Erasmus Intensive Programme Research Articles

Le discours éducationnel dialogique et la confiance : entre conditions a priori et a posteriori. Etude de cas : Programme Intensif Erasmus « Relations publiques : relations gouvernementales et lobbying dans une perspective européenne ».

Le discours éducationnel dialogique et la confiance : entre conditions a priori et a posteriori. Etude de cas : Programme Intensif Erasmus « Relations publiques : relations gouvernementales et lobbying dans une perspective européenne ».

Erasmus Intensive Programmes focusing on care of the elderly: An innovative Nursing Educational Tool?

Introduction: The Erasmus Intensive Programme (IP) is a short term programme of study lasting from 10 continuous days to a maximum of six weeks of subject related work by bringing together students and staff from higher education institutions of at least three EU countries.

Erasmus Intensive Programmes focusing on care of the elderly: An innovative Nursing Educational Tool?

Introduction: The Erasmus Intensive Programme (IP) is a short term programme of study lasting from 10 continuous days to a maximum of six weeks of subject related work by bringing together students and staff from higher education institutions of at least three EU countries.

An interdisciplinary and intercultural approach to creativity and innovation: Evaluation of the EMCI ERASMUS intensive program

The present study evaluates the immediate and sustained effect of a two-week intensive program (IP) applying an interdisciplinary and intercultural approach to increase creative self-efficacy (CSE) and creativity level of college students. Participants were 75 college students (59% females. Mage=24.98) from nine11Participants were recruited for the IP in 2013 and 2014 separately. In each cohort, the number of countries was nine with the majority of the participants from Germany, Spain, Latvia, Sweden, and Poland. different countries and four study fields (psychology, education, business, and engineering). Among these students, 66 participated in the posttest and 33 the one year follow-up study. Multilevel analysis of the pre- and posttests indicates the positive effect of the IP after controlling for gender, age and cohort of the students. The follow-up study revealed different developmental patterns of CSE and self-reported creativity (SRC) between the student and young professional groups: (1) the CSE of the young professional group showed further growth, whereas that of the student group dropped significantly; (2) for both groups, the high SRC was retained one year after the IP. Results were interpreted and discussed from a social cognitive perspective with an emphasis on how the environmental context may have fostered or constrained the effect of the IP.

The Influence of Short-term International Intensive Programme on Student Teachers’ Perception of Their Future Profession

Foreign language teacher training programmes often require student teachers to spend some time in a country where the target language is spoken. While research on the role of study abroad experiences in general teacher education is well documented, investigations dealing with the impact of mobility initiatives on FL teacher education are rather scarce. The present study, based on oral interviews, examines long-term effects of a two-week international workshop, an Erasmus Intensive Programme IP, on student teachers’ perception of their role as FL teachers. The IP aimed at finding ways to incorporate elements of the arts into English classes in four European countries: Germany, Poland, Turkey and Lithuania. The IP participants were invited to take part in lectures, practical workshops and visits to local schools. The results of the study reveal that within approximately a year after the completion of the IP the participants from Poland express a general positive attitude towards the infusion of the arts into the EFL curriculum. The IP experience evoked the future teachers’ reflection upon a number of key issues in the profession of FL teaching: the degree of individualization and learner autonomy in class, rejecting the idea of teacher as solely an authority figure, the use of various forms of social interaction in class, and self-improvement or life-long learning being inherent aspects of the teaching profession.

Internationalisation in leadership education: Opportunities and challenges in an Erasmus Intensive Programme

Over hele verden fremmes internasjonalisering som en viktig dimensjon for studiekvalitet, og internasjonalisering løftes som en sentral dimensjon i skolelederutdanning. Et viktig mål for Erasmus-programmene er å fremme studentmobilitet. Antallet studenter på slike utvekslingsprogram har økt gradvis gjennom en årrekke, men vi har per i dag lite kunnskap om på hvilken måte slike program bidrar til økt kvalitet, og hvilken betydning deltakelse i slike program har for studenters læring. I denne artikkelen undersøker vi et Erasmus Intensive Programme (EIP), Leadership for Democratic Citizenship in European Schools. Deltakerne var masterstudenter i utdanningsledelse fra Spania, Tyrkia, Polen, Norge, England og Irland. Hensikten med denne artikkelen er å undersøke studentenes muligheter for kunnskapsutvikling. Vi tar utgangspunkt i Wells’ læringssyklus når vi analyserer survey-data, intervjuer og kursmateriell. Tre områder viser seg å være vesentlige for studentenes læring: kommunikasjon, kritisk tenkning og studieinnholdet. I artikkelen diskuterer vi hvordan ulike aspekter ved disse områdene bidro til, og i noen tilfeller begrenset, studentenes muligheter for å utvikle lederkompetanse.Analysen viser at designet av dette EIPet hadde et potensial for å gi gode muligheter for studentenes læring. Men den viser også at i et internasjonalt program er det utfordringer knyttet til kommunikasjon og utvelgelse av innhold. Dessuten tyder resultatene på at for å nå målsettingen om å bidra til at studentene utvikler kritisk tenkning kreves et lengre forløp enn et to-ukers internasjonalt program.Nøkkelord: internasjonalisering, skolelederutdanning, Erasmus Intensive ProgrammeAbstractInternationalisation in higher education is promoted as positive and important in education policies world wide, and an international perspective is regarded as crucial in leadership research and education. A central aim of the Erasmus Programmes is to increase student mobility, and although the number of students in such programmes has increased steadily over the years, we know less about the challenges and benefits for students and staff who participate, and how the experience of studying abroad may contribute to students’ learning. The focus in this paper is on the Erasmus Intensive Programme (EIP) Leadership for Democratic Citizenship in European Schools for master students in educational leadership from Spain, Turkey, Poland, Norway, Ireland, and England. The aim is to explore the students’ opportunities for learning. Wells’ cycle of knowing is used as an analytical approach in an analysis of survey data, interviews and course material. The findings suggest that three key areas were pivotal for the students’ opportunities for knowledge building: communication, critical thinking and the course curriculum. In the paper we discuss how aspects within these three areas enhance, and in some cases hinder, the development of the students as critical change agents able to lead democratic schools and engage in improvement.The analysis indicates that the EIP had a potential to create learning opportunities. However, we point to challenges related to language and communication and choice of curriculum content. Moreover, our study indicates that designing for criticality is problematic in short term international programmes.Keywords: internationalisation, leadership education, Erasmus Intensive Programme

DEVELOPMENT OF COLLABORATION SKILLS THROUGH WORKING IN AN INTERNATIONAL STUDENT TEAM

The foundation of collaboration is composed of the structural interaction. The skills of collaboration are acquired only during a group work. The field of sports is rich in a potential of group collaboration elements. It is presumed that in a process of development of collaboration skills a tight interaction, positive interdependence should be achieved, skills of joint work developed, direct communication, ability to reflect as well as personal responsibility should he promoted. The aim of the research is to analyze and assess the cooperation skills of students, participating in an international Erasmus IP project by applying the tourism and sports animation program. The following research methods were applied: analysis of scientific literature, semi-structured interview, development project (Erasmus Intensive Program’s (IP) Project “Sport for tourist animation at a seaside resort”, and qualitative data analysis. The research was conducted during the month of January of 2013, using the Skype program. The semi-structured interview had 6 students. Research results revealed that a favorable environment for cooperative learning was ensured: a positive psychological climate was established which allowed the project participants to develop skills of self-expression (self-confidence, self-esteem, creativity). Students were able to feel psychologically safe, shared their experience, were attentive and friendly, supported, and encouraged each other. They were united by a sense of unity and a common goal. Team based and individual collaboration skills of students were developed throughout all of the tourism and sport related activities. The following skills of students, participating in the Erasmus IP project, were developed: ability to express and accept a verbal and physical emotional support; cooperative learning, listening to others and expression of own ideas; play assigned role; pursue a common goal; be a leader, supervise, organize; actively participate, when activities are organized by others; rate the activities in consideration of their efficiency and values. Results gathered from the interview responses highlighted a specific factor in regards to development of the collaboration skill – a sense of national pride and responsibility for own country and university had influence on students’ sense of responsibility. KEYWORDS: collaboration skills, development, international group, students. DOI: http://dx.doi.org/ 10.15181//atee.v1i0.1317

Becoming aware of the grand social challenges: how an international and interdisciplinary educational context may broaden students’ perspectives on human rights and public health

ABSTRACTThe understanding of contemporary social problems and challenges in an international and national perspective is a significant issue for social work because of globalisation and social problems are too complex to handle by single actors themselves. The need for interdisciplinary and interprofessional collaboration is important. This paper focuses on experiences from an Erasmus Intensive Programme with the title Human Rights, Public Health and Social Service Challenges on Local Government in the Nordic-Baltic Sea Area. Social work students from different countries interacted with students from other disciplines such as political science, psychology and economy to discuss common challenges and solutions in this field. The analysis of the findings shows students reflect upon human rights issues as universal rights and how challenges presented by contextual differences in preconditions for everyday life between the countries, are reflected from different disciplines/professional perspectives. The paper argues that international and interdisciplinary programmes, where students get the opportunity to meet and to work with overarching and transnational issues, have a great potential for engaging students in global development in a rapidly changing world.

Cultural Encounters with the English-Speaking World

The idea for the present volume grew out of a very successful series of summer schools bringing together students and staff from five different countries under the auspices of the Erasmus Intensive Programme “Cultural Landscapes: Negotiating Cultural Encounters with the English-Speaking World.” Focussing on the cultural aspects of the English-speaking world and on intercultural communication, this volume of ELOPE reflects both the main aims of the summer school and the fundamental mission of the journal to promote the research and discussion of linguistic and literary issues.

Teaching Migration Studies THROUGH Collaborative Learning Practices in an Intercultural Environment: The Case of the Erasmus IP Sono un Migrante

Collaborative learning refers to methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other. These include both face-to-face conversations, working group and online forums, chat, etc. The aim of this paper is to outline the main features of a project of collaborative learning in an international context: the Erasmus Intensive Programme Sono un Migrante to be implemented at the University of Salerno. Funded by the Italian Erasmus LLP Authority, the project involves the participation of students and teachers from 7 different universities of 6 EU countries.

MOVILIDAD INTERNACIONAL DE LOS FUTUROS-MAESTROS: UNA HERRAMIENTA PARA DESARROLLAR UNA ACTITUD PROFESIONAL

En la Europa actual, la movilidad estudiantil internacional se ha vuelto relativamente común y la idea de que pasar tiempo estudiando en el extranjero es una ventaja está ahora ampliamente aceptada. A través del análisis de las respuestas de los estudiantes y maestros a un cuestionario completado al final de un Erasmus Intensive Programme, este trabajo examina la medida en que la participación en un período de movilidad de los estudiantes podría ayudar a los futuros maestros a desarrollar cuatro medidas clave del maestro en su desarrollo profesional: la auto-reflexión crítica, la participación en redes profesionales, la vuelta a la teoría y el distanciamiento. Las conclusiones sugieren que el período de movilidad de los estudiantes contribuye de forma positiva al desarrollo de la postura profesional entre los participantes. Sin embargo, este estudio no revela el grado en que los procesos de transformación similares podrían activarse simplemente mediante la participación en grupo de trabajo colaborativo con los estudiantes-maestros que trabajan en otros sistemas educativos sin salir del país de origen.

ECS1@IYCr2014: Conveying a vision of modern crystallography

The first edition of the ECA European Crystallography School (ECS1), to be held in Pavia (Italy) during the course of IYCr2014, has found good balance between two apparently diverging goals: (i) to help students and young researchers to find their way in modern science, while keeping a special focus on the molecular and crystalline structure to interpret properties and functionality of materials; (ii) to raise the social and academic awareness of the great advances that crystallography has allowed and will allow to many branches of sciences. Students may choose between two formulae, i.e. a 6-day course with lectures and hands-on sessions held by renowned scientists, covering the state-of-the-art of crystallographic methods, theories and applications, at the same time indicating their future perspectives and cutting-edge aspects, or a 10-day Erasmus Intensive Programme, including a 3-day preparatory course and granting 3 ECTS credits. IYCr2014 is a unique opportunity to stimulate and ignite widespread interest in crystallography; therefore, some frontier seminars will be open to University faculty members, students, and to the general public. Efforts will be made to create a nice and friendly environment, with the goal to provide chances for future collaborations. Students will be invited to bring a poster showing their research results, projects or scientific interests. This will allow students to discuss their ideas with experienced crystallographers and favour aggregation. The programme received good support from scientific institutions and vendors, and a great response from the students: more than 110 pre-registrations from 33 countries were already received at the time this abstract was prepared, showing that there is a real need for both fundamental and advanced teaching in crystallography. We hope that this format will be continued and improved so as to provide a stable, periodic rendezvous for students and researchers under the common theme of crystallography.

Report on the participation of the Eötvös Loránd University at the Wielbark Archaeological Field School in Malbork-Wielbark, Poland

PhD, MA and BA students of the Institute of Archaeological Sciences (Eötvös Loránd University) took part in the Erasmus Archaeological Summer Field School in Malbork-Wielbark, Poland (Fig. 1) in 2012 and 2013. The coordinator of the three years planned Erasmus intensive program is Dr. habil. Jörg Kleemann (Humboldt-Universität zu Berlin) with the partnership of the universities of Poland (Uniwersytet Marie Curie-Skłodowskiej Lublin; Uniwersytet Szczeciński), Germany (Ruhr-Universität, Bochum), the Czech Republic (Univerzita Hradec Králové), Spain (Universidad Autónoma de Madrid) and Hungary (Eötvös Loránd University). News and results of the excavation are available at http://ipwafs.hu-berlin.de.

Human Trafficking, Public Health and the Law. A Spring School from the New Haven Perspective, ERASMUS Intensive Programme (IP), 4 – 16 March 2013, Siena, Italy

Background Human trafficking describes a new form of slavery and affects thousands of people annually, mostly women and children. A Spring School on the topic of ‘Human Trafficking, Public Health and the Law' was developed and performed by four European institutions: Technische Universitat Dresden, Germany; Universita degli Studi di Siena, Italy; Masarykova Univerzita, Brno, Czech Republic, Universitatea Romano-Americana, Bucharest, Romania and …

Transdisciplinarity and Embedded Learning in Teaching Political Science at Tertiary Level. Case Study

Universities are concerned with providing high quality programs to better fit students’ requirements and labour market. Teaching Political Sciences/International Relations is not easy, as the field is somewhat unattractive compared to other tertiary level disciplines. We thought that transdisciplinary and embedded learning will lead to better academic results. We applied this approach in two-weeks Erasmus Intensive Programme, implemented in 2009-2012 on a group of 72 students from: Austria, Bulgaria, Lithuania, Poland, Portugal, Romania. Transdisciplinarity and embedded learning were used to contextualize if and how they affect the academic achievements. This paper presents the results emphasising positive effects on students’ performances.

Has Parzival met modern architecture?

Five universities were cooperating by an Erasmus Intensive Program entitled Parzival meets modern architecture. Coordinator of the program was the Fachhochschule Joanneum University of Applied Sciences from Graz, Austria. Four universities from four countries were the project partners, among them the University of Pécs. Altogether 56 students tried to find a solution for the future of the Castle of Borl in Slovenia. The castle was originally built in the 11–12th century. Its other name is the Castle of Ankenstein. It is located on a cliff over the river Drava. The history of the castle is somehow related to the legend of Parzival. As the building is situated in a beautiful landscape it is really important for the Slovenian government to find a solution for the function and for the future of Borl. The international cooperation of the above mentioned five universities hopefully could help local and national authorities to decide how the Castle of Borl should be developed.

Power and pedagogy II: Introduction

In this issue we present the second part of the Open forum thematic section on ‘Power and pedagogy’, which continues the debates initiated with the set of papers published in Vol. 18, No. 3 of the European Journal of Women’s Studies.1 In this two-part thematic section a group of European feminist scholars who jointly developed and taught a 10-day interdisciplinary graduate-level course on ‘Practising Interdisciplinarity in European Gender Studies’ (at Radboud University, Nijmegen, The Netherlands, in June–July 2008) use their experiences of teaching this course as the starting point for a critical engagement with a range of key questions in feminist pedagogy. The earlier three texts by Dasa Duhacek (2011), Clare Hemmings (2011) and Theodossia-Soula Pavlidou (2011), with an introduction by Sabine Grenz (2011), analysed power and authority struggles in teaching and examined the conditions for creating sustainable interdisciplinary communities of practice among feminist scholars (Pavlidou, 2004). In the present issue Sabine Grenz, Mia Liinason and Maria do Mar Pereira expand this analysis by turning our attention to the process of learning and the dynamics of teacher–student relationships. The course was designed and co-taught by nine teachers from seven European countries – Angeliki Alvanoudi, Eniko Demeny, Dasa Duhacek, Sabine Grenz, Clare Hemmings, Paivi Korvajarvi, Mia Liinason, Theodossia-Soula Pavlidou and Maria do Mar Pereira – and it was funded as an Erasmus Intensive Programme (IP). The course is described in detail in Grenz and Pereira (2009) and Grenz (2011). Our group has a long history of common work, which started in 2003 (the first meeting took place at the 5th European Feminist Research Conference in Lund) and continued with several meetings until 2008.2 The group consisted of members with different national, institutional and disciplinary locations (Grenz, 2011). For example, some of us were located in academic contexts where

Developing clinical scenarios from a European perspective: Successes and challenges

This paper presents developmental work involving students from the University College Dublin (UCD), Ireland (n=9), University of Surrey, England (n=8) and University of Ljubljana and University of Maribor, Slovenia (n=5) participating in the Erasmus Intensive Programme. The Erasmus programme offers a two week 'Summer School' in the Faculty of Health Sciences, University of Maribor, Slovenia. Using a participatory approach, facilitators from both the UCD and Surrey engaged with students from all of the universities to develop scenarios for simulated learning experiences, in the care of older people, for utilisation on an e learning facility and within the simulated clinical learning environment. Students developed key transferable skills in learning, such as information literacy, cultural diversity, team working, communication, and clinical skills acquisition whilst exploring differences in healthcare delivery in other European countries.

How to Develop Open Source Systems Expertise

In this paper we describe a unique way for developing open source systems expertise that was gained by students in national and international teams. All activities are performed in context of Erasmus Intensive Programme project named “Developing open source system expertise in Europe”. Altogether 70 students from 7 European countries work during one semester on different projects, focused on various open source systems. Project topics range from network management solutions, via enterprise content management, business process management, image recognition, to voting systems with mobile clients – to mention at least some of them. All seven participating universities bring together their knowledge and experience in specific open source systems and transfer them into 7 projects. Each project solution consists of the analysis and design phase that is carried out by national teams at home universities and the implementation phase that is carried out by international teams during the two-week intensive course.

KAI KURIE APLINKOS KONTROLĖS IR SAUGOS DALYKŲ DĖSTYMO VILNIAUS KOLEGIJOJE ASPEKTAI

The lecturers of Vilnius College present their experience of teaching environmental protection subjects. The authors discuss learning and teaching methods (contact lectures, laboratory work in groups and seminar presentations) of the natural objects testing, laboratory samples preparation, the modern instrumental methods and techniques (spectroscopy and chromatography) of chemical analysis. During the visits to various companies, the students and accompanying teachers have the possibility to get acquainted with the practical methods already in use in the industrial and research (GLP) laboratories. Socrates /Erasmus Intensive programme „Validation of Instruments and methods“ (IP VALIM) is a part of studies in Vilnius College. Bachelor students introduced into the field of methods’ validation, gave oppotunity to work in multicultural groups. Teachers have possibility to exchange experiences and thought with each other during the intensive programme, to maintain and develop the co-operation and network between teachers of the partner institutions. Key words: studies programe, sample preparation technologies, the analytical methods of natural objects testing, good laboratory practice.