Edited By Fred Dervin and Regis Machart
Why do Students Move? An Analysis of Mobility Determinants Among Italian Students
Twenty years from now you will be more disappointed by the things you didn’t do than by the ones you did do. So throw off the bowlines, sail away from the safe harbor. Catch the trade winds in your sails.
Explore. Dream. Discover. Mark Twain (1835–1910)
In recent years, intra-European student mobility has become a visible part of the European higher education landscape. It is often argued that the Bologna process, starting at the end of the nineties, has been a catalyst for student mobility, by installing uniform international systems such as the European Credit Transfer System (ECTS) and transparency in qualifications (Doyle et al., 2010). Despite the increased participation of European students in mobility schemes such as the well-known ERASMUS programme, those students who choose to explore new environments abroad still only represent a minority of the total student population enrolled in tertiary education. In 1987, at the start of the ERASMUS programme, the goal of the European Commission was to facilitate mobility and involve 10 per cent of all graduate students by 2010. However, this goal has not been met in most countries that participate in the ERASMUS programme. Nevertheless, at the Conference of European Ministers responsible for Higher Education in Leuven and Louvain-la-Neuve (Belgium), in April 2009, the ministers adopted a new Communication in which they set the ambitious goal of 20 per cent of all graduates having undertaken a study or training period abroad by 2020...
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