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Erasmus+ mobility : empirical insights into Erasmus+ tourists' behaviour
Miha Lesjak, Emil Juvan, Eva Podovšovnik, 2020, original scientific article

Abstract: Erasmus+ students represent a large sub-segment of educational tourists, making this segment an attractive market for universities as well as destination marketing organisations. Unfortunately, very little is known about Erasmus+ students' travel behaviour; hence the present study aims at extending empirically supported knowledge about travel behaviour of students during their Erasmus+ mobility. Data was collected via an online survey among all Erasmus+ enrolling students in the academic year 2016/17 in Slovenia. The results show that 93% of the participants travelled during theirmobility. The level of studies aswell as gender affect students' travel behaviour, making the two characteristics immediately useful attributes when targeting Erasmus+ travellers. Based on perceived destination attributes, male students predominantly seek cities with attractive nightlife but female students look for easily accessible cities, which are safe and offer attractive cultural sites. These findings suggest that tourism providers, destination tourism organisations and universities should work hand in hand when designing personalised tourism experiences and their promotion among Erasmus+ students. This is crucial during the phase of planning Erasmus+ mobility, when students choose their destination and host university, as well as during students' Erasmus+ mobility, because Erasmus + students travel during their student mobility.
Keywords: Erasmus+ mobility, education, international students, destination attributes, tourist behaviour
Published in DKUM: 26.01.2024; Views: 277; Downloads: 17
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Preparing students for mobility in vocational education and training
Tina Rajhman, 2019, master's thesis

Abstract: The following master’s thesis focuses on preparing students on mobility in vocational education and training. The focus lies on English for specific purposes which is an integral part of English in technical secondary and vocational technical education. The thesis also concentrates on exchange programmes and their effects on students’ L2 and communicative competences. The above-mentioned educational programmes have to focus on both general English as well as English for specific purposes because the students need the knowledge at school, during the vocational training and later at work. The EU helps promoting language diversity by financing various international mobility programmes. The following MA thesis focuses on Erasmus+ which supports education and training at all levels and helps the schools send vocational education and training learners abroad. As proven by various studies, mobility has a beneficial effect on students’ English and communication skills. The case study included seven students attending upper-secondary programmes at the school centre Škofja Loka. The purpose of the study was to analyse the influence of the students’ vocational training abroad on their foreign language competences and to see whether students’ communicative competences improved during the vocational training abroad. The results were used to prepare helpful language exercises for future Erasmus+ students. According to students’ answers, a four-week exchange period is long enough for both weaker as well as more advanced students to make progress in English. All of them also confirmed that the most used language skills during the mobility were speaking and listening. For that reason, the practical part of the MA thesis presents four examples of exercises focusing on woodworking vocabulary, listening and speaking.
Keywords: mobility, exchange programme, Erasmus+, vocational education and training, English for specific purposes, communicative competences
Published in DKUM: 19.07.2019; Views: 1777; Downloads: 110
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