European Higher Education Institutions Research Articles

Universitas: how do students perceive university social responsibility in three European higher education institutions?

PurposeThe social dimension of Higher Education has gained relevance on the political and strategic discourses that urge Higher Education Institutions (HEIs) to put University Social Responsibility (USR) into action and also recognise its importance for students’ development. However, students’ conceptions of USR are seldom explored. This paper aims to understand students’ perceptions of USR and the potential of their involvement in broadly-defined USR activities/projects.Design/methodology/approachThis research involves two studies in three European universities, Edinburgh, Porto and Kaunas: the first uses a qualitative approach to consider how students perceive the impact of their involvement in the Erasmus+ project ESSA, using document analysis, focus groups and thematic analysis; the second involves a questionnaire with 718 students to explore their views on USR, participation in university-based experiences, personal and social development and citizenship conceptions, analysed with descriptive and inferential statistics.FindingsStudent’s value USR and their university policies and practises, even if they feel they are not engaged as they should. They value university as a learning space beyond the classroom and putting USR into practice. Their participation is related to their appraisal of USR and their conceptions of citizens’ roles.Research limitations/implicationsIn spite of using convenience samples of students in three different universities, this research not only sheds light on students’ views on USR and their participation in diverse university-based experiences but also advances with research instruments that can be used in future research in this field.Social implicationsThis research helps HEIs realise the potential of promoting students’ participation in diverse university-based experiences, increasing community engagement and their development as professionals and critical citizens.Originality/valueThis paper addresses a research gap by exploring how students perceive USR and their participation in university-based experiences might simultaneously be a strategy for putting USR in action and fostering students’ civic engagement.

Listening to the Student Voice – Student Engagement in Professional Higher Education

The practical orientated education and training of professional higher education institutions attract a very diverse student body and more and more non-traditional students are finding their way to higher education institutions in Europe. In order to sufficiently address the different needs of this group, non-traditional students must be given opportunities for student engagement in student organisations and extracurricular activities outside of lectures. Furthermore, the diversity characteristics of non-traditional students within professional higher education institutions need to be analysed, as well as the barriers and challenges to student engagement. With the help of qualitative expert interviews and focus groups, five problem areas were defined and an outlook on possible improvements was given in order to sharpen the view of an inclusive university environment outside of the lecture hall.

The next steps in academic integrity — education, awareness, norms, duty and law

We conducted and analyzed several internet surveys in order to understand the profile of global research integrity and ethical awareness, encompassing global population distribution. These were (1) the global distribution of Committee of Publishing Ethics (COPE) membership; (2) the global distribution of “Integrity” or “Ethics” journals; (3) the level of academic integrity awareness in European higher education institutions and (4) awareness of academic integrity in the top universities of Asia and Africa. The results of this survey series highlight seriously imbalanced awareness of research integrity and publishing ethics across the world, especially in developing areas with the highest population density. We therefore propose a new index, the “Academic Integrity Awareness Index” for future discussions across the linked spheres of publishing and research.

Roma university students in Spain and Central and Eastern Europe: Exploring participation and identity in contrasting international contexts

AbstractRoma are Europe's largest, most marginalised minority, with a long history of racism and exclusion informing complex inequalities. Roma higher education participation remains under addressed, and paucity of research hinders understanding. While there is variation between countries, the proportion of Roma accessing higher education compared to the general population is extremely small in all countries. Spain has the largest Roma population outside Central and Eastern Europe, and relatively high levels of Roma participation in higher education. As part of an international project on Internalisation and Mobility, here we discuss insights from eleven qualitative interviews carried out with Roma students and recent graduates in Central and Eastern Europe and Spain. Findings from a thematic analysis of interviews highlight identity and inclusion and how experience intersects with distinct national approaches. We focus in particular on competing pulls of ethnic invisibility versus coming out, and related onus on a responsibility to give back. The participation of Roma in higher education remains an important social justice issue in Europe. Our research shows that proactive efforts by higher education institutions in Europe are needed to challenge persistent assumptions that fail to value the contribution and potential of Roma students within higher education.

FEATURES OF ORGANIZATION OF PROFESSIONAL TRAINING OF DESIGNERS IN THE EUROPEAN HIGHER SCHOOL

. In the context of the constant growth of information flows, the rapid development of technology, globalization and European integration, education occupies a key place. There is an acute issue of comparison and interconnection of educational systems developing in different countries. A forecast on the quality of the provision of educational services can be made according to the profile of the educational program, which contains information on the curriculum, its specific features, the organization of the educational process and the content of education for the preparation of a qualified worker. The purpose of the article is to analyse the educational programs of domestic, English and Finnish schools in the field of fashion design of leading European higher educational institutions. Methods of scientific knowledge applied: theoretical analysis and synthesis of pedagogical phenomena, study, and generalization of pedagogical experience, comparative analysis, activity approach. The main components of the formation of professional education of a graduate were determined: professional skill, professional culture; creative, collective and humanistic character of professional activity. It was established that the domestic level of professional education in the field of clothing design is practically in no way inferior to higher educational institutions in developed countries. The advantage was the focus on professional skills (individual and collective), practical use of the results of professional education in well-known design studios, fashion houses, fashion industry enterprises, creative unions of Ukraine, exhibition environment enhances the professional culture of future specialists. Domestic design education does not cover such issues of European design.

Unethical practices within medical research and publication \u2013 An exploratory study

The data produced by the scientific community impacts on academia, clinicians, and the general public; therefore, the scientific community and other regulatory bodies have been focussing on ethical codes of conduct. Despite the measures taken by several research councils, unethical research, publishing and/or reviewing behaviours still take place. This exploratory study considers some of the current unethical practices and the reasons behind them and explores the ways to discourage these within research and other professional disciplinary bodies. These interviews/discussions with PhD students, technicians, and academics/principal investigators (PIs) (N=110) were conducted mostly in European higher education institutions including UK, Italy, Ireland, Portugal, Czech Republic and Netherlands.Through collegiate discussions, sharing experiences and by examining previously published/reported information, authors have identified several less reported behaviours. Some of these practices are mainly influenced either by the undue institutional expectations of research esteem or by changes in the journal review process. These malpractices can be divided in two categories relating to (a) methodological malpractices including data management, and (b) those that contravene publishing ethics. The former is mostly related to “committed bias”, by which the author selectively uses the data to suit their own hypothesis, methodological malpractice relates to selection of out-dated protocols that are not suited to the intended work. Although these are usually unintentional, incidences of intentional manipulations have been reported to authors of this study. For example, carrying out investigations without positive (or negative) controls; but including these from a previous study. Other methodological malpractices include unfair repetitions to gain statistical significance, or retrospective ethical approvals. In contrast, the publication related malpractices such as authorship malpractices, ethical clearance irregularities have also been reported. The findings also suggest a globalised approach with clear punitive measures for offenders is needed to tackle this problem.

Quality Teaching in Online Higher Education: The Perspectives of 250 Online Tutors on Technology and Pedagogy

Over the past few decades, education systems, especially in higher educa-tion, have been redefined. Such reforms inevitably require reconsideration of operational notions and definitions of quality, along with a number of relat-ed concepts. This reconsideration aligns with the core of higher education re-forms: improving efficacy and compatibility with emerging social demands while adapting to competitiveness and accountability trends. As primary players in the teaching and learning process, online tutors have a protagonis-tic role and, therefore, must be equipped with a suitable set of competencies and attributes in addition to content knowledge. This quantitative research aims to analyze the perceptions of 250 online tutors working in European higher education institutions, distributed in 5 knowledge areas: Business, Education, Humanities, Sciences and Health. This descriptive and explorato-ry nonexperimental study reveals the technological and pedagogical skills and competencies that online tutors consider fundamental for effective online teaching and proposes professional development actions to ensure quality online teaching

The role of sustainability in media and communication studies’ curricula throughout Europe

Purpose This research aims to analyze to what extent sustainability and its related core aspects are integrated in media and communication's curricula of higher education institutions in Europe. Design/methodology/approach A total of n = 1068 bachelor and master’s degree programs, as well as their related curricula/program specifications, from 28 European countries were analyzed by means of content analysis. Findings Results show that the level of curricular integration of sustainability aspects in the field of media and communication is low (14%) to very low (6%) on module level. In most cases, sustainability remains an abstract guiding principle that is not translated into a dedicated course offer. This can indicate the difficulty of operationalizing such a concept as sustainability, which is experienced by not only higher education institutions but also policy and society as a whole. In addition, the results leave space for a reflection on the social and educational responsibility of higher education institutions. Research limitations/implications The authors are aware that not all teaching (content) is depicted in curricula. Especially where teaching is research-based, The authors assume that sustainability (communication) is more present as the curricula' analysis can represent it. In addition, the fact of solely investigating English language curricula can be seen as a further limitation. Originality/value This research is one of the few attempts to verify the actual integration level of sustainability aspects in the curricula of a specific sustainability-relevant discipline, which is neither conducted as a case study nor as a single-country analysis.

A capacity needs assessment to integrate MOOC-based climate change education with the higher education institutions in Europe and developing countries in Asia: findings of the focused group survey in PCHEI under the BECK project

Purpose The extreme climatic events are a result of modern human lifestyles and activities. Climate literacy is one of the significant factors to redefine aggravated human behaviours related to climate change and energy efficiency. Therefore, education relevant to energy efficiency and climate change is identified as a vital requirement in the present education sector. This study aims to identify existing capacity needs for integrating massive open online courses (MOOC)-based climate education in the partner institutions education systems. Design/methodology/approach The integrating education with consumer behavior relevant to energy efficiency and climate change at the Universities of Russia, Sri Lanka and Bangladesh (BECK) project funded by the Erasmus+ programme aimed to address this research gap by introducing new harmonized MOOC modules to the higher education curricular of four European, five Russian and five Asian higher education institutions (partner country higher education institutions). A series of focus group surveys and workshops were carried out to identify the present capacity development needs relevant to the subject topic. Findings Accordingly, infrastructure development, awareness-raising, curricular development, capacity building, integration and networking, research and development and financial needs have been identified as the key areas requiring capacity development to integrate energy efficiency and climate change into the higher education curricular. The results have recognized that a MOOC system in curricular will allow better opportunities for research, awareness and capacity development initiatives. Research limitations/implications The relevant European best practices can be adopted into the Asian education systems to allow more opportunities in infrastructure, research and networking development. The project continues to implement the MOOC modules in the partner institutions following a contextual research study and a cross-institutional module sharing assessment. Originality/value The research outcomes identify the significant facts for formulating the BECK project objectives, which provide wider opportunity for climate literacy improvements and education initiatives in the partner countries.

A knowledge management culture in the European higher education system

Purpose. Improving the quality of educational services by identifying the features and current trends in the development of knowledge management culture in the European higher education system. Methodology. The research methodology involves application of the systematic approach methods. 1. Structural approach related to defining the structural features of knowledge management culture in higher education institutions in Europe. 2. Functional approach that determines the essence and target orientation of the knowledge management function. The use of the comparative method allowed the authors to highlight the essential content of the concept knowledge management culture in relation to the concepts of organizational culture and information culture. The dialectical method of cognition was also involved, which made it possible to comprehensively consider the phenomenon of knowledge management culture in educational discourse through the contradictory relationships of its various sides and aspects. Findings. The culture of knowledge management in the European higher education system is considered at three main levels: 1. Cognitive level, implying a change in the style of thinking, mobilization of intellectual potential, and creativity. 2. Management level, involving the use of analytics and innovative leadership. 3. Technological level, based on the use of information and communication technology in the accumulation, transfer and management of knowledge. Originality. Knowledge management culture is studied in close relationship with the organizational and information culture. The features of knowledge management at three organizational levels have been determined: cognitive, managerial and technological ones. Practical value. The institutions of the European higher education system use knowledge to gain and maintain competitive advantages. Insufficient attention to the issue of knowledge management leads to a decrease in the ranking of higher education institutions. The introduction of knowledge management culture provides improvement in the psychological microclimate of a team, dominance of the atmosphere of creativity, an increase in the level of self-education, disclosure of personal intellectual potential, formation of a system of innovative leadership, stimulation of scientific research and, as a result, an increase in the quality of educational services.

THE ROLE AND RELEVANCE OF HUMAN RESOURCE MANAGEMENT AND ITS PRACTICES IN THE PORTUGUESE HOTEL INDUSTRY

Purpose – Validation of the Human Resource Management (HRM) practices used by Portuguese hotels, their degree of importance, and the alignment between their strategic dimension and their operational implementation. Design – The study was developed using quantitative analysis, supported by a questionnaire shared with top managers of hotel companies in the Portuguese Hotels national register. Methodology – The HRM practices integrated in the study were the result of those identified in the literature review, the global HR barometer developed by the Michael Page company, and the HRM practices integrated in the Label Pro HR project, developed by the Mediterranean Federation from Human Resources in association with HRM Associations and European higher education institutions. Findings – In Portugal, HRM in the hotel industry is beginning to be understood as a way to achieve competitive advantage. 92,7% of the top managers in our sample reported that the existence of an HR department grants a competitive advantage. Recruitment and Selection, Training and Development, Performance management and evaluation, and Safety and Hygiene at Work are the most important HRM practices. We conclude that the characteristics of hotels (classification and size) are crucial for HRM, their organizational processes, and the strategic importance assigned to the function. Originality of the research – The study is innovative because it uses a questionnaire specifically designed for the study, and which considers a high number of HRM practices. The sample consists of 124 of the 1.515 registered hotels (8,2%).

Centralised Supports for Writing in Higher Education and Their Applicability to Research, Teaching and Learning Contexts

In 2018, as part of an EU COST Action (COST Action 15221 – www.werelate.eu), 43 academics, based at various higher education institutions in Europe, were asked about existing and desirable centralised support for writing, research, teaching and learning. This article draws on the academics’ responses. It uses that data to demonstrate the ways in which the learner-centred approach, typically adopted by writing centres, might function as a blueprint for a blended centralised support model for these four strands of higher education. In order to explore this idea, the article examines the reported support for research, as the data suggest that the majority of the centralised supports that currently exist at these institutions are designed primarily to support research. The study unpicks the mechanisms and approaches that are designed to ensure that research can be supported; it identifies what is effective in terms of supporting staff as researchers. From there, turning to the existing and desirable supports for writing, teaching and learning, I argue that, using a learner-centred writing centre model as inspiration, the structures which are currently in place to effectively support research can be modified and repurposed to more effectively support writing, teaching, and learning in higher education. 

Institutional barriers to participation in EU framework programs: contrasting the Swiss and UK cases

The aim of this study was to examine how institutional barriers arising from policy decisions influence the level of participation of third-party countries in European Framework Programs (EU-FPs). To achieve this, we contrasted the effect of EU funding restrictions following Switzerland’s 2014 reclassification as a “third country” in Horizon 2020, and the political uncertainties resulting from the 2016 Brexit vote in the United Kingdom (UK). We compared the participation patterns of Swiss and UK higher education institutions (HEIs) with control groups of similar European HEIs over time and, complementarily, analyzed changes in the participation of small and medium-sized enterprises (SMEs). Our results showed that the Brexit-induced uncertainty had stronger negative effects than the Swiss reclassification, which was, however, characterized by effective EU funding restrictions. In both cases, the negative impact of institutional barriers was stronger for the more central HEIs in EU-FP networks. These results suggest that the effect of institutional barriers is closely linked to consortium building mechanisms, where research collaboration requires stability and projection over the long term. Regarding individual grants, the impact was stronger for Marie Skłodowska-Curie actions than for European Research Council grants, suggesting that a researcher’s mobility is affected by political uncertainties. Finally, in the UK case, we observed a steep decrease in the participation of SMEs. Based on these results, we suggest that a stable framework of participation and a clear ruling on relationships with the EU for what concerns people’s mobility and economic relationships are key to fostering the participation of third-party countries.

ПРОБЛЕМИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ КУЛЬТУРИ І КОМПЕТЕНТНОСТІ МАЙБУТНІХ ВІЙСЬКОВИХ ЛІКАРІВ В МЕДИЧНИХ УНІВЕРСИТЕТАХ КРАЇН НАТО

Introduction. The professional culture and competence of future military doctor encompasses professional, general-cultural, ethical values and is of great practical importance.Purpose. To analyze the scientific sources and publications of NATO and Western European scientists on the formation of the professional culture and competencies of future military doctors at NATO medical universities. The article reveals which areas of the professional culture of NATO military doctors are common and what are the differences.Research methods. Methods of theoretical, empirical analysis scientific literature, publications, comparison, classification, generalization and systematization of the material were used to solve the problems of the research.Results. The article covers aspects of the training of future military doctors at NATO and Northern European institutions of higher education. The example of the USA, Great Britain, Germany and Nordic countries shows the scientific experience and experience of forming the professional culture and competence of doctors. The pedagogical features of the process of educational and training of future military doctors are highlighted, with emphasis on the criteria of improving their professional competence and culture. The results of recent scientific studies of the North Atlantic countries in the field of the study of the professional culture and ethics of physicians in the course of their education and medical practice have been shown quite deeply.Scientific novelty and practical significance of research results. An attempt was made to show and analyze the amount of scientific work in NATO Western Europe on the formation of professional culture and ethics of the military doctor, his professional competence in the face of today`s global challenges related to the increasing military threats, increasing migration processes. The novelty of the study is the display analytical material based on the results and conclusions of studies on professional culture and competence, especially in countries such as United States and North European countries.It summarizes the similarity of experience, methodologies and approaches acquired in NATO`s medical universities in ethical education, professional competence, and highlights the existing differences. The author emphasizes the need to constantly study the experience of the countries the North Atlantic Alliance in matters of competence formation and professional culture of military doctors, taking into account the course of Ukraine on joining NATO. What is also important is that the process of reforming the military-medical service of the Armed Forces of Ukraine is continuing, and the work on achieving the goals of NATO partnerships and standards is increasing, which requires comprehensive scientific justification and recommendations in solving the set tasks.Conclusions and prospects for future research. Scientific research at NATO and Western Europe show that the growth of the professional culture and competence of future military doctors greatly improves the quality of provided medical care in the countries where doctors are trained, and enables them to perform peacefully peacekeeping missions.The experience of NATO countries in the training of military doctors is of practical importance for Ukraine, in view of the continuation of Russian – Ukrainian war in the eastern Ukraine, which required not only a sufficient number of highly qualified military doctors, but also the acquisition of appropriate professional competence and professional culture. Continuation of research on the enhancement of the professional culture and competence of military physicians is time consuming.Conclusions on the results of future research on the formation of professional culture in the processes of training future military doctors for the Armed Forces of Ukraine are of practical importance for the optimization of the educational process, the use in the daily work of doctors in part and medical institution of the Armed Forces and other security forces of Ukraine.

Analysis and Short Presentation of Study on Motivational Salience and Satisfaction with Training in the Field of Security and Defence

<b>Purpose:</b> The purpose of the article is a presentation and an analysis of research on motivational salience and satisfaction with training in the field of security and defense that was carried out with the assistance of a number of universities and academies in Europe. <b>Method</b>: Survey research and statistical analysis including, and certain statistical methods were applied for processing of the grouped statistical data, their interpretation and offering of the relevant decisions. <b>Results:</b> The study attempts to outline the foundation of the methodology for conducting research on motivational salience and its relation with satisfaction in security and defense training, following the example of higher education institutions in Europe. The research findings are characterized by the scale of scientific and practical research and covering 19 educational institutions in the field of security and defense in Europe. The research is distinguished by the presence of a scientific subject not only at the national level but also at the international level. The results are in the area of interest to the academic staff of the military universities and academies of Austria, Belgium, Bulgaria, Estonia, Spain, Lithuania, Poland, Portugal, Romania, Slovakia, the Netherlands, the Czech Republic, Sweden, Switzerland, and others. <b>Conlusion/findings:</b> The study was discussed at the extended scientific board of the Logistics of the Security Department at the Vasil Levski National Military University in Bulgaria. The thesis that has been elaborated as a result of carried out works was the subject of the defense in the Security and Defence area of higher education in Bulgaria.

Sexual Minority Status, Anxiety-Depression, and Academic Outcomes: The Role of Campus Climate Perceptions among Italian Higher Education Students.

Students from sexual minorities generally describe Higher Education contexts as unwelcoming and chilly environments. Based on the Minority Stress theory, these disparities in climate perceptions may lead sexual minority students to negative health and academic outcomes. To date, research documenting the experience of sexual minority students within European Higher Education Institutions is limited. Framed within campus climate literature, the current study aimed to expand on previous knowledge by investigating the associations between sexual minority status, students’ perceptions of campus climate and psychological (i.e., anxiety–depression), and academic outcomes (i.e., intellectual and academic success and considering leaving the university) using a self-selected sample of 868 Italian university students (17.9% sexual minority students). The results showed that sexual minority status was associated with negative perceptions of campus climate, which, in turn, were associated with higher levels of anxiety–depression symptoms, lowered academic success, and a high probability of considering leaving university. Further research is needed to investigate the experience of sexual minority students within European Higher Education contexts and to explore possible actions that could contribute to fostering a greater sense of belonging to the campus community for all students, and particularly for students from sexual minority groups.

Exploitation and exploration of IT in times of pandemic: from dealing with emergency to institutionalising crisis practices

ABSTRACT When looking at changes in IT adoption and use in organisations, our theories rely – for the most part – on slow adoption timespans or – to a lesser extent – abrupt crises of short duration. We lack a model of IT adoption during a crisis of extended duration. This paper tackles this gap by looking at the IT-explorative and -exploitative teaching-related practices of university lecturers in response to the COVID-19 crisis. Based on qualitative data from three European higher education institutions and their responses to the COVID-19 crisis, we propose a process model of IT exploration/exploitation under a condition of extended crisis. The model shows that IT use and practices in response to a prolonged crisis go through phases, presenting predictable challenges that management can alleviate with a well-timed approach.

Teaching evidence-based practice (EBP) in nursing curricula in six European countries—A descriptive study

BackgroundTeaching evidence-based practice (EBP) in nursing education varies among nurse educators and universities. Lack of nurses' knowledge and skills are among the barriers commonly associated with the limited use of EBP in practice. ObjectivesTo describe the presence, characteristics and content of courses of EBP in nursing bachelor's, master's, and PhD programs in six European countries. DesignA descriptive study design was employed. SettingsThe study was implemented as part of the EBP e-Toolkit Project as a strategic partnership of six European higher education institutions from six countries in the framework of the Erasmus+ Programme. ParticipantsCensus sampling (N = 225) was used. A total of 162 (72%) faculties responded from the following countries: Spain (79), Italy (44), the Czech Republic (15), Poland (12), Greece (7), and Slovenia (5). MethodsThree structured instruments were developed by using the consensus development panel. The research was conducted from December 2018 to March 2019. For names of subjects, a manual narrative Template Analysis was used with open descriptive coding. ResultsSubjects in “EBP in Nursing or Health Care” are included in 45 (29.2%) bachelor's programs, mostly worth 180 European Credit Transfer System (ECTS) credits, 30 (28%) master's, and 6 (40%) PhD programs. In bachelor's programs, an average of 134 h are spent teaching EBP steps, followed by 127 h in master's programs and 52 h in PhD programs. EBP subjects have different focuses: clear topics in EBP, development of research knowledge, awareness of the need for evidence-based clinical work, and understanding the needs of the profession. ConclusionsTeaching EBP is not yet sufficiently integrated into nursing curricula. For more efficient integration, guidelines on the standardization of teaching approaches and content have to be developed in all three cycles of higher education. Further research is needed on the implementation of teaching at master's and PhD levels of nursing curricula.

Decision Factors behind Choosing Higher Education Institutions in Europe

Abstract Research purpose. This article aims at distinguishing and weighting the educational factors that could have an impact on young people’s choice to study in European higher education institutions (HEIs). Design/Methodology/Approach. To achieve the aim, previous research and scientific literature were studied and experts from student society and the higher education sector, who deal with international students, were interviewed. The developed questionnaire was based on pairwise comparison procedure, and the obtained data were processed using the analytical hierarchy process (AHP) method. Findings. The findings revealed that the following factors are the most critical for students who want to study at European HEIs: provision of programmes that are taught in English, the existence of scholarship opportunities, provision of different facilities in the campus, and accreditation of the study programme and university. Originality/Value/Practical implications. The current study focuses on a topic that has been studied fragmentally, that is, on which factors are crucial for an international student to choose HEI in Europe. The current research contributes to the existing scientific literature by identifying and systemising educational factors influencing young people’s choice to study in Europe. The obtained results could be useful for professionals who are responsible for strategic partnerships at European universities.

A Study of the Difficulties and Instructional Support Related to Spoken Interaction in an EMI Course for Higher Education Students

The use of English as a medium of instruction (EMI) in higher education is considered a vehicle in non-English speaking countries for the purpose of internationalization, enhancing students’ employability, and international competition. Many higher education institutions in Europe adapted their curriculum and started teaching in English, while enrolling international students from Erasmus programs and non-European countries. This study builds on an EMI course set within a Belgian university. Six L2 (English as a second Language) students were interviewed to identify and explore their motivation, difficulties, and instructional support as it relates to their spoken interaction during the class. The findings revealed that: (1) students’ motivation and Willingness To Communicate (WTC) during L2 spoken interaction was related to their English language self-efficacy, the study topic, and the learning environment; (2) students’ spoken interaction seemed restricted due to difficulties including academic language use, understanding the academic content, and their attitudes towards the learning activity; and (3) instructional support, namely, social-emotional, cognitive and language support, was perceived by students to boost their WTC and confidence to be involved in spoken interaction.