Erasmus Mobility Impact on Professional Training and Personal Development of Students Beneficiaries

Abstract

The objective of this study is to analyze the participants' views on the impact of the Erasmus program on professional training and personal development of participants, highlighting the effects of the Erasmus mobility on student participants (educational level, professional, cultural, interpersonal, etc.). The participants in this study were 89 students of technical universities participating in the Erasmus mobility. The research involved a survey based on a questionnaire centered on the educational/vocational impact, cultural impact, and the relational impact of the Erasmus mobility on the personal and professional development of students/beneficiaries. The results show that an Erasmus mobility stimulate the acquisition of a social and cultural capital, acquisitions hard to gain in an otherwise normal context of life.

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“…The previous researches, which were made by made by L. Dolga, C. Mazilescu, H. Filipescu (2015) are devoted to Erasmus mobility impact on professional training and personal development of students beneficiaries. V.A.…”

“…One of such qualities of a young specialist today is their professional mobility, which allows a person to change their professional activity or change its direction in conditions of the labor market instability and economic processes in modern society. Mobility is one of the main indicators of professional and social relevance of the subject, it acts simultaneously as a value-semantic formation and as a type of personality response to various situations in changing living conditions (Dolga, Mazilescu & Filipescu, 2015;Simoes et al, 2017;Rudenko et al, 2018;Tastan et al, 2018;. In the modern works of domestic researchers, various approaches to the concept and its structure are displayed, as well as the essential characteristics and methods of their formation in higher education.…”

Developing (new) language skills through student mobility - the impact of an Erasmus+ experience

“…Also, the impact on developing a supranational, European, sense of identification has been intensely discussed (King and Ruiz-Gelices, 2003;Sigalas, 2010;Wilson, 2011;Van Mol, 2013, ). Other aspects, such as the impact on personal development (Dolga et al, 2014) or the influence in developing the so called soft skills or transversal skills (Jacobone et al, 2015;Abermann and Tabuenca-Cuevas, 2016) have not been ignored in the literature.…”

The role of English as a Lingua Franca in European projects: The case of the RSGAE project

“…These interactions, together with students' mobility and internationalization, have had a great impact in the conception and use of other languages. One instance is the emergence of Languages for Specific Purposes (LSP), motivated by the practical need for standardization of terminology (De Rycker, Buyse, & Vangehuchten, 2011) in order to achieve efficient international scientific and professional communication. Although its initiation has been dated in the early 60s with the fast development of industry, science and technology (Huckin, 2003), nowadays, LSP still refers to those linguistic manifestations that are specialized in form, content and use (De Rycker et al, 2011).…”

“…While it is true that a significant amount of studies have contributed to better understand and analyse the impact of these programmes and the role of English as a Lingua Franca (ELF) in personal, academic and professional settings (Crawford Camiciottoli, 2010;Marin, 2014;Dolga, Filipescu, Popescu-Mitroi, & Mazilescu, 2015;Bryła, 2015;Endes, 2015), very few have characterized the projects and materials used to promote mobility and other European languages, as well as the conditions in which English is used to facilitate cross-cultural communication among students and professionals in the EU. Therefore, the case study in this paper will refer to the role of English as a Lingua Franca as a tool to promote multilingualism and facilitate communication among speakers of different European languages.…”