Being forced? Getting far? Speaking the language? What matters in the process of going abroad as a student?
Student mobility is a common phenomenon in Luxembourg, as almost every student spends a period abroad before graduating. Based on material from this “hyper-mobile” academic context, we will focus on the first phase of going abroad. First, we will analyse how the idea to study abroad is related to d...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Centre for Economic and Regional Studies Eötvös Lóránd Research Network
2017-11-01
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| Series: | Tér és Társadalom |
| Subjects: | |
| Online Access: | https://tet.rkk.hu/index.php/TeT/article/view/2889 |
| _version_ | 1818214510258814976 |
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| author | Kmiotek-Meier Emilia Karl Ute Fazekas Fanni Dabasi-Halász Zsuzsanna Doszpoly Petronella Lipták Katalin |
| author_facet | Kmiotek-Meier Emilia Karl Ute Fazekas Fanni Dabasi-Halász Zsuzsanna Doszpoly Petronella Lipták Katalin |
| author_sort | Kmiotek-Meier Emilia |
| collection | DOAJ |
| description |
Student mobility is a common phenomenon in Luxembourg, as almost every student spends a period abroad before graduating. Based on material from this “hyper-mobile” academic context, we will focus on the first phase of going abroad. First, we will analyse how the idea to study abroad is related to different notions of forced or non-forced mobility. Second, we will turn to the choice of destination, focussing on geographical distance and language distance between the country of origin and the place of destination. Geographical distance is not a goal as such but is a proxy for other dimensions, e.g. greater distance can be equated with a wish to try out new things and start a new life phase while shorter distance emphasises strong embeddedness in pre-existing social ties and obligations. In terms of language, students mostly choose countries where one of Luxembourg’s official languages is spoken (either because they have mastered it or because they would like to improve it for professional reasons), and countries where an additional language can be learnt or practised. Our results show that studying abroad is not the decision of a moment, but rather a process embedded in students’ past, present and future as well as in their social surroundings.
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| first_indexed | 2024-12-12T06:21:20Z |
| format | Article |
| id | doaj.art-dfa711691bb54d5d99f9f393d9b3e384 |
| institution | Directory Open Access Journal |
| issn | 0237-7683 2062-9923 |
| language | English |
| last_indexed | 2024-12-12T06:21:20Z |
| publishDate | 2017-11-01 |
| publisher | Centre for Economic and Regional Studies Eötvös Lóránd Research Network |
| record_format | Article |
| series | Tér és Társadalom |
| spelling | doaj.art-dfa711691bb54d5d99f9f393d9b3e3842022-12-22T00:34:54ZengCentre for Economic and Regional Studies Eötvös Lóránd Research NetworkTér és Társadalom0237-76832062-99232017-11-0131410.17649/TET.31.4.2889Being forced? Getting far? Speaking the language? What matters in the process of going abroad as a student?Kmiotek-Meier Emilia0Karl Ute1Fazekas FanniDabasi-Halász ZsuzsannaDoszpoly PetronellaLipták KatalinUniversity of LuxembourgUniversity of Luxembourg Student mobility is a common phenomenon in Luxembourg, as almost every student spends a period abroad before graduating. Based on material from this “hyper-mobile” academic context, we will focus on the first phase of going abroad. First, we will analyse how the idea to study abroad is related to different notions of forced or non-forced mobility. Second, we will turn to the choice of destination, focussing on geographical distance and language distance between the country of origin and the place of destination. Geographical distance is not a goal as such but is a proxy for other dimensions, e.g. greater distance can be equated with a wish to try out new things and start a new life phase while shorter distance emphasises strong embeddedness in pre-existing social ties and obligations. In terms of language, students mostly choose countries where one of Luxembourg’s official languages is spoken (either because they have mastered it or because they would like to improve it for professional reasons), and countries where an additional language can be learnt or practised. Our results show that studying abroad is not the decision of a moment, but rather a process embedded in students’ past, present and future as well as in their social surroundings. https://tet.rkk.hu/index.php/TeT/article/view/2889student mobilityforced mobilitycountry of destinationlanguageLuxembourg |
| spellingShingle | Kmiotek-Meier Emilia Karl Ute Fazekas Fanni Dabasi-Halász Zsuzsanna Doszpoly Petronella Lipták Katalin Being forced? Getting far? Speaking the language? What matters in the process of going abroad as a student? Tér és Társadalom student mobility forced mobility country of destination language Luxembourg |
| title | Being forced? Getting far? Speaking the language? What matters in the process of going abroad as a student? |
| title_full | Being forced? Getting far? Speaking the language? What matters in the process of going abroad as a student? |
| title_fullStr | Being forced? Getting far? Speaking the language? What matters in the process of going abroad as a student? |
| title_full_unstemmed | Being forced? Getting far? Speaking the language? What matters in the process of going abroad as a student? |
| title_short | Being forced? Getting far? Speaking the language? What matters in the process of going abroad as a student? |
| title_sort | being forced getting far speaking the language what matters in the process of going abroad as a student |
| topic | student mobility forced mobility country of destination language Luxembourg |
| url | https://tet.rkk.hu/index.php/TeT/article/view/2889 |
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