Students’ Voice: The Analysis of their Mobility Experiences through Interviews
Article information:
Volume VIII 2024, No 1, Pages: 33-52
DOI: http://dx.doi.org/10.24193/JRHE.2024.1.2
Ester Latini, Internationalization of Didactics and Non-EU Mobility Unit, Sapienza University of Rome, Italy, email: ester.latini@uniroma1.it
Gabriella D’Ambrosio, Italian National Institute of Statistics, Italy, email: gabriella.dambrosio@uniroma1.it
Abstract: The European student mobility Erasmus+ Programme was first established in 1987 and, in 1999, the Bologna Declaration aimed to promote mobility as one of its main goals, focusing on intergovernmental cooperation in higher education. In recent years, the mobility process has become increasingly significant, with many individuals experiencing a mobility period abroad, improving knowledge, skills, and attitudes. Several international studies show how Erasmus+ mobility has positive effects on social and individual growth. This contribution focuses on the personal development of students from Sapienza University of Rome who spent a mobility period abroad in a non-EU country during the academic year 2019/2020 (last available data before the COVID-19 outbreak). Using content analysis, results show that personal development and adaptability to different contexts are facilitated by experiences abroad. Additionally, such experiences help in finding valuable jobs aligned with improved skills and competencies, creating opportunities for personal growth.
Keywords: outgoing students, Sapienza University of Rome, non-European mobility, internationalization, content analysis.
