Mobility in Europe LF Don

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Mobility in EuropeLF Donà dalle
RoseUniversity of Padova Italy

• Edulink-AUDIS Informative Seminar
• Leuven, June 5th, 2008

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presentation outline

• general mobility indicators for HEIs
• European trends and mobility programmes at
  university level
• Erasmus, a paradigma for mobility

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• page 92 of COMMISSION STAFF WORKING PAPER -
  PROGRESS TOWARDS THE LISBON OBJECTIVES IN
  EDUCATION AND TRAINING, SEC (2005) 419, Brussels,
  22.3.2005
• 2005 Report
• __________________________________________________
  ___________
• Indicators for monitoring performance and
  progress
• Four indicators have been selected in the
  objective area of mobility to monitor progress
• Foreign students enrolled in tertiary education
  (ISCED 5 and 6) as a percentage of all students
  enrolled in the country of destination, by
  nationality (European country or other countries)
  I
  ITALY in
  2006-07 is 2.80
• Percentage of students (ISCED 5-6) of the
  country of origin enrolled abroad (in a European
  country or other countries) I
  
  I (old data)
  2.2
• Inward and outward mobility of Erasmus students
  and Leonardo da Vinci trainees Erasmus
  2006-07 ? 14779 in vs 17195 out
• Inward and outward mobility of teachers and
  trainers within the Socrates (Erasmus, Comenius,
  Lingua and Grundtvig) and Leonardo da Vinci
  programmes
• Erasmus 2006-07
  ? 2453 in vs 1428 out

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1. European trends - I

• today students mobility is at the heart of
  the Bologna Process
• No efforts for European Convergence without
  previous mobility experience
• Promotion of mobility is among the 10
  privileged action lines of the Bologna Process

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1. European trends - II

• among the 10 Bologna action lines, two are
  most relevant here
• Promotion of individual mobility within EHEA
• aims personal growth, international
  co-operation, enhancing quality,
• giving substance to the European dimension.
• effects strategic policies and numerical
  trends
• Attractiveness of the EHEA
• Erasmus Mundus joint degree-courses and
  the External Cooperation Window ?
  excellence mobility

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European mobility programmes some examples

• Erasmus
• Erasmus, the EUs flagship education and
  training programme, emphasises student and staff
  mobility and European co-operation involving
  higher education institutions and other key
  players in the knowledge-based economy.
• Erasmus Mundus
• integrated study programmes which involve
  Joint criteria for admission and examination
  Course integration Mandatory Mobility
  Guaranteed award of a recognised joint, or a
  double or a multiple degree upon graduation
• Erasmus Mundus External Cooperation window
• other programmes involving mobility Leonardo
  da Vinci, Tempus,
• another good example the T.I.M.E. quality
  network, a non-EU mobility network linking top
  Engineering Schools

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ERASMUS IS A JEWEL WITH MANY FACETS

• each facet has its Erasmus role
• Governments
• European Parliament
• European Commission
• National Agencies
• National Ministries (Education, Home
• Affairs,)
• Regional authorities
• University leaders and Governing bodies
• IROs, Registrars Office, Data Banks,
• Accommodation offices/agencies
• Academics (flow coordinators)
• Councils of Teachers (Faculties)
• Language preparation Centres
• Disabled support offices
• Students associations
• Students
• Students families

the jewel shines only if each facet is
polished
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THE 3 PILLARS OF ERASMUS

1. Fees are due at home university only
2. The mobility grant (as a seed grant)
3. Full recognition of studies abroad (ECTS tools
   and procedure)

the jewel shines only if each facet is
polished
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THE ERASMUS MOBILITY GRANTa seed-money

• 192 euros/month, average figure in 2006-07 for
  159324 students staying abroad for 6.5 months (as
  an average), i.e. a total of ? 200 Meuro
• additional funds sometimes provided at national,
  regional, institutional level

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Mobility, Bologna process and duration of stay
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ERASMUS RECOGNITION is based on ECTS

• Learning agreement
• (a document with 3 signatures )
• Widespread use of ECTS credits (workload and
  grades interface scale)
• Transcripts of Records
• A useful assessment parameter no. of credits
  gained per Erasmus stay

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Language preparation

• the EILC-initiative, i.e. Erasmus Intensive
  Language Courses
• Language courses at home and guest HEIs
• the issue of lecturing in a vehicular language

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Personal growth

• the swimming eyes of students on their return
• For a large majority of mobility events, it was
  the first time a member of the students family
  went abroad
• Personal versus academic satisfaction (EC
  surveys, students final report)
• Easier access to the job market

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European Countries participating in Erasmus
the ERASMUS AREA

• Since I987-88 12 countries Belgium,
  Denmark, Germany, Greece,
• S Spain,
  France, Ireland, Italy, Luxembourg,
• the
  Netherlands, Portugal, United Kingdom
• Since 1992-93 7 more countries
• Austria, Finland,
  Iceland, Liechtenstein, Norway,
• Sweden, Switzerland
  (only until 1995-96)
• Since 1998-99 4 more countries
• Czech Republic,
  Cyprus, Romania, Slovak Republic
• Since 1999-2000 7 more countries
• Bulgaria, Estonia,
  Hungary, Latvia, Lithuania,
• Poland, Slovenia
• Since 2000-01 Malta
• Since 2004-05 Turkey
• As a total now 31 countries

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growth rate (processed EC data, updated 2005-06)
EUR18 9405 stud/year in early Erasmus (ICP
period) EUR18 4847 stud/year in Socrates
Erasmus periodNMS/CC countries 3723 stud/year
Socrates-Erasmus period
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2006-07 growth rate is ACTUAL 3.2
EXPECTED 9-10
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Time evolution of the mobility context

• Look at the student time-series it tells
  events !!!
• e.g. the transition from ICPs to
  Institutional contract around 1995-96.
• We can distinguish three main periods
• ICP-Interuniversity Cooperation Project period
• networking by charismatic leaders
• 2. Institutional contract period (Socrates
  I II, since 1995-96)
• phase 1 administrative institutionalization
• phase 2 the effects of the Bologna Process
  (roughly since 2001 but still on) ? the shift
  in educational paradigma and the subsequent
  reorganization of studies
• NB - the time-series doesnt tell much about
  the effects of Bologna Process (new countries
  participation masks a reduction/stagnation?)
• LLP period (starting 2007-08)
• Extension to staff training mobility
• Students placement mobility

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MOBILITY and JOB MARKET some surveys

• The Valera Project (Teichler, Kassel group, 2005
  and 2006) the professional value of Erasmus
• The Reflex Project (Van der Velden, Maastricht
  U., 2007) demands of a knowledge society on HEIs
• The ESNErasmus Student Network - survey 2005
  The experience of studying abroad, online survey
  7754 returns
• The Italian AlmaLaurea data bank (since 1994,
  hopefully soon EuroAlmaLaurea data bank)
  graduates profile and occupational status
  comparison with non-Erasmus students is possible

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MOBILITY AND JOB MARKET

• General results are
• Quicker entrance in the job market
• Somewhat higher wages
• Particular findings
• differentiated access in the job market
  structure
• Some competences are better developed
• Erasmus added value declining (?)

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VALERA Project Survey 2005 on former Erasmus
students actual returns 4589 graduates in
2000-01 (45 return rate)
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AlmaLaurea findings (2007)AlmaLaurea is the
Italian Graduates DataBank (since 1995)
Percentages of graduates who work abroad
according to study abroad experience
(pre-Bologna graduates)
Erasmus or other EU program
Total
Other experiences abroad
No experiences abroad
Erasmus or other EU program
Other experiences abroad
No experiences abroad
Total
One year after graduation
One year after graduation
One year after graduation
Five years after graduation
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ERASMUS IN THE FUTURE

• Ongoing development of a true
• MOBILITY CULTURE
• Erasmus Placement mobility (already on,
• since 2007-08)
• Developing the mobility potential of the
  candidates attending the doctoral cycle

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The elements of a mobility culture

• Mobility agreements are an asset of the
  degree-course and make it attractive
• Paying attention to and promoting different types
  of mobility
• Traditional erasmus mobility (optional and free)
• Window mobility (suggested package of credits in
  a given time-window)
• Mobility between integrated curricula (mandatory
  mobility)
• Vertical mobility
• Coordinating the mobility offer between first
  and second cycle
• Co-operation with other HEIs
• Combining high mobility rates with quality

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EURHOPE The European Commissions vision
is that participation in the Erasmus programme
should be the general rule, rather than the
exception, for both students and teachersJ.
Figel, European Commissioner 13 May 2008
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the bologna induced SHIFT OF EDUCATIONAL
PARADIGMA

• Study programmes should be outcomes- based and
  not input-based
• Importance of learning outcomes and competences
• ECTS credits are linked to workload and learning
  outcomes

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• Learning outcomes
• Statements of what a learner is expected to
  know, understand and/or be able to demonstrate
  after completion of learning.
• learning outcomes are formulated by academic
  staff
• Competences
• Competences represent a dynamic combination of
  knowledge, understanding, skills and abilities.
• competences are obtained by the student

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The Valera Project
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AlmaLaurea findings (2007)AlmaLaurea is the
Italian Graduates DataBank (since 1995)
Employment rate at five years after graduation
according to study abroad experience
(pre-Bologna graduates)
The two read lines represent the average values
for the whole population Only those graduates
who didnt work during their studies are
considered
Erasmus or other EU program
No experiences abroad
employment rate ()
Other experiences abroad
Total
Time required to find a job (months)
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The AlmaLaurea system
Graduate profile Analysis of the internal
effectiveness of universities as training
structures
Graduates occupational status Analysis of the
external performance of the degree courses at a
given university
EAL-Net Data Base Systematic survey of graduate
features
AlmaLaurea CVs Data Base Systematic survey of
graduate features
Services to graduates Access to labour market
and further education
Services to companies E-recruitment servicesfor
business
Services to universities Promotion of
their training resources
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National trends - ITALY

• A decrease is visible in the time-series
• The Bologna reform was implemented gradually (!)
• The transition started in 2001-02 and it was
  completed in
• 2003-04 for the first cycle
• 2005-06 for the second cycle
• Decreasing numbers are confirmed by AlmaLaurea
  Data Bank of graduates (in 2005 it includes
  answers from as many as 47872 new and pure
  graduates from the first cycle)

characteristic time is at least 5 years delayed
feature in the plot ?
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The Italian data bank AlmaLaurea the 2007
graduates in Italy

• Question did you study abroad with Erasmus or
  other EU Programme?

Responding graduate population No. of respondents Percentage who answered yes
Total 147749 6.7
pre-Bologna graduates 72576 8.3
First cycle total 66622 4.8
First cycle pure 47872 5.2
First cycle hybrid 18750 3.8