Similar Students and Different Countries? : An Analysis of the Barriers and Drivers for Erasmus Participation in Seven Countries
Increasing participation in the Erasmus study abroad program in Europe is a clear policy goal, and student-reported barriers and drivers are regularly monitored. This article uses student survey data from seven countries to examine the extent to which student-level barriers can explain the considera...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Wit, Hans de [verfasserIn] Huisman, Jeroen [verfasserIn] Beerkens, Maarja [verfasserIn] Souto-Otero, Manuel [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2016 |
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| Anmerkung: |
Literaturangaben |
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| Umfang: |
1 Online-Ressource |
| Übergeordnetes Werk: |
In: Journal of studies in international education - Thousand Oaks, Calif. [u.a.] : Sage Publ., 1997 In: Journal of studies in international education - Bd. 20 (2016) H. 2, S. 184-204 |
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| Übergeordnetes Werk: |
In: Journal of studies in international education ; Bd. 20 (2016) H. 2, S. 184-204 |
| Links: |
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| DOI / URN: |
10.1177/1028315315595703 |
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| Katalog-ID: |
1692728342 |
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| 520 | |a Increasing participation in the Erasmus study abroad program in Europe is a clear policy goal, and student-reported barriers and drivers are regularly monitored. This article uses student survey data from seven countries to examine the extent to which student-level barriers can explain the considerable cross-country variation in Erasmus participation rates. We observe remarkable similarities between countries with respect to how barriers cluster for students and what barriers characterize non-participants compared with participants. The study confirms that home ties and lack of interest are most robust predictors for non-participation. Data on student-level barriers and motivations, however, give surprisingly little information to explain why students in some countries are considerably more active participants. For further understanding, we need to study more how national and institutional policies and context influence students' decision making and help them overcome perceived barriers to mobility. (HoF/text adopted) | ||
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10.1177/1028315315595703 doi (DE-627)1692728342 (DE-599)KXP1692728342 DE-627 ger DE-627 rakwb eng Similar Students and Different Countries? An Analysis of the Barriers and Drivers for Erasmus Participation in Seven Countries 2016 1 Online-Ressource Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Literaturangaben Increasing participation in the Erasmus study abroad program in Europe is a clear policy goal, and student-reported barriers and drivers are regularly monitored. This article uses student survey data from seven countries to examine the extent to which student-level barriers can explain the considerable cross-country variation in Erasmus participation rates. We observe remarkable similarities between countries with respect to how barriers cluster for students and what barriers characterize non-participants compared with participants. The study confirms that home ties and lack of interest are most robust predictors for non-participation. Data on student-level barriers and motivations, however, give surprisingly little information to explain why students in some countries are considerably more active participants. For further understanding, we need to study more how national and institutional policies and context influence students' decision making and help them overcome perceived barriers to mobility. (HoF/text adopted) englisch englische Zusammenfassung Wit, Hans de verfasserin aut Huisman, Jeroen verfasserin aut Beerkens, Maarja verfasserin aut Souto-Otero, Manuel verfasserin aut In Journal of studies in international education Thousand Oaks, Calif. [u.a.] : Sage Publ., 1997 Online-Ressource (DE-627)345570944 (DE-600)2075289-1 (DE-576)276557352 1552-7808 nnns In Journal of studies in international education Bd. 20 (2016) H. 2, S. 184-204 1028-3153 1552-7808 https://doi.org/10.1177/1028315315595703 Resolving-System Volltext GBV_USEFLAG_U GBV_ILN_1021 ISIL_DE-B2044 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2125 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2145 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2190 GBV_ILN_2193 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2705 GBV_ILN_2889 GBV_ILN_2890 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 AR 1021 01 4021 3609897635 00 --%%-- --%%-- f --%%-- n 07-11-19 1021 00 DE-B2044 00 Mobilität 1021 00 DE-B2044 01 Mobilitätsförderung 1021 00 DE-B2044 02 Auslandsstudium 1021 00 DE-B2044 03 Hindernis 1021 00 DE-B2044 04 ERASMUS (Förderung der Mobilität von Hochschulstudenten) 1021 00 DE-B2044 05 Europa |
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10.1177/1028315315595703 doi (DE-627)1692728342 (DE-599)KXP1692728342 DE-627 ger DE-627 rakwb eng Similar Students and Different Countries? An Analysis of the Barriers and Drivers for Erasmus Participation in Seven Countries 2016 1 Online-Ressource Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Literaturangaben Increasing participation in the Erasmus study abroad program in Europe is a clear policy goal, and student-reported barriers and drivers are regularly monitored. This article uses student survey data from seven countries to examine the extent to which student-level barriers can explain the considerable cross-country variation in Erasmus participation rates. We observe remarkable similarities between countries with respect to how barriers cluster for students and what barriers characterize non-participants compared with participants. The study confirms that home ties and lack of interest are most robust predictors for non-participation. Data on student-level barriers and motivations, however, give surprisingly little information to explain why students in some countries are considerably more active participants. For further understanding, we need to study more how national and institutional policies and context influence students' decision making and help them overcome perceived barriers to mobility. (HoF/text adopted) englisch englische Zusammenfassung Wit, Hans de verfasserin aut Huisman, Jeroen verfasserin aut Beerkens, Maarja verfasserin aut Souto-Otero, Manuel verfasserin aut In Journal of studies in international education Thousand Oaks, Calif. [u.a.] : Sage Publ., 1997 Online-Ressource (DE-627)345570944 (DE-600)2075289-1 (DE-576)276557352 1552-7808 nnns In Journal of studies in international education Bd. 20 (2016) H. 2, S. 184-204 1028-3153 1552-7808 https://doi.org/10.1177/1028315315595703 Resolving-System Volltext GBV_USEFLAG_U GBV_ILN_1021 ISIL_DE-B2044 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2125 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2145 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2190 GBV_ILN_2193 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2705 GBV_ILN_2889 GBV_ILN_2890 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 AR 1021 01 4021 3609897635 00 --%%-- --%%-- f --%%-- n 07-11-19 1021 00 DE-B2044 00 Mobilität 1021 00 DE-B2044 01 Mobilitätsförderung 1021 00 DE-B2044 02 Auslandsstudium 1021 00 DE-B2044 03 Hindernis 1021 00 DE-B2044 04 ERASMUS (Förderung der Mobilität von Hochschulstudenten) 1021 00 DE-B2044 05 Europa |
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10.1177/1028315315595703 doi (DE-627)1692728342 (DE-599)KXP1692728342 DE-627 ger DE-627 rakwb eng Similar Students and Different Countries? An Analysis of the Barriers and Drivers for Erasmus Participation in Seven Countries 2016 1 Online-Ressource Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Literaturangaben Increasing participation in the Erasmus study abroad program in Europe is a clear policy goal, and student-reported barriers and drivers are regularly monitored. This article uses student survey data from seven countries to examine the extent to which student-level barriers can explain the considerable cross-country variation in Erasmus participation rates. We observe remarkable similarities between countries with respect to how barriers cluster for students and what barriers characterize non-participants compared with participants. The study confirms that home ties and lack of interest are most robust predictors for non-participation. Data on student-level barriers and motivations, however, give surprisingly little information to explain why students in some countries are considerably more active participants. For further understanding, we need to study more how national and institutional policies and context influence students' decision making and help them overcome perceived barriers to mobility. (HoF/text adopted) englisch englische Zusammenfassung Wit, Hans de verfasserin aut Huisman, Jeroen verfasserin aut Beerkens, Maarja verfasserin aut Souto-Otero, Manuel verfasserin aut In Journal of studies in international education Thousand Oaks, Calif. [u.a.] : Sage Publ., 1997 Online-Ressource (DE-627)345570944 (DE-600)2075289-1 (DE-576)276557352 1552-7808 nnns In Journal of studies in international education Bd. 20 (2016) H. 2, S. 184-204 1028-3153 1552-7808 https://doi.org/10.1177/1028315315595703 Resolving-System Volltext GBV_USEFLAG_U GBV_ILN_1021 ISIL_DE-B2044 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2125 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2145 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2190 GBV_ILN_2193 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2705 GBV_ILN_2889 GBV_ILN_2890 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 AR 1021 01 4021 3609897635 00 --%%-- --%%-- f --%%-- n 07-11-19 1021 00 DE-B2044 00 Mobilität 1021 00 DE-B2044 01 Mobilitätsförderung 1021 00 DE-B2044 02 Auslandsstudium 1021 00 DE-B2044 03 Hindernis 1021 00 DE-B2044 04 ERASMUS (Förderung der Mobilität von Hochschulstudenten) 1021 00 DE-B2044 05 Europa |
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10.1177/1028315315595703 doi (DE-627)1692728342 (DE-599)KXP1692728342 DE-627 ger DE-627 rakwb eng Similar Students and Different Countries? An Analysis of the Barriers and Drivers for Erasmus Participation in Seven Countries 2016 1 Online-Ressource Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Literaturangaben Increasing participation in the Erasmus study abroad program in Europe is a clear policy goal, and student-reported barriers and drivers are regularly monitored. This article uses student survey data from seven countries to examine the extent to which student-level barriers can explain the considerable cross-country variation in Erasmus participation rates. We observe remarkable similarities between countries with respect to how barriers cluster for students and what barriers characterize non-participants compared with participants. The study confirms that home ties and lack of interest are most robust predictors for non-participation. Data on student-level barriers and motivations, however, give surprisingly little information to explain why students in some countries are considerably more active participants. For further understanding, we need to study more how national and institutional policies and context influence students' decision making and help them overcome perceived barriers to mobility. (HoF/text adopted) englisch englische Zusammenfassung Wit, Hans de verfasserin aut Huisman, Jeroen verfasserin aut Beerkens, Maarja verfasserin aut Souto-Otero, Manuel verfasserin aut In Journal of studies in international education Thousand Oaks, Calif. [u.a.] : Sage Publ., 1997 Online-Ressource (DE-627)345570944 (DE-600)2075289-1 (DE-576)276557352 1552-7808 nnns In Journal of studies in international education Bd. 20 (2016) H. 2, S. 184-204 1028-3153 1552-7808 https://doi.org/10.1177/1028315315595703 Resolving-System Volltext GBV_USEFLAG_U GBV_ILN_1021 ISIL_DE-B2044 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2125 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2145 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2190 GBV_ILN_2193 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2705 GBV_ILN_2889 GBV_ILN_2890 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 AR 1021 01 4021 3609897635 00 --%%-- --%%-- f --%%-- n 07-11-19 1021 00 DE-B2044 00 Mobilität 1021 00 DE-B2044 01 Mobilitätsförderung 1021 00 DE-B2044 02 Auslandsstudium 1021 00 DE-B2044 03 Hindernis 1021 00 DE-B2044 04 ERASMUS (Förderung der Mobilität von Hochschulstudenten) 1021 00 DE-B2044 05 Europa |
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10.1177/1028315315595703 doi (DE-627)1692728342 (DE-599)KXP1692728342 DE-627 ger DE-627 rakwb eng Similar Students and Different Countries? An Analysis of the Barriers and Drivers for Erasmus Participation in Seven Countries 2016 1 Online-Ressource Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Literaturangaben Increasing participation in the Erasmus study abroad program in Europe is a clear policy goal, and student-reported barriers and drivers are regularly monitored. This article uses student survey data from seven countries to examine the extent to which student-level barriers can explain the considerable cross-country variation in Erasmus participation rates. We observe remarkable similarities between countries with respect to how barriers cluster for students and what barriers characterize non-participants compared with participants. The study confirms that home ties and lack of interest are most robust predictors for non-participation. Data on student-level barriers and motivations, however, give surprisingly little information to explain why students in some countries are considerably more active participants. For further understanding, we need to study more how national and institutional policies and context influence students' decision making and help them overcome perceived barriers to mobility. (HoF/text adopted) englisch englische Zusammenfassung Wit, Hans de verfasserin aut Huisman, Jeroen verfasserin aut Beerkens, Maarja verfasserin aut Souto-Otero, Manuel verfasserin aut In Journal of studies in international education Thousand Oaks, Calif. [u.a.] : Sage Publ., 1997 Online-Ressource (DE-627)345570944 (DE-600)2075289-1 (DE-576)276557352 1552-7808 nnns In Journal of studies in international education Bd. 20 (2016) H. 2, S. 184-204 1028-3153 1552-7808 https://doi.org/10.1177/1028315315595703 Resolving-System Volltext GBV_USEFLAG_U GBV_ILN_1021 ISIL_DE-B2044 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2036 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2093 GBV_ILN_2098 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2125 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2145 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2190 GBV_ILN_2193 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2705 GBV_ILN_2889 GBV_ILN_2890 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 AR 1021 01 4021 3609897635 00 --%%-- --%%-- f --%%-- n 07-11-19 1021 00 DE-B2044 00 Mobilität 1021 00 DE-B2044 01 Mobilitätsförderung 1021 00 DE-B2044 02 Auslandsstudium 1021 00 DE-B2044 03 Hindernis 1021 00 DE-B2044 04 ERASMUS (Förderung der Mobilität von Hochschulstudenten) 1021 00 DE-B2044 05 Europa |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">1692728342</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20200210110747.3</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">200210s2016 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1177/1028315315595703</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)1692728342</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)KXP1692728342</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Similar Students and Different Countries?</subfield><subfield code="b">An Analysis of the Barriers and Drivers for Erasmus Participation in Seven Countries</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2016</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Literaturangaben</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Increasing participation in the Erasmus study abroad program in Europe is a clear policy goal, and student-reported barriers and drivers are regularly monitored. This article uses student survey data from seven countries to examine the extent to which student-level barriers can explain the considerable cross-country variation in Erasmus participation rates. We observe remarkable similarities between countries with respect to how barriers cluster for students and what barriers characterize non-participants compared with participants. The study confirms that home ties and lack of interest are most robust predictors for non-participation. Data on student-level barriers and motivations, however, give surprisingly little information to explain why students in some countries are considerably more active participants. For further understanding, we need to study more how national and institutional policies and context influence students' decision making and help them overcome perceived barriers to mobility. 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1021 00 DE-B2044 00 Mobilität 1021 00 DE-B2044 01 Mobilitätsförderung 1021 00 DE-B2044 02 Auslandsstudium 1021 00 DE-B2044 03 Hindernis 1021 00 DE-B2044 04 ERASMUS (Förderung der Mobilität von Hochschulstudenten) 1021 00 DE-B2044 05 Europa Similar Students and Different Countries? An Analysis of the Barriers and Drivers for Erasmus Participation in Seven Countries |
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1021 Mobilität 1021 Mobilitätsförderung 1021 Auslandsstudium 1021 Hindernis 1021 ERASMUS (Förderung der Mobilität von Hochschulstudenten) 1021 Europa |
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1021 Mobilität 1021 Mobilitätsförderung 1021 Auslandsstudium 1021 Hindernis 1021 ERASMUS (Förderung der Mobilität von Hochschulstudenten) 1021 Europa Similar Students and Different Countries? An Analysis of the Barriers and Drivers for Erasmus Participation in Seven Countries |
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1021 Mobilität 1021 Mobilitätsförderung 1021 Auslandsstudium 1021 Hindernis 1021 ERASMUS (Förderung der Mobilität von Hochschulstudenten) 1021 Europa |
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Similar Students and Different Countries? An Analysis of the Barriers and Drivers for Erasmus Participation in Seven Countries |
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Similar Students and Different Countries? An Analysis of the Barriers and Drivers for Erasmus Participation in Seven Countries |
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Wit, Hans de |
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An Analysis of the Barriers and Drivers for Erasmus Participation in Seven Countries |
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similar students and different countries?an analysis of the barriers and drivers for erasmus participation in seven countries |
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Similar Students and Different Countries? An Analysis of the Barriers and Drivers for Erasmus Participation in Seven Countries |
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Increasing participation in the Erasmus study abroad program in Europe is a clear policy goal, and student-reported barriers and drivers are regularly monitored. This article uses student survey data from seven countries to examine the extent to which student-level barriers can explain the considerable cross-country variation in Erasmus participation rates. We observe remarkable similarities between countries with respect to how barriers cluster for students and what barriers characterize non-participants compared with participants. The study confirms that home ties and lack of interest are most robust predictors for non-participation. Data on student-level barriers and motivations, however, give surprisingly little information to explain why students in some countries are considerably more active participants. For further understanding, we need to study more how national and institutional policies and context influence students' decision making and help them overcome perceived barriers to mobility. (HoF/text adopted) Literaturangaben |
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Increasing participation in the Erasmus study abroad program in Europe is a clear policy goal, and student-reported barriers and drivers are regularly monitored. This article uses student survey data from seven countries to examine the extent to which student-level barriers can explain the considerable cross-country variation in Erasmus participation rates. We observe remarkable similarities between countries with respect to how barriers cluster for students and what barriers characterize non-participants compared with participants. The study confirms that home ties and lack of interest are most robust predictors for non-participation. Data on student-level barriers and motivations, however, give surprisingly little information to explain why students in some countries are considerably more active participants. For further understanding, we need to study more how national and institutional policies and context influence students' decision making and help them overcome perceived barriers to mobility. (HoF/text adopted) Literaturangaben |
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Increasing participation in the Erasmus study abroad program in Europe is a clear policy goal, and student-reported barriers and drivers are regularly monitored. This article uses student survey data from seven countries to examine the extent to which student-level barriers can explain the considerable cross-country variation in Erasmus participation rates. We observe remarkable similarities between countries with respect to how barriers cluster for students and what barriers characterize non-participants compared with participants. The study confirms that home ties and lack of interest are most robust predictors for non-participation. Data on student-level barriers and motivations, however, give surprisingly little information to explain why students in some countries are considerably more active participants. For further understanding, we need to study more how national and institutional policies and context influence students' decision making and help them overcome perceived barriers to mobility. (HoF/text adopted) Literaturangaben |
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Similar Students and Different Countries? |
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| score |
7.399688 |