Epidemiología de la osteoporosis en la AR

Why do students choose to go abroad and what do they expect from the pe- riod abroad? There is plenty of literature on student motives for international mobility periods as part of studies, which shows that personal, academic and career related motives are all involved in a decision to go abroad. Being exposed to another culture, learning a new language, getting new perspec- tives on studies and experiencing another academic environment, improving career prospects and the possibility for self-development are all strong moti- vators that most outgoing students share. However, amongst these, the mo- tives related to experiencing another culture and personal development often seem to be the most important reasons to study abroad (e.g. CIMO, Swedish Council for Higher Education, & Norwegian Centre for International Coopera- tion in Education, 2013; Krzaklewska, 2008; Maiworm & Teichler, 2002). According to our findings, students’ motivation for embarking on an inte- grated study abroad period taking place in the form of a mobility window do not differ notably from the motives for opting for a typical exchange. During the site visits we asked students in the programmes with mobility windows to

indicate reasons for going abroad, as well as their expectations on the study abroad period. The students provided similar feedback for both motives and expectations. Therefore, these two questions are integrated below. The most frequently mentioned motives and expectations are presented below: Culture related motives and expectations

This can refer to interest in one specific area or country a student wants to get to know better or to a more unspecified interest in discovering new cultures in general.

Language learning

This motive can refer to improving language proficiency in general, improv- ing the proficiency in the language of the host country or improving English language proficiency. Language learning is often combined with the cultural motivation mentioned above.

Personal development, broadening one’s mind, gaining experience

This motive involved many different ways of articulating the expectation that going to a foreign country was beneficial for the outgoing student’s personal development. Students expected to gain new experiences, to be introduced to new situations, to visit different places and to confront different opinions and ideas. They also expected that this would lead to personal growth and a broadening of their minds. Issues related to personal development were most frequently mentioned in the interviews.

Academic and study related motives and expectations

Academic motives and expectations can also be of different kinds. Mostly students expected to experience different kinds of learning environments, develop different approaches and viewpoints to their studies. In some cases, they reported being interested in one particular course or a field of speciali- sation available at the host university. Some students stated more practical expectations. For example, they expected to benefit from good teaching, proceed in their studies, earn credits, and get their studies recognised. Future career prospects and professional development

Career prospects and job-related expectations and motives were also often mentioned. The students expected the experience abroad to help them find a good job after their studies and to broaden their employment possibilities. They also hoped that the time abroad would be beneficial for their profes- sional development. Some students mentioned more concrete expectations like the possibility to combine theoretical studies with a practical internship.

Networking

The social part of studying abroad was also found to be important for the students. They expected to make new friends and be able to build new net- works abroad.

Furthermore, the students mentioned the following reasons: • realisation of a long-standing plan/wish;

• mobility is a mandatory part of the study programme; • mobility is fun;

• mobility offers a possibility to live away from (parents’) home;

• good financial support for the mobility period made mobility attractive; • support and promotion from the teachers made mobility opportunities

attractive; and

• convincing and intensive preparatory courses made mobility attractive. Only few students shared their motives for not going abroad.

A few students voiced their concerns about study abroad. This indicates that even if many students are used to being internationally mobile, study abroad can still cause extra stress and concern for a number of students. The stu- dents were concerned about:

• difficulties in adapting to a new city/country;

• difficulties in practical arrangements, e.g. organising accommodation; and

• managing in the new learning environment at a host university.

We also encountered cases of previously mobile students who were not in- terested in additional mobility experiences any more. One reason for avoiding an additional mobility experience, i.e. an optional study abroad period (in a situation where the student already had one mandatory mobility period) was the fact that the student had created connections to the local industry and wanted to keep these contacts. Another reason for choosing not to further go abroad in the case of an Erasmus Mundus double degree programme student was the tight timetable and difficulties in practical arrangements. In those cases when a student has already made several shifts between various countries during the studies, it could be more convenient and also more effi- cient for him or her to stay in one university a bit longer, rather than arranging visa, accommodation and other practicalities once again.

Furthermore, several students reported that they did not have any specific expectations about the mobility period or simply expected their studies and life to go on as before.

Most of the interviewed mobile students pointed out that their positive ex- pectations were well met – or that the mobility period was even better than they had expected. Anticipated difficulties were usually proven wrong or overcome. On the whole, the formerly mobile students considered mobil- ity a very positive experience. In some individual cases, expectations were not met and there was disappointment. In these cases, the student was not able to meet locals or to use the local language as much as expected. Other cited reasons for disappointment were unsatisfying housing conditions in the host country and the quality of the course content in a host university. In one study programme students also reported that they might have had unrealistic expectations about the relevance of international mobility experience for the labour market.

There are no clear differences in expectations between the students in pro- grammes with different types of mobility windows. The expectations related to personal development, cultural aspects, academic matters and career pros- pects seem to be equally relevant for the different types of mobility windows.

6. Integrating mobility windows into the

curriculum

Irma Garam Centre for International Mobility