Dr. Eva Maria Vögtle

Zahlreiche Vorteile werden mit studienbezogenen Erfahrungen im Ausland in Verbindung gebracht, wie z. B. Beschäftigungsfähigkeit, Lohnzuwachs und Soft Skills. Daher ist das Thema der internationalen Studentenmobilität eng mit Fragen der Chancengleichheit und des Zugangs zur Hochschulbildung verbunden. Dieses Kapitel legt einen besonderen Schwerpunkt auf die Unterschiede in den Mobilitätsraten nach Geschlecht, Studienrichtung und Art der Hochschuleinrichtung. Für die Analyse der Credit-mobilen Studierenden werden die Daten von Eurostudent herangezogen, und es wird zwischen der im Rahmen von Studiengängen organisierten Mobilität und unabhängig organisierten kurzfristigen Mobilitätsphasen unterschieden.

This article investigates the link between countries’ level of democracy and their ability to attract degree-mobile students from abroad. The network of international student mobility is analyzed for the time span between 2000 and 2009 in a cross-sectional manner, focusing on OECD and member countries of the European Higher Education Area (EHEA). Using Social Network Analysis and Exponential Random Graph Modelling, the study demonstrates that ties are more frequent when both countries in a dyad have either low or high levels of democracy, i. e., when there is homophily with regard to their democracy level. However, this applies only when the receiving country is economically wealthy

This contribution investigates students’ time budget across 28 European Higher Education Area member countries from a (descriptive) comparative perspective and it provides an in-depth analysis for Hungarian students. Whether students spend more time in direct interaction with teaching staff, or studying on their own, reflects the varying requirements set by different types of higher education institutions, fields of study, and study programmes. Additionally, time investments vary among different groups of students

This article analyses the network of international student mobility (ISM) between OECD and European Higher Education Area (EHEA) member countries between 2000 and 2009. It aims at investigating the link between countries’ level of democracy and how this impacts on their ability to attract degree‐mobile students from abroad. Social Network Analysis (SNA) and Exponential Random Graph Modelling (ERGM) are used to show that the ties of student mobility occur more often when both countries in the dyad have either low or high levels of democracy and when the receiving country is also economically wealthy. The network is characterized by a core‐periphery structure where a few countries act as hubs with numerous strong ties

Every Bologna Process participant country has been called upon to set measurable targets for widening participation of underrepresented groups in higher education since 2009. Despite the repeated articulation of widening participation in higher education as an objective, a common European definition is not available, making it difficult to assess in a comparative manner whether targets in this policy area have been met. There is a need for extensive data collection and analysis on the basis of micro data in order to fully understand the inequalities in any given higher education system, as well as across national higher education systems.

The aim of this article is to provide a condensed, up-to-date overview of the Bologna Process with regard to structural characteristics, before embedding it into a discussion on processes on voluntary policy convergence and to which extent we should be able to find this kind of policy harmonisation in the realm of the Bologna Process. Related to this are questions why this, in principle, completely voluntary process of policy harmonisation, has appealed to so many countries and why they might or might not feel committed to the implementation of its policies and tools.

In view of the important role they will play in educating future generations, the Yerevan Communiqué (2015) defined students of education and teacher training as a relevant group with regard to cross-national student mobility. But what makes this group of students so different from the students in other fields of study? As the analyses in this Intelligence Brief demonstrate, enrolment abroad shares among students of education and teacher training are comparatively low across countries. Students of education and teacher training rate obstacles to enrolment abroad to be more deterring compared to the average across all students.

This short report presents a condensed overview of the EUROSTUDENT Synopsis of Indicators - the central publication of the project and the result of the collaboration of a European-wide network including researchers, data collectors, representatives of national ministries, and other stakeholders. It comprises data from student surveys conducted in 28 countries in the European Higher Education Area during the sixth round of the EUROSTUDENT project.
This overview provides selected findings on topics such as characteristics of student populations, transition into and within higher education, study, working, and living conditions as well as international student mobility.

In this paper, we investigate the impact of membership in the Bologna Process on patterns and driving forces of cross-national student mobility. Student exchange flows are analyzed for almost all Bologna Process member states and non-Bologna OECD members over a ten-year period (from 2000 to 2010). Based on social network analyses, we first visualize the exchange patterns between sampled countries. In doing so, we analyze the student exchange linkages to gain descriptive insights into the development of the network. Second, we use exponential random graph models (ERGM) to test which factors determine transnational student mobility.