•

Per A Nilsson

• International Director• Master of Arts from University

of Minnesota• Filosofie Licentiat from Umeå

University

Umeå University• A comprehensive University in

Northern Sweden• 33 000 students• 2 000 Professors and

Lectures/Researchers• Total 4 000 employees• Rank 27 on QS Top 50 under 50

GREAT EXPECTATIONS AMONG OUTBOUND SWEDISH EXCHANGE STUDENTS – A CASE FROM UMEÅ UNIVERSITY

Inbound & Outbound Students, Umeå University

2012

Outbound Students 263

Inbound Students 742

International Degree Students (studying for a whole program)

1007

What do exchange students expect?

• Cultural experiences, personal development and linguistic improvement

• Work and career opportunities (later in life)

• Academic expectations (better courses, good reputation of the HEI, etc.)

• Adventure and to experience something different

What do exchange students experience abroad?

• Many items are the same as for expectations

• But follow up studies often has an angle such as employability, income and status, academic achievements, life satisfaction etc.

A literature tips (1)

The Professional Value of ERASMUS Mobility. Final Report of the VALERA project.Bracht O., Engel C., Janson K., Over A., Schomburg H., & Teichler U. (2006). International Centre for Higher Education Research (INCHER-Kassel), University of Kassel, Kassel, Germany

Why & Why not? Why study abroad? Why reject studying abroad? Swedish students who have studied within the Erasmus Programme

Swedish students who have not been exchange students

To improve language skills (100%) Not prepared to interrupt studies (74%) To experience a different culture

(99%) Planning to travel/work abroad in the

future (68%) Have an interest in the study

destination/ country (98%) Not properly informed about studying

abroad (62%) To develop personally (97%) Not motivated (60%) To improve chances of getting a

job (94%) Do not want to leave family or partner

(55%) To gain experience from another

university (91%) Previously studied and/or worked

abroad (51%) The courses are not available at my

home university (30%) Not comfortable with my ability to

speak a foreign language (45%) Source: The Swedish International Programme Office for Education and Training 2002:7

A literature tips (2)

Barriers to International Student Mobility: Evidence From the Erasmus ProgramManuel Souto-Otero, Jeroen Huisman, Maarja Beerkens, Hans de Wit and SunCica Vuji C

EDUCATIONAL RESEARCHER 2013 42: 70

Research method

• A survey directed to outbound students when departing a follow-up six months later

• Off 143 students 57 answered both surveys

• The survey used is a self-constructed questionnaire

Results

• Showed to be experienced travels before studying abroad

• Student that could strongly benefit (Business School, Law School etc.)

• Want to study in an English speaking country or where many courses are taught in English

English speaking countries vs. Non-English speaking

• Students studying in a non-English speaking country; an international background, looking for an academic challenge, wanted to study at a university with a reputation, trusted their teachers recommendation

• Enrolled at an English speaking country less adventures, - a safe choice

Before vs. After

• Learning about another culture (+) +

• Learning another language (+) +

• An interesting academic Univ (+) +

• Change environment (+) +

• Exciting/Adventure + (+)

• Living in a warmer climate + (+)

• Easier to find a job + (+)

General Conclusions – Part 1

• A growing number of university students of today have become ‘mobile’

• But it seems to be a selection of students who study abroad

• Improvement of language skills, experience a different culture and to develop personally

• Swedish students express the desire to become more fluent in a language they already have good knowledge of (i.e. English), rather than a desire to learn a language of which they have limited or no knowledge

• English has become a global language, a lingua franca

General Conclusions – Part 2

• International organizations and employees seem to value intercultural competence among their employers.

• A global life-style experienced by young people of today gives them an international network and identity, which they also seem to appreciate.

• Although, there are some studies that indicate the extent of loneliness and/or isolation among international students

• It seems as career prospects improve after studying abroad, academic learning experiences less significant

• Mobile students seems more frequently to have jobs with international work assignments

Recommendations

• Mobility as a phenomenon is strongly supported by mobility programmes, cf. Erasmus+

• Focus the internationalization effort on local students and assist them to develop increased global competency

• Use the curriculum as a tool for internationalization

• Benchmark yourself with more institutions of higher education

• Focus and prioritize

• Review agreements

• Develop a broader base of responsibility

More recommendations

• Important to move beyond student mobility and to enhance the possibilities (joint degrees, double degrees, networking etc.)

• Improve coordination between different parts of the university

• Recruit faculty and staff with international experience and backgrounds

• Be open to ”outsiders”

Finally

This process need to be managed by the leadership of the university to become successful. Internationalization of education is a strategic tool for universities worldwide when it comes to branding and ranking, but not the least for the students and their training for working in international organizations, businesses and transnational projects.