Some results of the Erasmus Impact Study · Some results of the Erasmus Impact Study ... Erasmus...

Some results of the Erasmus

Impact Study

Uwe Brandenburg

CHE Consult GmbH |February 2015

Who did EIS?

Service Contract signed with the European Commission

EAC-2012-0545

ACA 2015 | Uwe Brandenburg I CHE Consult

What was the focus of EIS?

Impact of ERASMUS on

employability of students

Impact of ERASMUS on the

internationalisation of the

HEIs


What is the most innovative aspect of EIS?

Usual surveys often:

• Only ask one or two target groups

• Are based on rather small samples

• Only ask for the perception of individuals

• Are either quantitative or qualitative

• Make assumptions from perceptions towards real

outcomes

EIS:

• Asked 5 different target groups

• Has the largest sample ever

• Combines quantitative and qualitative

• Relates for the first time facts to perceptions and

personality traits via...


• Existing tools and mechanisms

• Compulsory reports

• Satisfaction surveys

• Control of academic results – transcripts of records, number of ECTS

• Qualitative questions based on perceptions and assumptions of students – we ask students „What do you think?“ „How do you evaluate?“

• Does mobility really results into a positive learning experience for participating students?

• How students change during a stay abroad?

• Can we do something to help them benefit more from a stay abroad?

How to evaluate and measure


What is the most innovative aspect of EIS?

• is a tool developed and owned by

CHE Consult

• the original tool

• is for individual universities

• is provided in 8 languages

• contains 10 different factors

• has been used by 40+ HEIs

• was adapted to the needs of EIS

memo©


Decisiveness

The memo© factors used in EIS

Curiosit

y

Confidence Tolerance

Problem-solving

Self-

Awareness


The results for the staff

are at least as interesting!

Usual focus on student results but...


Erasmus has a lot of positive impact...

85% feel strong bond

with Europe (compared

to 69% among

nonmobiles)

Up to 96% claim to

have improved their

competences,

especially but not only

social competences



81% observed beneficial

effects on the quality of

teaching and on multi-

disciplinary and cross-

organisational cooperation in

teaching

70%+ said most important

aspect of mobility was increase

in knowledge of good

practices and skills to the

benefit of their home HEI



Intensive Programmes considered

particularly effective by HEIs and staff

(90%+), esp. with regard to

internationalisation curriculum, raising

awareness of internationalisation and

increasing research cooperation

92% saw effects on

international

cooperation, and 69%

observed a positive impact

on research opportunities.



90%+ of HEIs regard staff mobility as

an effective means of achieving major

objectives (e.g. motivation of students

and staff to go abroad,

internationalisation at home, promotion

of new pedagogical methods,

enrichment of course offerings

In many countries, Erasmus

programme currently seems to

represent only possibility for

teachers to travel abroad.



Strong consensus among interviewees

confirming positive impact of the

Erasmus programme on development

of teaching methods and cooperation in

research

Several academic staff members stated

that stay in different national and

academic context forced to reflect on,

revise and further develop teaching

methods


Academics also voiced a general

complaint concerning lack of academic,

institutional and curricular recognition of

staff exchanges

There are also major problems...


In contrast to support for students,

organisational framework for staff less

developed



Although 89% of HEIs considered

financial support for academic staff

mobility important, only 67% had

implemented such support



A minority of HEIs have more concrete

incentives in place

Only 25% stated that they provided a

top-up grant



A third of the HEIs claimed that a reliable

substitution of teaching staff abroad was

ensured



Many teaching staff expressed feeling

that involvement in such activities would

not be highly valued at their home HEI



In some countries, lack of capacity for

support services may even be bottleneck

in further expansion of mobility

programmes



Main challenge in reaching target (20% of HE students mobile during

their studies by 2020) will be to motivate students who are less likely

to go abroad

Why is staff mobility so relevant?

As memo© factors showed, willingness to go abroad is

predetermined by predispositions of individuals.

In order to make more non-mobile students become mobile, change

of mindset will therefore be necessary.

For this, internationalisation at home will be essential and this will

depend on experience and knowledge of academic and non-

academic mobile staff

It is therefore of utmost importance that staff mobility will be

included among top priorities of internationalisation strategies

of HEIs.


Higher Education is becoming norm, i.e. share of non-traditional

students is and will increase


Thank you for your attention.

In case you want to contact us:

[email protected]

Some results of the Erasmus Impact Study · Some results of the Erasmus Impact Study ... Erasmus...

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