Erasmus+ Higher Education Impact Study. Final Report.

Autor/inn/en	Gehlke, Anna; Basna, Kristyna
Sonst. Personen	Souto-Otero, Manuel (Proj.leit.)
Institution	Europäische Kommission
Titel	Erasmus+ Higher Education Impact Study. Final Report.
Quelle	Luxembourg: Amt für amtliche Veröffentlichungen der EU (2019), 341 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 149; Tabellen 25
Sprache	englisch
Dokumenttyp	online; Monographie
ISBN	978-92-76-03960-0
DOI	10.2766/162060
Schlagwörter	Auslandsstudium; Beruf; Bewertung; Planung; Karriere; Planung; Europäische Union; Beruf; Karriere; Europäische Hochschulkooperation; Auslandsstudium; Übergang Studium - Beruf; Europäisches Studienprogramm; Bewertung; Europäische Zusammenarbeit; Europäische Union; ERASMUS (Förderung der Mobilität von Hochschulstudenten)
Abstract	The impact study found that students who complete an Erasmus+ mobility for studying or training boost their employability skills, with a large majority (72%) saying it had been beneficial or highly beneficial in finding their first job. Their mobilities increased their technical, inter-personal and inter-cultural skills and competences, as well as their self-confidence, ability to achieve goals, and social and cultural openness.^40% of participants who went on a traineeship were offered jobs with the companies/ organisations in which they did their traineeship, and around 10% started their own company, with many more (75%) planning to do so in the future. Erasmus+ participants often change their study plans as a result of their mobility period and they have a clearer idea of what they want to do in their future careers after their period abroad. Those Erasmus+ participants who are in the labour market report to be happier in their jobs than non-Erasmus+ students. It is also more likely that their jobs will be abroad (23% of Erasmus+ students, compared to 15% in the case of non-Erasmus+ students) or have an international dimension. Erasmus+ also contributes to the creation of a European identity, with over 32% of Erasmus+ students identifying themselves only or primarily as European after completing their mobility period -compared to 25% before the mobility period. Erasmus+ students also embrace new learning methods, and more students plan to continue onto higher levels of learning than non-Erasmus+ students. (HoF/text adopted).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2019/4