In order to provide better support for students in higher education throughout a mobility experience, it is important to understand their point of view regarding stay abroad. This paper analyzes the responses of pre-departure, while-abroad, and upon-return students of different academic backgrounds (N = 990) to an open question that asked them to name the three most essential factors for making their stay abroad experience successful. This question was part of a wider online questionnaire distributed in Europe by the IEREST project (http://ierest-project.eu). A sequential mixed-method procedure identified six themes that were frequently cited: language and communication, social contacts, practicalities, personal development, academic advantages, and travel. This paper presents a more detailed analysis of the first three themes. It shows that although language proficiency was the single most frequently mentioned aspect, students attached particular importance to aspects of personal development (in particular with respect to openness) and social contacts (crucially including friendship). These findings informed the development of teaching materials within IEREST for supporting intercultural learning in the Erasmus context and may also be relevant to educators and researchers in various other study abroad contexts. KEYWORDSIEREST; language proficiency; personal development; social contacts; study abroad; student perceptions Per offrire assistenza agli studenti universitari nel corso dell'esperienza di mobilità, è importante capire il loro punto di vista sul soggiorno all'estero. Questo articolo si concentra su un gruppo di studenti (N = 990) iscritti a corsi di studio vari, che si trovavano in fasi diverse del percorso di mobilità al momento dello studio (alcuni non erano partiti, altri si trovavano all'estero, altri ancora erano già tornati). La domanda aperta posta loro chiedeva di menzionare i tre fattori che più di altri determinano il successo dell'esperienza all'estero. Questa domanda faceva parte di un questionario somministrato in Europa dal progetto IEREST (http://ierest-project.eu). Una procedura di analisi dei dati mista e sequenziale ha portato all'identificazione di sei temi: lingua e comunicazione, contatti sociali, questioni pratiche, sviluppo personale, vantaggi accademici, e viaggi. Questo articolo presenta in dettaglio l'analisi dei primi tre temi e mostra che, sebbene la competenza linguistica sia l'aspetto più menzionato, gli studenti attribuiscono particolare importanza allo sviluppo personale (all''apertura') e ai contatti sociali (tra cui le amicizie). All' interno di IEREST, questi risultati sono serviti a sviluppare materiali di educazione interculturale per studenti Erasmus, e ma possono offrire indicazioni utili anche in riferimento ad altri contesti di mobilità studentesca.
In this paper, I want to show where Adolf Reinach comes down on the question of conflicts of obligation. The aim is to look at whether Reinach's phenomenological realism of obligation holds its own against positions developed by Bernard Williams concerning the nature and import of obligations, and their capacity or incapacity to impinge upon each other and other moral and non-moral concerns. We shall see that even if Reinach turns out to succumb to pitfalls Williams identifies, he nonetheless verges upon agreement with Williams in more ways than one might expect. This result is significant because it shows that Reinach's phenomenological realism, in contrast to certain forms of moral realism, lays the foundations for what can be considered a heterontology of obligation and ethical concerns, which is presupposed by the experience of (moral) conflict in the first place.
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