The recognition of a period of studies abroad as a determinant for learning mobility of female students of pedagogy
Introduction: The implementation of the Bologna Process has contributed to the rising level of recognition of qualifications and study periods in higher education. Consequently, the level of student mobility increased (e.g. Erasmus+). Current research shows, that the recognition of courses completed...
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| Format: | Article |
| Language: | English |
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Maria Curie-Skłodowska University, Lublin, Poland
2021-11-01
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| Series: | Lubelski Rocznik Pedagogiczny |
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| Online Access: | https://journals.umcs.pl/lrp/article/view/12375 |
| _version_ | 1798028739492184064 |
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| author | Mateusz Marciniak |
| author_facet | Mateusz Marciniak |
| author_sort | Mateusz Marciniak |
| collection | DOAJ |
| description | Introduction: The implementation of the Bologna Process has contributed to the rising level of recognition of qualifications and study periods in higher education. Consequently, the level of student mobility increased (e.g. Erasmus+). Current research shows, that the recognition of courses completed abroad is important, yet not crucial factor that impacts mobility.
Research Aim: The research aim is to determine the attitudes of university students towards the recognisability of study period abroad as challenge linked to mobility.
Method: The study was carried out in 2017-2019 at the Faculty of Educational Studies of Adam Mickiewicz University (AMU) in Poznan, Poland. The research sample were female students of pedagogy recruited to the Erasmus+ programme (N=50) and those not planning to participate in it (N=64). The study was conducted in the diagnostic-dependence model (auditorium survey method with questionnaire).
Results: Relatively more female students of pedagogy perceived the similarity between subjects at partner universities and AMU as a source of potential advantage (86%) rather than inconvenience of participating in Erasmus+ (57%). Individual completion of curriculum differences was identified as opportunity (78%) rather than threat (57%). The level of recognisability by home university was described as opportunity (70%) as frequently as inconvenience (71%). Considerably more students who did not plan mobility (compared to those recruited) indicated potential inconveniences within analysed factors.
Conclusion: For internationalisation strategies within “rebuilding” student mobility after COVID-19 pandemic, it may be important to intensify activities aimed at minimizing fears and inconveniences related to the recognition of courses completed during exchange. |
| first_indexed | 2024-04-11T19:14:15Z |
| format | Article |
| id | doaj.art-4ce5ca1299f04a0295ebb83c2130ea0c |
| institution | Directory Open Access Journal |
| issn | 0137-6136 |
| language | English |
| last_indexed | 2024-04-11T19:14:15Z |
| publishDate | 2021-11-01 |
| publisher | Maria Curie-Skłodowska University, Lublin, Poland |
| record_format | Article |
| series | Lubelski Rocznik Pedagogiczny |
| spelling | doaj.art-4ce5ca1299f04a0295ebb83c2130ea0c2022-12-22T04:07:29ZengMaria Curie-Skłodowska University, Lublin, PolandLubelski Rocznik Pedagogiczny0137-61362021-11-0140326928610.17951/lrp.2021.40.3.269-2868878The recognition of a period of studies abroad as a determinant for learning mobility of female students of pedagogyMateusz Marciniak0Uniwersytet im. Adama Mickiewicza w PoznaniuIntroduction: The implementation of the Bologna Process has contributed to the rising level of recognition of qualifications and study periods in higher education. Consequently, the level of student mobility increased (e.g. Erasmus+). Current research shows, that the recognition of courses completed abroad is important, yet not crucial factor that impacts mobility. Research Aim: The research aim is to determine the attitudes of university students towards the recognisability of study period abroad as challenge linked to mobility. Method: The study was carried out in 2017-2019 at the Faculty of Educational Studies of Adam Mickiewicz University (AMU) in Poznan, Poland. The research sample were female students of pedagogy recruited to the Erasmus+ programme (N=50) and those not planning to participate in it (N=64). The study was conducted in the diagnostic-dependence model (auditorium survey method with questionnaire). Results: Relatively more female students of pedagogy perceived the similarity between subjects at partner universities and AMU as a source of potential advantage (86%) rather than inconvenience of participating in Erasmus+ (57%). Individual completion of curriculum differences was identified as opportunity (78%) rather than threat (57%). The level of recognisability by home university was described as opportunity (70%) as frequently as inconvenience (71%). Considerably more students who did not plan mobility (compared to those recruited) indicated potential inconveniences within analysed factors. Conclusion: For internationalisation strategies within “rebuilding” student mobility after COVID-19 pandemic, it may be important to intensify activities aimed at minimizing fears and inconveniences related to the recognition of courses completed during exchange.https://journals.umcs.pl/lrp/article/view/12375uznawalność okresu studiów za granicąproces bolońskimobilność edukacyjnamłodzież akademickainternacjonalizacja szkolnictwa wyższego |
| spellingShingle | Mateusz Marciniak The recognition of a period of studies abroad as a determinant for learning mobility of female students of pedagogy Lubelski Rocznik Pedagogiczny uznawalność okresu studiów za granicą proces boloński mobilność edukacyjna młodzież akademicka internacjonalizacja szkolnictwa wyższego |
| title | The recognition of a period of studies abroad as a determinant for learning mobility of female students of pedagogy |
| title_full | The recognition of a period of studies abroad as a determinant for learning mobility of female students of pedagogy |
| title_fullStr | The recognition of a period of studies abroad as a determinant for learning mobility of female students of pedagogy |
| title_full_unstemmed | The recognition of a period of studies abroad as a determinant for learning mobility of female students of pedagogy |
| title_short | The recognition of a period of studies abroad as a determinant for learning mobility of female students of pedagogy |
| title_sort | recognition of a period of studies abroad as a determinant for learning mobility of female students of pedagogy |
| topic | uznawalność okresu studiów za granicą proces boloński mobilność edukacyjna młodzież akademicka internacjonalizacja szkolnictwa wyższego |
| url | https://journals.umcs.pl/lrp/article/view/12375 |
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