Abstract
The ERASMUS Programme, established in June 1987, is considered one of the most popular European education programmes as it favours the academic mobility of thousands of students. Given the importance of ERASMUS in building a Europe of knowledge, this article aims to analyse the importance of ERASMUS toPortugal since its implementation. The state of the art on the subject is not exhaustive. Although much research on student mobility with a focus on ERASMUS at the European level has been undertaken – albeit difficult to summarise given the diversity of studies – Portuguese literature has not kept pace since existing studies are mainly Masters dissertations of a qualitative nature, supported by interviews with former ERASMUS students and covering the recent years of the Programme. Bearing this in mind, this article, in addition to identifying the main stages that led to the establishment of the Programme and highlighting thecontours of its implementation in Portugal, seeks to analyse the participatory trends of Portuguese students attending the first university cycle (the so-called outgoings) from 1987 to 2014, the year ERASMUS+ started.
Highlights
A navegação consulta e descarregamento dos títulos inseridos nas Bibliotecas Digitais UC Digitalis, UC Pombalina e UC Impactum, pressupõem a aceitação plena e sem reservas dos Termos e Condições de Uso destas Bibliotecas Digitais, disponíveis em https://digitalis.uc.pt/pt-pt/termos
it included administrative staff working in higher education
this article focuses on the participation of Portuguese students
Summary
THE PARTICIPATION OF PORTUGUESE STUDENTS IN ERASMUS: FROM ITS EUROPEAN CONCEPTION TO ITS IMPLEMENTATION IN UNIVERSITIES. The aim of this one continued to be to promote cooperation, exchange and mobility among European universities, but it included administrative staff working in higher education Taking this evolution into account, and the Programme caters for different types of recipients[7], this article focuses on the participation of Portuguese students – outgoing students in the Programme’s jargon – between the academic years 1987/1988 and 2013/2014, covering the four first phases of ERASMUS. What should be highlighted is the steady increase in outgoing students going to countries that were former members of EFTA (Sweden and Finland) and to Central and Eastern European countries (Czech Republic, Hungary, Lithuania, Poland, Romania, Slovenia, Slovakia and Latvia) when these countries joined the ERASMUS Programme in 1998/99 to the detriment of France, Germany and the United Kingdom (see Figure 5 below). The countries that were less attractive to Portuguese students were Malta, Luxembourg, Cyprus, Iceland and Liechtenstein
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