Some results of the Erasmus Impact Study · Some results of the Erasmus Impact Study ... Erasmus...
Transcript of Some results of the Erasmus Impact Study · Some results of the Erasmus Impact Study ... Erasmus...
Who did EIS?
Service Contract signed with the European Commission
EAC-2012-0545
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What was the focus of EIS?
Impact of ERASMUS on
employability of students
Impact of ERASMUS on the
internationalisation of the
HEIs
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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...
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• 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
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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©
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Decisiveness
The memo© factors used in EIS
Curiosit
y
Confidence Tolerance
Problem-solving
Self-
Awareness
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The results for the staff
are at least as interesting!
Usual focus on student results but...
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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
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Erasmus has a lot of positive impact...
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
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Erasmus has a lot of positive impact...
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.
ACA 2015 | Uwe Brandenburg I CHE Consult
Erasmus has a lot of positive impact...
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.
ACA 2015 | Uwe Brandenburg I CHE Consult
Erasmus has a lot of positive impact...
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
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Academics also voiced a general
complaint concerning lack of academic,
institutional and curricular recognition of
staff exchanges
There are also major problems...
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In contrast to support for students,
organisational framework for staff less
developed
There are also major problems...
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Although 89% of HEIs considered
financial support for academic staff
mobility important, only 67% had
implemented such support
There are also major problems...
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A minority of HEIs have more concrete
incentives in place
Only 25% stated that they provided a
top-up grant
There are also major problems...
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A third of the HEIs claimed that a reliable
substitution of teaching staff abroad was
ensured
There are also major problems...
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Many teaching staff expressed feeling
that involvement in such activities would
not be highly valued at their home HEI
There are also major problems...
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In some countries, lack of capacity for
support services may even be bottleneck
in further expansion of mobility
programmes
There are also major problems...
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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.
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Higher Education is becoming norm, i.e. share of non-traditional
students is and will increase
ACA 2015 | Uwe Brandenburg I CHE Consult
Thank you for your attention.
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