role of a tradeable service, countries from all parts of the world have become active participants in the ongoing internationalization of higher education. One of the key outcomes of this process has been the phenomenal growth in international student mobility since 1998. A burgeoning industry which generates revenues of up to 90 billion dollars clearly spells strong financial incentives for participants of this industry. It also implies that factors influencing international student flows have serious implications for the providers as well as consumers of higher education abroad. This paper attempts to address the issue of student mobility between two key stakeholders - India and Europe. In particular, it analyses the trends in student mobility from India to three important markets in Europe – the United Kingdom, Germany and France. The paper identifies various factors which motivate Indian students to pursue higher education abroad, in addition to market features of the host countries which attract them. The paper also identifies the constraints faced by Indian students studying in these countries and concludes with recommendations which, if implemented, can further facilitate the flow of Indian students going to Europe for higher education.

Much of the debate in Europe about mobility is focussed on credit mobility within the framework of institutional, national and European programmes, in particular the ERASMUS programme within Europe. A second focus is on degree mobility within Europe. But there is more than Europe alone in mobility of students. More students move from outside Europe into Europe than are crossing borders within Europe for a degree. What are the trends in student mobility from outside Europe, where do they come from, where do they go to, what are their drives and motives, what challenges do they face, do they stay, move on or go back? Which countries/regions are the main competitors to Europe in student flows? What is the impact of the Bologna Process on student mobility from the outside into Europe?

Against the backdrop of demographic change and economic reconfiguration, recruiting international students, especially those at tertiary level, has drawn growing attention from advanced economies as part of a broad strategy to manage highly skilled migration. This comparative study focuses on three English speaking countries receiving international students: Canada, the United States, and the United Kingdom. International student policies, in particular entry and immigration regulations, and the trends in student mobility since the late 1990s are examined drawing on secondary data. By exploring the issue from the political economy perspectives, this study identifies distinct national strategies for managing student mobility, determines key factors shaping the environment of student migration in each nation, and addresses the deficiency of human capital theory in the analysis of global competition for high skills.Electronic supplementary materialThe online version of this article (doi:10.1186/2193-1801-2-132) contains supplementary material, which is available to authorized users.

This paper summarizes the activities, contents and overall outcomes of our experiences with international students studying at the Copenhagen University College of Engineering (in short - IHK); in particular students coming for one semester exchange program under Erasmus-programme. IHK’s participation in EU-supported programmes like EIE-Surveyor and ELLEIEC, both ERASMUS thematic networks, have the positive influence on number of our partnership agreements with other European universities. Globalisation makes it necessary to cooperate on an international platform. At the IHK we have more than 50 active Erasmus agreements. We also have bilateral agreements with many non-European countries, for example: USA, China, Korea, Mexico, Chile and others. We describe our experiences of working on industrial projects with international teams and analyse the development and trends in student mobility. The growing popularity of these programmes and the increasing number of the students joining our international semesters demonstrates the success of this form of education. Equally, the growing number of projects coming from industry demonstrates their positive interest in these kinds of skills for their future employees.

Internationalisation in the Asia Pacific: Education Hubs in Hong Kong, Singapore and Malaysia

Global Trends in Student Mobility

Drawing upon two recent publications, this article highlights some trends in student mobility, including the emergence of new players, the shift from ‘brain drain' to ‘brain gain' and ‘brain circulation', language as a key driver for study overseas, and new internationalization policies that are re-mapping the flow of global talent. The article also explores the expanding definition of mobility that will likely have an impact on global student flows in the near future.

Global Trends in Student Mobility

Previous articleNext article No Access“Competing Conceptions of Globalization” Revisited: Relocating the Tension between World‐Systems Analysis and Globalization AnalysisThomas ClaytonThomas Clayton Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 48, Number 3August 2004 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/421180 Views: 243Total views on this site Citations: 28Citations are reported from Crossref © 2004 by the Comparative and International Education Society. 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This study investigates the dynamics of international student migration from Kerala, a region with a distinctive history of skilled migration. The research focuses on understanding the motivations, experiences, and trends in student mobility, particularly in the post-pandemic era. Employing a mixed-methods approach, the study gathers data from 37 participants in Thiruvalla, Kerala, using structured questionnaires, telephonic interviews, and Google Forms. The demographic analysis of respondents primarily includes students aged 20-30 years, representing a blend of gender and socioeconomic backgrounds. Key findings indicate that the principal motivation for migration is the pursuit of higher quality education and improved career prospects. The study reveals a preference for English-speaking countries, with the UK, New Zealand, and Germany being the favored destinations, reflecting language familiarity and perceived educational excellence. Most respondents migrated after completing their undergraduate studies, aiming for postgraduate education abroad. The reliance on educational loans as the primary source of funding highlights the significant financial commitment of students and their families. The research identifies substantial challenges faced by students, including financial constraints, social and psychological adaptation issues, and the hurdles of cultural integration. Interestingly, a majority of students express a desire to seek employment in host countries post-graduation, suggesting a trend towards long-term migration goals. The study concludes that the perceived drawbacks of Kerala's educational institutions – such as low-quality education, outdated syllabi, and lack of job-oriented courses – significantly influence migration decisions. This underscores the need for educational reforms in Kerala to align with global standards and students' aspirations. The study provides valuable insights into the factors driving international student migration from Kerala, emphasizing the need for policy interventions and educational improvements.

This study aims at establishing the factors that affect the participation of the Generation Z students for the Indonesian International Student Mobility Awards (IISMA) program in Bali. Using a mixed-method approach, the research identifies key academic, personal, and environmental factors influencing student decisions. The study utilizes semi-structured interviews and questionnaires to 29 recipients of IISMA scholarship from four higher education institutions based in Bali, and qualitative research method was used in the form of thematic analysis for the data. Concerning personal factors, it was clear that competitive global exposure and career advancement as well as personal growth were of high importance. Under For academic factors, opportunities for research, added coursework, and the allure of some of the most competitive universities in the world were found. Under environmental factors, the need for cultural engagement, possibilities of networking and full funding were mentioned. The context of the post-pandemic period, in which participation selections took place appeared to carry a great weight. Results show that members of Generation Z view international education methods comprehensively, reconciling one's pursuit of personal objectives with one's pragmatic concerns about having a rewarding profession. It is therefore argued that the IISMA scheme in Bali is of great appeal to Gen Z because it offers at the same time academic standing and opportunities for cultural experience. These results contribute towards understanding the variable trends in student mobility and can also assist in designing international education programs that aim at the needs and ambitions of Generation Z.