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student mobility</title> <meta name="description" content="Search results for: Erasmus student mobility"> <meta name="keywords" content="Erasmus student mobility"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Erasmus student mobility"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3419</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Erasmus student mobility</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3419</span> The Role of Short-Term Study Abroad Experience on Intercultural Communication Competence </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zeynep%20Aksoy">Zeynep Aksoy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since global mobility of capital, information and people increase more and more, intercultural communication and management become a growing study field of investigating various aspects of the interaction between people from different cultural backgrounds. Human mobility, caused by several intentions from tourism to forced migration, often put people in facing communication barriers, issues or sometimes conflicts. This reality naturally enforces education institutions to develop international policies and programs for students in order to improve their intercultural experiences along with the educative objectives. Study-abroad programs, particularly the student exchanges in higher education provide an environment for participants to encounter with cultural differences. Therefore, international exchange programs (i.e. Erasmus Student Mobility, Global Exchange Program) are accepted to bring opportunities for intergroup contact, which may lead students to obtain new perspectives about the host culture, either in positive or negative ways, and new intercultural communication skills. This study aims to explore the role of short-term study abroad experience on intercultural communication competence with a qualitative approach. It attempts to reveal a comparative analysis, which is derived from two field studies conducted in Izmir (Turkey) and in Amsterdam (the Netherlands) in 2015 and 2016. They were both organized in two phases as pre-and-posttest to gain an insight into the changes (if any) in students’ attitudes and knowledge regarding the host culture, and their further motivations towards cross-cultural interactions. With this aim, focus group sessions and in-depth interviews have been taken place with participants at the beginning of their stay and at the end of the semester. The sample covers students mainly from Erasmus program (20 students in Izmir and 14 students in Amsterdam), and few from Global Exchange Program (5 students in Amsterdam). Data obtained from both studies were thematically analyzed and essential themes were identified within the framework of intercultural communication competence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erasmus%20student%20mobility" title="Erasmus student mobility">Erasmus student mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication%20competence" title=" intercultural communication competence"> intercultural communication competence</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20exchange" title=" student exchange"> student exchange</a>, <a href="https://publications.waset.org/abstracts/search?q=short-term%20study%20abroad" title=" short-term study abroad"> short-term study abroad</a> </p> <a href="https://publications.waset.org/abstracts/51037/the-role-of-short-term-study-abroad-experience-on-intercultural-communication-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51037.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3418</span> International Education Mobility Programs: Inclusive by Definition, Exclusive in Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mateusz%20Je%C5%BCowski">Mateusz Jeżowski</a>, <a href="https://publications.waset.org/abstracts/search?q=Jadwiga%20Fila"> Jadwiga Fila</a>, <a href="https://publications.waset.org/abstracts/search?q=Pawe%C5%82%20Poszytek"> Paweł Poszytek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This abstract summarizes the combined findings of several analyses carried out by the authors on the barriers to accessing international education mobility programs by people with fewer opportunities, especially those with a low level of cultural and social capital. Two flagship educational mobility initiatives of the European Union – the Erasmus+ Program and the European Solidarity Corps are aimed at equipping young people and participants of all ages with the qualifications and skills needed for their meaningful participation in a democratic society intercultural understanding and successful transition in the labour market. The heart of these programs is to come closer to people with fewer opportunities, including people with disabilities, migrants, as well as those facing socio-economic difficulties and displaying a low level of social and cultural capital. Still, people who participate in such initiatives usually demonstrate higher than average cultural and social capital, as understood by Pierre Bourdieu. First of all, the educational attainment of their parents is higher than the average. Secondly, they mostly live in large agglomerations, with good access to education and culture, which affects their foreign language skills as well as social and cultural competencies. Finally, participation in Erasmus+ Program or European Solidarity Corps is not their first educational mobility experience. It is therefore justified to state that their social and cultural capital, already high before taking part in Erasmus+ and European Solidarity Corps, becomes even higher once their international mobility activities have been over, at the expense of those people with fewer opportunities, who, in theory, could participate in those initiatives, nonetheless did not, for the following reasons: lack of sufficient information on such programs, financial obstacles or unappreciation of the value of international mobility. In their work, the authors will discuss what are, in the light of Bourdieu’s perception of social and cultural capital, the main obstacles for young people to participate in international mobility programs of the European Union and will offer comprehensive solutions rooted in their vast experience in management and implementation of Erasmus+ Program and European Solidarity Corps. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20capital" title="cultural capital">cultural capital</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20mobility" title=" educational mobility"> educational mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=Erasmus%2B" title=" Erasmus+"> Erasmus+</a>, <a href="https://publications.waset.org/abstracts/search?q=European%20solidarity%20corps" title=" European solidarity corps"> European solidarity corps</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusion" title=" inclusion"> inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title=" social capital"> social capital</a> </p> <a href="https://publications.waset.org/abstracts/152184/international-education-mobility-programs-inclusive-by-definition-exclusive-in-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152184.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3417</span> The Impact of International Student Mobility on Trade and Gross Domestic Product: The Case of China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasir%20Khan">Yasir Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The continued growth in international students coming to China for higher education had a significant positive impact on trade and GDP in China. Student mobility may expend trade with their country of origin, owing to superior knowledge, or preferential access to market opportunities. We test this hypothesis using Chinese trade data from 1999 to 2017. In fully-modify (OLS) and dynamic (OLS) testing estimation, we find that a 1.24 percent increase in student inward mobility is associated with a 1 percent increase in Chinese export trade. On the other hand, we find that a 1.18 percent increase in the student inward mobility to China is associated with a 1 percent increase in import trade. In addition, we find that a 1.13 percent increase in international student inward mobility is associated with a 1 percent increase in the GDP. The outcome suggests that international students have a strong influence on Gross Domestic Product (GDP), exports and imports trade. However, the study holds that the government should attach great attachment and importance to the role of international students in the export and import trade. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20student%20mobility" title="international student mobility">international student mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a>, <a href="https://publications.waset.org/abstracts/search?q=export" title=" export"> export</a>, <a href="https://publications.waset.org/abstracts/search?q=import" title=" import"> import</a>, <a href="https://publications.waset.org/abstracts/search?q=GDP" title=" GDP"> GDP</a>, <a href="https://publications.waset.org/abstracts/search?q=FMOLS" title=" FMOLS"> FMOLS</a>, <a href="https://publications.waset.org/abstracts/search?q=DOLS" title=" DOLS"> DOLS</a> </p> <a href="https://publications.waset.org/abstracts/101280/the-impact-of-international-student-mobility-on-trade-and-gross-domestic-product-the-case-of-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101280.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">218</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3416</span> Blended Intensive Programmes: A Way Forward to Promote Internationalization in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonja%20G%C3%B6gele">Sonja Gögele</a>, <a href="https://publications.waset.org/abstracts/search?q=Petra%20Kletzenbauer"> Petra Kletzenbauer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> International strategies are ranked as one of the core activities in the development plans of Austrian universities. This has led to numerous promising activities in terms of internationalization (i.e. development of international degree programmes, increased staff and student mobility, and blended international projects). The latest innovative approach in terms of Erasmus+ are so called Blended Intensive Programmes (BIP) which combine jointly delivered teaching and learning elements of at least three participating ERASMUS universities in a virtual and short-term mobility setup. Students who participate in BIP can maintain their study plans at their home institution and include BIP as a parallel activity. This paper presents the experiences of this programme on the topic of sustainable computing hosted by the University of Applied Sciences FH JOANNEUM. By means of an online survey and face-to-face interviews with all stakeholders (20 students, 8 professors), the empirical study addresses the challenges of hosting an international blended learning programme (i.e. virtual phase and on-site intensive phase) and discusses the impact of such activities in terms of internationalization and Englishization. In this context, key roles are assigned to the development of future transnational and transdisciplinary curricula by considering innovative aspects for learning and teaching (i.e. virtual collaboration, research-based learning). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internationalization" title="internationalization">internationalization</a>, <a href="https://publications.waset.org/abstracts/search?q=englishization" title=" englishization"> englishization</a>, <a href="https://publications.waset.org/abstracts/search?q=short-term%20mobility" title=" short-term mobility"> short-term mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20teaching%20and%20learning" title=" international teaching and learning"> international teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/154673/blended-intensive-programmes-a-way-forward-to-promote-internationalization-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154673.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3415</span> Impact of International Student Mobility on European and Global Identity: A Case Study of Switzerland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karina%20Oborune">Karina Oborune</a> </p> <p class="card-text"><strong>Abstract:</strong></p> International student mobility involves a unique spatio-temporal context and exploring the various aspects of mobile students’ experience can lead to new findings within identity studies. The previous studies have mainly focused on student mobility within Europe and its impact on European identity arguing that students who participate in intra-European mobility already feel European before exchange. Contrary to previous studies, in this paper student mobility is analyzed from different point of view. In order to see whether a true Europeanization of identities is taking place, it is necessary to contrast European identity with alternative supranational identity which could similarly result from student mobility and in particular a global identity. Besides, in the paper there is explored whether geographical constellation (host country continental location during mobility- Europe vs. outside of Europe) plays a role. Based on newly developed model of multicultural, social and socio-demographic variables there is argued that after intra-European mobility only global identity of students could be increased (H1), but the mobility to countries outside of Europe causes changes in European identity (H2). The quantitative study (survey, n=1440, 22 higher education institutions, experimental group of former and future/potential mobile students and control group of non-mobile students) was held in Switzerland where is equally high number of students who participate in intra-European and outside of Europe mobility. The results of multivariate linear regression showed that students who participate in exchange in Europe increase their European identity due to having close friends from Europe, as well as due to length of the mobility experience had impact, but students who participate in exchange outside of Europe increase their global identity due to having close friends from outside of Europe and proficiency in foreign languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20mobility" title="student mobility">student mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=European%20identity" title=" European identity"> European identity</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20identity" title=" global identity"> global identity</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20identity" title=" global identity"> global identity</a> </p> <a href="https://publications.waset.org/abstracts/22618/impact-of-international-student-mobility-on-european-and-global-identity-a-case-study-of-switzerland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22618.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">731</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3414</span> Erasmus+ Program in Vocational Education: Effects of European International Mobility in Portuguese Vocational Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Carlos%20Bronze">José Carlos Bronze</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlinda%20Leite"> Carlinda Leite</a>, <a href="https://publications.waset.org/abstracts/search?q=Ang%C3%A9lica%20Monteiro"> Angélica Monteiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The creation of the Erasmus Program in 1987 represented a milestone in promoting and funding international mobility in higher education in Europe. Its effects were so significant that they influenced the creation of the European Higher Education Area through the Bologna Process and ensured the program’s continuation and maintenance. Over the last decades, the escalating figures of participants and funds instigated significant scientific studies on the program's effects on higher education. More recently, in 2014, the program was renamed “Erasmus+” when it expanded into other fields of education, namely Vocational Education and Training (VET). Despite being now running in this field of education for a decade (2014-2024), its effects on VET remain less studied and less known, while the higher education field keeps attracting researchers’ attention. Given this gap, it becomes relevant to study the effects of E+ on VET, particularly in the priority domains of the Program: “Inclusion and Diversity,” “Participation in Democratic Life, Common Values and Civic Engagement,” “Environment and Fight Against Climate Change,” and “Digital Transformation.” This latter has been recently emphasized due to the COVID-19 pandemic that forced the so-called emergency remote teaching, leading schools to quickly transform and adapt to a new reality regardless of the preparedness levels of teachers and students. Together with the remaining E+ priorities, they directly relate to an emancipatory perspective of education sustained in soft skills such as critical thinking, intercultural awareness, autonomy, active citizenship, teamwork, and problem-solving, among others. Based on this situation, it is relevant to know the effects of E+ on the VET field, namely questioning how international mobility instigates digitalization processes and supports emancipatory queries therein. As an education field that more directly connects to hard skills and an instrumental approach oriented to the labor market’s needs, a study was conducted to determine the effects of international mobility on developing digital literacy and soft skills in the VET field. In methodological terms, the study used semi-structured interviews with teaching and non-teaching staff from three VET schools who are strongly active in the E+ Program. The interviewees were three headmasters, four mobility project managers, and eight teachers experienced in international mobility. The data was subjected to qualitative content analysis using the NVivo 14 application. The results show that E+ international mobility promotes and facilitates the use of digital technologies as a pedagogical resource at VET schools and enhances and generates students’ soft skills. In conclusion, E+ mobility in the VET field supports adopting the program’s priorities by increasing the teachers’ knowledge and use of digital resources and amplifying and generating participants’ soft skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erasmus%20international%20mobility" title="Erasmus international mobility">Erasmus international mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy" title=" digital literacy"> digital literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills" title=" soft skills"> soft skills</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education%20and%20training" title=" vocational education and training"> vocational education and training</a> </p> <a href="https://publications.waset.org/abstracts/187577/erasmus-program-in-vocational-education-effects-of-european-international-mobility-in-portuguese-vocational-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187577.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">32</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3413</span> The Participation of Graduates and Students of Social Work in the Erasmus Program: a Case Study in the Portuguese context – the Polytechnic of Leiria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cezarina%20da%20Concei%C3%A7%C3%A3o%20Santinho%20Maur%C3%ADcio">Cezarina da Conceição Santinho Maurício</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Duque%20Vicente"> José Duque Vicente</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Established in 1987, the Erasmus Programme is a program for the exchange of higher education students. Its purposes are several. The mobility developed has contributed to the promotion of multiple learning, the internalization the feeling of belonging to a community, and the consolidation of cooperation between entities or universities. It also allows the experience of a European experience, considering multilingualism one of the bases of the European project and vehicle to achieve the union in diversity. The program has progressed and introduced changes Erasmus+ currently offers a wide range of opportunities for higher education, vocational education and training, school education, adult education, youth, and sport. These opportunities are open to students and other stakeholders, such as teachers. Portugal was one of the countries that readily adhered to this program, assuming itself as an instrument of internationalization of polytechnic and university higher education. Students and social work teachers have been involved in this mobility of learning and multicultural interactions. The presence and activation of this program was made possible by Portugal's joining the European Union. This event was reflected in the field of portuguese social work and contributes to its approach to the reality of european social work. Historically, the Portuguese social work has built a close connection with the Latin American world and, in particular, with Brazil. There are several examples that can be identified in the different historical stages. This is the case of the post-revolution period of 1974 and the presence of the reconceptualization movement, the struggle for enrollment in the higher education circuit, the process of winning a bachelor's degree, and postgraduate training (the first doctorates of social work were carried out in Brazilian universities). This influence is also found in the scope of the authors and the theoretical references used. This study examines the participation of graduates and students of social work in the Erasmus program. The following specific goals were outlined: to identify the host countries and universities; to investigate the dimension and type of mobility made, understand the learning and experiences acquired, identify the difficulties felt, capture their perspectives on social work and the contribution of this experience in training. In the methodological field, the option fell on a qualitative methodology, with the application of semi-structured interviews to graduates and students of social work with Erasmus mobility experience. Once the graduates agreed, the interviews were recorded and transcribed, analyzed according to the previously defined analysis categories. The findings emphasize the importance of this experience for students and graduates in informal and formal learning. The authors conclude with recommendations to reinforce this mobility, either at the individual level or as a project built for the group or collective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=erasmus%20programme" title="erasmus programme">erasmus programme</a>, <a href="https://publications.waset.org/abstracts/search?q=graduates%20and%20students%20of%20social%20work" title=" graduates and students of social work"> graduates and students of social work</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20work" title=" social work"> social work</a> </p> <a href="https://publications.waset.org/abstracts/144774/the-participation-of-graduates-and-students-of-social-work-in-the-erasmus-program-a-case-study-in-the-portuguese-context-the-polytechnic-of-leiria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144774.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3412</span> Making the Choice: Educational Mobility Decisions of International Doctoral Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adel%20Pasztor">Adel Pasztor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> International doctoral mobility is a largely under-researched component of academic mobility and migration. This is in stark contrast to the case of student mobility where much research has been undertaken on Erasmus students; or the growing research on academic staff mobility which can be viewed as a key part of highly skilled migration. The aim of this paper is to remedy the situation by specifically focusing on international doctoral students studying at elite higher education institutions in the United Kingdom. In doing so, in-depth qualitative interviews with doctoral students and recent graduates were carried out in order to identify the signifiers of an internationally mobile doctoral student and unpack the decision-making processes leading onto the choice of higher education institution abroad. Overall, a diverse range of degree subjects from within the humanities and the social sciences were covered with a relatively large spread of nationalities which include the following countries: Italy, Germany, Hungary, Latvia, Bulgaria, Turkey, Lebanon, Israel, Australia, USA, China, and Chile. The interview questions were designed to probe the motivations, choices, educational trajectories and career plans of international doctoral students relative to their social class background, gender, nationality or funding. It was clear from the interviews that there were two main types of international doctoral students: those who ‘did not think anything else was ever a serious possibility’, contrasted with the other, more opportune type, to whom ‘it happened to be a PhD’. There were marked differences between the two types since initial access to university, mainly because educational decisions such as the doctorate do not happen in a vacuum, rather are built on the individual’s higher education aspirations and previous educational choices. The results were in line with existing literature suggesting that those with higher educated parents and from schools strongly supporting the choice process fared better as they were able to make well informed, well thought through as well as strategic decisions for their future involving the very best universities within the national boundaries. Being ‘at the right place’ often meant access to prestigious doctoral scholarships thus, the route of the PhD has been chosen even if it did not necessarily enhance career opportunities. At the same time, the initial higher education choices of those with limited capital were played out locally, although they did aim for the best universities within their geographically constrained landscape of choice. Here, the majority of students referred to some ‘turning points’ in their lives which lead them towards considering international doctoral opportunities but essentially their proactive, do-it-yourself attitude was behind the life-changing educational opportunities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=choice" title="choice">choice</a>, <a href="https://publications.waset.org/abstracts/search?q=doctoral%20students" title=" doctoral students"> doctoral students</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20mobility" title=" international mobility"> international mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=PhD" title=" PhD"> PhD</a>, <a href="https://publications.waset.org/abstracts/search?q=UK" title=" UK"> UK</a> </p> <a href="https://publications.waset.org/abstracts/46441/making-the-choice-educational-mobility-decisions-of-international-doctoral-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46441.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">254</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3411</span> Fighting the Crisis with 4.0 Competences: Higher Education Projects in the Times of Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jadwiga%20Fila">Jadwiga Fila</a>, <a href="https://publications.waset.org/abstracts/search?q=Mateusz%20Jezowski"> Mateusz Jezowski</a>, <a href="https://publications.waset.org/abstracts/search?q=Pawel%20Poszytek"> Pawel Poszytek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The outbreak of the global COVID-19 pandemic started the times of crisis full of uncertainty, especially in the field of transnational cooperation projects based on the international mobility of their participants. This is notably the case of Erasmus+ Program for higher education, which is the flagship European initiative boosting cooperation between educational institutions, businesses, and other actors, enabling students and staff mobility, as well as strategic partnerships between different parties. The aim of this abstract is to study whether competences 4.0 are able to empower Erasmus+ project leaders in sustaining their international cooperation in times of global crisis, widespread online learning, and common project disruption or cancellation. The concept of competences 4.0 emerged from the notion of the industry 4.0, and it relates to skills that are fundamental for the current labor market. For the aim of the study presented in this abstract, four main 4.0 competences were distinguished: digital, managerial, social, and cognitive competence. The hypothesis for the study stipulated that the above-mentioned highly-developed competences may act as a protective shield against the pandemic challenges in terms of projects’ sustainability and continuation. The objective of the research was to assess to what extent individual competences are useful in managing projects in times of crisis. For this purpose, the study was conducted, involving, among others, 141 Polish higher education project leaders who were running their cooperation projects during the peak of the COVID-19 pandemic (Mar-Nov 2020). The research explored the self-perception of the above-mentioned competences among Erasmus+ project leaders and the contextual data regarding the sustainability of the projects. The quantitative character of data permitted validation of scales (Cronbach’s Alfa measure), and the use of factor analysis made it possible to create a distinctive variable for each competence and its dimensions. Finally, logistic regression was used to examine the association of competences and other factors on project status. The study shows that the project leaders’ competence profile attributed the highest score to digital competence (4.36 on the 1-5 scale). Slightly lower values were obtained for cognitive competence (3.96) and managerial competence (3.82). The lowest score was accorded to one specific dimension of social competence: adaptability and ability to manage stress (1.74), which proves that the pandemic was a real challenge which had to be faced by project coordinators. For higher education projects, 10% were suspended or prolonged because of the COVID-19 pandemic, whereas 90% were undisrupted (continued or already successfully finished). The quantitative analysis showed a positive relationship between the leaders’ levels of competences and the projects status. In the case of all competences, the scores were higher for project leaders who finished projects successfully than for leaders who suspended or prolonged their projects. The research demonstrated that, in the demanding times of the COVID-19 pandemic, competences 4.0, to a certain extent, do play a significant role in the successful management of Erasmus+ projects. The implementation and sustainability of international educational projects, despite mobility and sanitary obstacles, depended, among other factors, on the level of leaders’ competences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Competences%204.0" title="Competences 4.0">Competences 4.0</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=Erasmus%2B%20Program" title=" Erasmus+ Program"> Erasmus+ Program</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20education" title=" international education"> international education</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20sustainability" title=" project sustainability"> project sustainability</a> </p> <a href="https://publications.waset.org/abstracts/152187/fighting-the-crisis-with-40-competences-higher-education-projects-in-the-times-of-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152187.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3410</span> MEET (Maximise the Erasmus Experience Together): Gains, Challenges and Proposals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susana%20Olmos">Susana Olmos</a>, <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Spencer"> Catherine Spencer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Every year our School in DIT (Dublin Institute of Technology) hosts approximately 80 Erasmus students from partner universities across Europe. Our own students are required to spend a compulsory 3rd year abroad on study and/or work placements. This is an extremely rewarding experience for all of the students, however, it can also be a challenging one. With this in mind, we started a project which aimed to make this transition as easy and productive as possible. The project, which is called MEET: Maximise the Erasmus Experience Together, focuses on the students’ own active engagement in learning and preparation – outside of the classroom –and their own self-directed pursuit of opportunities to develop their confidence and preparedness, which would work as an important foundation for the transformative learning that study abroad implies. We focussed on creating more structured opportunities where Erasmus students from our partner universities (currently studying at DIT) and our second-year students could interact and learn from each other, and in so doing improve both their language and intercultural skills. Our experience so far has been quite positive and we have seen how students taking part in this project have developed as autonomous learners as well as enhanced both their linguistic and intercultural knowledge. As the linguistic element of our project was one of our main priorities, we asked the students to keep a reflective diary on the activities that were organised by the group in the TL. Also, we use questionnaires as well as personal interviews to assess their development. However, there are challenges and proposals we would make to bring this project forward for the near future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=erasmus" title="erasmus">erasmus</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20competence" title=" linguistic competence"> linguistic competence</a>, <a href="https://publications.waset.org/abstracts/search?q=extra%20curriculum%20activities" title=" extra curriculum activities"> extra curriculum activities</a> </p> <a href="https://publications.waset.org/abstracts/30882/meet-maximise-the-erasmus-experience-together-gains-challenges-and-proposals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30882.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3409</span> Employing Innovative Pedagogy: Collaborative (Online) Learning and Teaching In An International Setting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonja%20G%C3%B6gele">Sonja Gögele</a>, <a href="https://publications.waset.org/abstracts/search?q=Petra%20Kletzenbauer"> Petra Kletzenbauer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> International strategies are ranked as one of the core activities in the development plans of Austrian universities. This has led to numerous promising activities in terms of internationalization (i.e. development of international degree programmes, increased staff, and student mobility, and blended international projects). The latest innovative approach are so called Blended Intensive Programmes (BIP), which combine jointly delivered teaching and learning elements of at least three participating ERASMUS universities in a virtual and short-term mobility setup. Students who participate in BIP can maintain their study plans at their home institution and include BIP as a parallel activity. This paper presents the experiences of this programme on the topic of sustainable computing hosted by the University of Applied Sciences FH JOANNEUM. By means of an online survey and face-to-face interviews with all stakeholders (20 students, 8 professors), the empirical study addresses the challenges of hosting an international blended learning programme (i.e. virtual phase and on-site intensive phase) and discusses the impact of such activities in terms of innovative pedagogy (i.e. virtual collaboration, research-based learning). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internationalization" title="internationalization">internationalization</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20intensive%20programme" title=" blended intensive programme"> blended intensive programme</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/154674/employing-innovative-pedagogy-collaborative-online-learning-and-teaching-in-an-international-setting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154674.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3408</span> Human Capital Mobility of a Skilled Workforce: A Need for a Future of Europe</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiron-Tudor%20Adriana">Tiron-Tudor Adriana</a>, <a href="https://publications.waset.org/abstracts/search?q=Farcas%20Teodora%20Viorica"> Farcas Teodora Viorica</a>, <a href="https://publications.waset.org/abstracts/search?q=Ciolomic%20Ioana%20Andreea"> Ciolomic Ioana Andreea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The issue of human capital mobility inside Europe is still an open one. Even though there were created some tools in order to better move from one country to another to work and study the number of the people doing this is very low because of various factors presented in this paper. The "rethinking educational" agenda of the European Commission has open the floor for new projects which can create steps towards a European language for skills and competences, qualifications. One of these projects is the Partnership for Exchange of experience in Student on-the-job Training. As part of this project, we are interested to see the situation of the human capital inside EU and the elements that were created until now to support this mobility. Also, the main objective of the project is to make a comparison between the four countries involved in PEST project (Romania, Hungary, Finland, and Estonia), at the education and internship level. The results are helpful for the follow of the project, for identifying where changes can be done and need to be done. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ECVET" title="ECVET">ECVET</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20capital%20mobility" title=" human capital mobility"> human capital mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=partnership%20exchange" title=" partnership exchange"> partnership exchange</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20on%20the%20job%20mobility" title=" students on the job mobility"> students on the job mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education%20and%20training" title=" vocational education and training"> vocational education and training</a> </p> <a href="https://publications.waset.org/abstracts/26907/human-capital-mobility-of-a-skilled-workforce-a-need-for-a-future-of-europe" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26907.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3407</span> Mobility Management via Software Defined Networks (SDN) in Vehicular Ad Hoc Networks (VANETs)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bilal%20Haider">Bilal Haider</a>, <a href="https://publications.waset.org/abstracts/search?q=Farhan%20Aadil"> Farhan Aadil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A Vehicular Ad hoc Network (VANET) provides various services to end-users traveling on the road at high speeds. However, this high-speed mobility of mobile nodes can cause frequent service disruptions. Various mobility management protocols exist for managing node mobility, but due to their centralized nature, they tend to suffer in the VANET environment. In this research, we proposed a distributed mobility management protocol using software-defined networks (SDN) for VANETs. Instead of relying on a centralized mobility anchor, the mobility functionality is distributed at multiple infrastructural nodes. The protocol is based on the classical Proxy Mobile IP version 6 (PMIPv6). It is evident from simulation results that this work has improved the network performance with respect to nodes throughput, delay, and packet loss. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=SDN" title="SDN">SDN</a>, <a href="https://publications.waset.org/abstracts/search?q=VANET" title=" VANET"> VANET</a>, <a href="https://publications.waset.org/abstracts/search?q=mobility%20management" title=" mobility management"> mobility management</a>, <a href="https://publications.waset.org/abstracts/search?q=optimization" title=" optimization"> optimization</a> </p> <a href="https://publications.waset.org/abstracts/147701/mobility-management-via-software-defined-networks-sdn-in-vehicular-ad-hoc-networks-vanets" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147701.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">170</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3406</span> Influential Elements Shaping Intra-Regional Migration Within the Higher Education Landscape of Kashmir</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tasaduk%20Musood">Tasaduk Musood</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the dynamic landscape of higher education, intra-regional migration within Kashmir represents a complex interplay of influential elements. This qualitative research study aims to explore and analyze the multifaceted factors that significantly shape the patterns and motivations driving students' migration within the region. The study employed a qualitative research approach. The research is carried out with a sample of 60 participants, consisting of 30 male and 30 female students selected from various higher education institutions in the Punjab region. Through self-structured interviews and thematic analysis, the research unravels the underlying drivers, aspirations, challenges, and opportunities that underpin the phenomenon of intra-regional migration in the Kashmiri higher education landscape. The results of this study are expected to offer valuable insights for policymakers, educational institutions, and stakeholders to better understand, address, and potentially enhance the experiences and outcomes of shareholders of students engaged in intra-regional mobility within Kashmir's higher education domain. This study's findings aim to contribute significantly to the existing body of knowledge surrounding intra-regional migration within Kashmir's higher education landscape, offering a nuanced understanding of the drivers behind student mobility. Ultimately, this research endeavors to facilitate more informed and effective decision-making in addressing the evolving dynamics of intra-regional migration in Kashmir's higher education sector. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intra-regional%20migration" title="intra-regional migration">intra-regional migration</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20migration%20patterns" title=" student migration patterns"> student migration patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20mobility" title=" student mobility"> student mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=kashmir" title=" kashmir"> kashmir</a> </p> <a href="https://publications.waset.org/abstracts/177111/influential-elements-shaping-intra-regional-migration-within-the-higher-education-landscape-of-kashmir" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177111.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">79</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3405</span> Computer Software for Calculating Electron Mobility of Semiconductors Compounds; Case Study for N-Gan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emad%20A.%20Ahmed">Emad A. Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computer software to calculate electron mobility with respect to different scattering mechanism has been developed. This software is adopted completely Graphical User Interface (GUI) technique and its interface has been designed by Microsoft Visual Basic 6.0. As a case study the electron mobility of n-GaN was performed using this software. The behaviour of the mobility for n-GaN due to elastic scattering processes and its relation to temperature and doping concentration were discussed. The results agree with other available theoretical and experimental data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electron%20mobility" title="electron mobility">electron mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=relaxation%20time" title=" relaxation time"> relaxation time</a>, <a href="https://publications.waset.org/abstracts/search?q=GaN" title=" GaN"> GaN</a>, <a href="https://publications.waset.org/abstracts/search?q=scattering" title=" scattering"> scattering</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20software" title=" computer software"> computer software</a>, <a href="https://publications.waset.org/abstracts/search?q=computation%20physics" title=" computation physics"> computation physics</a> </p> <a href="https://publications.waset.org/abstracts/6777/computer-software-for-calculating-electron-mobility-of-semiconductors-compounds-case-study-for-n-gan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6777.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">670</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3404</span> Migration and Mobility of South African Teachers: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rian%20de%20Villiers">Rian de Villiers </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human mobility is one of the most significant development, foreign policy and domestic issues in the world today. Teacher loss due to migration is a global phenomenon that is impacting both developed and developing nations the world over. The purpose of this study was to find out how many newly qualified South African teachers were planning to teach in a foreign country; what were the prospective migrant teachers’ motives for migration; what destination countries were the most popular and why; and what were the prospective migrant teachers’ information needs before leaving South Africa. A group of final-year Bachelor of Education student teachers from a single university responded to a questionnaire on intra-and intercontinental migration. The responses were analysed quantitatively and/or qualitatively. The findings showed that 79% of the students indicated that they would be teaching in South Africa, 9% were planning to teach in another country, while 8% were undecided. More than a third of the students (38%) said that they would like to teach in another country in five years time. Just more than a quarter of the students (27%) preferred Australia as a destination, followed by the United Kingdom (16%), Korea (16%) and the USA (14%). The student teachers’ most important motive to teach in a foreign country was the opportunity to travel (27%), followed by earning a higher salary (26%) and professional development (23%). The student teachers indicated that their most important migration needs before leaving South Africa were information about health care, accommodation and banking assistance. Huge loss of teachers to host countries has a serious, negative impact upon the education system of most developing and/or source countries, including South Africa. Several steps and strategies to resolve teacher loss in South Africa are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=migration" title="migration">migration</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20mobility" title=" academic mobility"> academic mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20students" title=" teacher students"> teacher students</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/14102/migration-and-mobility-of-south-african-teachers-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14102.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">473</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3403</span> Promoting Innovation Pedagogy in a Capacity Building Project in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juha%20Kettunen">Juha Kettunen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents a project that tests and adjusts active European learning and teaching methods in Indonesian universities to increase their external impact on enterprises and other organizations; it also assesses the implementation of the Erasmus+ projects funded by the European Union. The project is based on the approach of innovation pedagogy that responds to regional development needs and integrates applied research and development projects into education to create capabilities for students to participate in development work after graduation. The assessment of the Erasmus+ project resulted in many improvements that can be made to achieve higher quality and innovativeness. The results of this study are useful for those who want to improve the applied research and development projects of higher education institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=innovations" title=" innovations"> innovations</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network" title=" social network"> social network</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20management" title=" project management"> project management</a> </p> <a href="https://publications.waset.org/abstracts/54476/promoting-innovation-pedagogy-in-a-capacity-building-project-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54476.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">286</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3402</span> Promoting Non-Formal Learning Mobility in the Field of Youth</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juha%20Kettunen">Juha Kettunen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to develop a framework for the assessment of research and development projects. The assessment map is developed in this study based on the strategy map of the balanced scorecard approach. The assessment map is applied in a project that aims to reduce the inequality and risk of exclusion of young people from disadvantaged social groups. The assessment map denotes that not only funding but also necessary skills and qualifications should be carefully assessed in the implementation of the project plans so as to achieve the objectives of projects and the desired impact. The results of this study are useful for those who want to develop the implementation of the Erasmus+ Programme and the project teams of research and development projects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-formal%20learning" title="non-formal learning">non-formal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20work" title=" youth work"> youth work</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20inclusion" title=" social inclusion"> social inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a> </p> <a href="https://publications.waset.org/abstracts/64256/promoting-non-formal-learning-mobility-in-the-field-of-youth" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64256.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3401</span> The Functions of the Student Voice and Student-Centred Teaching Practices in Classroom-Based Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sofia%20Douklia">Sofia Douklia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present context paper aims to present the important role of ‘student voice’ and the music teacher in the classroom, which contributes to more student-centered music education. The aim is to focus on the functions of the student voice through the music spectrum, which has been born in the music classroom, and the teacher’s methodologies and techniques used in the music classroom. The music curriculum, the principles of student-centered music education, and the role of students and teachers as music ambassadors have been considered the major music parameters of student voice. The student- voice is a worth-mentioning aspect of a student-centered education, and all teachers should consider and promote its existence in their classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%27s%20voice" title="student's voice">student's voice</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20education" title=" student-centered education"> student-centered education</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20ambassadors" title=" music ambassadors"> music ambassadors</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20teachers" title=" music teachers"> music teachers</a> </p> <a href="https://publications.waset.org/abstracts/155423/the-functions-of-the-student-voice-and-student-centred-teaching-practices-in-classroom-based-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155423.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3400</span> Educational Mobility as a Factor of Tourism Development in the Regional University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%D0%9A.%20Lisinchuk">К. Lisinchuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An effective approach to the management of international educational mobility in regional universities with the purpose of increasing tourist activity in the region is considered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=export%20and%20import%20of%20tourist%20and%20educational%20services" title="export and import of tourist and educational services">export and import of tourist and educational services</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20academic%20mobility" title=" international academic mobility"> international academic mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20tourist%20activities" title=" regional tourist activities"> regional tourist activities</a> </p> <a href="https://publications.waset.org/abstracts/10647/educational-mobility-as-a-factor-of-tourism-development-in-the-regional-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10647.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">398</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3399</span> Comparison between Approaches Used in Two Walk About Projects </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Derek%20O%20Reilly">Derek O Reilly</a>, <a href="https://publications.waset.org/abstracts/search?q=Piotr%20Milczarski"> Piotr Milczarski</a>, <a href="https://publications.waset.org/abstracts/search?q=Shane%20Dowdall"> Shane Dowdall</a>, <a href="https://publications.waset.org/abstracts/search?q=Artur%20H%C5%82oba%C5%BC"> Artur Hłobaż</a>, <a href="https://publications.waset.org/abstracts/search?q=Krzysztof%20Podlaski"> Krzysztof Podlaski</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiram%20Bollaert"> Hiram Bollaert </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning through creation of contextual games is a very promising way/tool for interdisciplinary and international group projects. During 2013 and 2014 we took part and organized two intensive students projects in different conditions. The projects enrolled 68 students and 12 mentors from 5 countries. In the paper we want to share our experience how to strengthen the chances to succeed in short (12-15 days long) student projects. In our case almost all teams prepared working prototype and the results were highly appreciated by external experts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contextual%20games" title="contextual games">contextual games</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20games" title=" mobile games"> mobile games</a>, <a href="https://publications.waset.org/abstracts/search?q=GGULIVRR" title=" GGULIVRR"> GGULIVRR</a>, <a href="https://publications.waset.org/abstracts/search?q=walkabout" title=" walkabout"> walkabout</a>, <a href="https://publications.waset.org/abstracts/search?q=Erasmus%20intensive%20programme" title=" Erasmus intensive programme"> Erasmus intensive programme</a> </p> <a href="https://publications.waset.org/abstracts/20905/comparison-between-approaches-used-in-two-walk-about-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20905.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">502</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3398</span> Managing Student Internationalization during the COVID-19 Pandemic: Three Approaches That Should Endure beyond the Present</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Cobham">David Cobham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In higher education, a great degree of importance is placed on the internationalization of the student experience. This is seen as a valuable contributor to elements such as building confidence, broadening knowledge, creating networks and connections, and enhancing employability for current students who will become the next generation of managers in technology and business. The COVID-19 pandemic has affected all areas of people’s lives. The limitations of travel coupled with the fears and concerns generated by the health risks have dramatically reduced the opportunity for students to engage with this agenda. Institutions of higher education have been required to rethink fundamental aspects of their business model from recruitment and enrolment through learning approaches, assessment methods, and the pathway to employment. This paper presents a case study which focuses on student mobility and how the physical experience of being in another country, either to study, to work, to volunteer or to gain cultural and social enhancement, has of necessity been replaced by alternative approaches. It considers trans-national education as an alternative to physical study overseas, virtual mobility and internships as an alternative to international work experience, and adopting collaborative online projects as an alternative to in-person encounters. The paper concludes that although these elements have been adopted to address the current situation, the lessons learned and the feedback gained suggests that they have contributed successfully in new and sometimes unexpected ways and that they will persist beyond the present to become part of the 'new normal' for the future. That being the case, senior leaders of institutions of higher education will be required to revisit their international plans and to rewrite their international strategies to take account of and build upon these changes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20management" title="higher education management">higher education management</a>, <a href="https://publications.waset.org/abstracts/search?q=internationalization" title=" internationalization"> internationalization</a>, <a href="https://publications.waset.org/abstracts/search?q=transnational%20education" title=" transnational education"> transnational education</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20mobility" title=" virtual mobility"> virtual mobility</a> </p> <a href="https://publications.waset.org/abstracts/134888/managing-student-internationalization-during-the-covid-19-pandemic-three-approaches-that-should-endure-beyond-the-present" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134888.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3397</span> Guidelines for Sustainable Urban Mobility in Historic Districts from International Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tamer%20ElSerafi">Tamer ElSerafi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent approaches to heritage conservation, the whole context of historic areas becomes as important as the single historic building. This makes the provision of infrastructure and network of mobility an effective element in the urban conservation. Sustainable urban conservation projects consider the high density of activities, the need for a good quality access system to the transit system, and the importance of the configuration of the mobility network by identifying the best way to connect the different districts of the urban area through a complex unique system that helps the synergic development to achieve a sustainable mobility system. A sustainable urban mobility is a key factor in maintaining the integrity between socio-cultural aspects and functional aspects. This paper illustrates the mobility aspects, mobility problems in historic districts, and the needs of the mobility systems in the first part. The second part is a practical analysis for different mobility plans. It is challenging to find innovative and creative conservation solutions fitting modern uses and needs without risking the loss of inherited built resources. Urban mobility management is becoming an essential and challenging issue in the urban conservation projects. Depending on literature review and practical analysis, this paper tries to define and clarify the guidelines for mobility management in historic districts as a key element in sustainability of urban conservation and development projects. Such rules and principles could control the conflict between the socio–cultural and economic activities, and the different needs for mobility in these districts in a sustainable way. The practical analysis includes a comparison between mobility plans which have been implemented in four different cities; Freiburg in Germany, Zurich in Switzerland and Bray Town in Ireland. This paper concludes with a matrix of guidelines that considers both principles of sustainability and livability factors in urban historic districts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sustainable%20mobility" title="sustainable mobility">sustainable mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20mobility" title=" urban mobility"> urban mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=mobility%20management" title=" mobility management"> mobility management</a>, <a href="https://publications.waset.org/abstracts/search?q=historic%20districts" title=" historic districts"> historic districts</a> </p> <a href="https://publications.waset.org/abstracts/94329/guidelines-for-sustainable-urban-mobility-in-historic-districts-from-international-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94329.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3396</span> Systematic Literature Review and Bibliometric Analysis of Interorganizational Employee Mobility Determinants</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iva%20Zdrili%C4%87">Iva Zdrilić</a>, <a href="https://publications.waset.org/abstracts/search?q=Petra%20Do%C5%A1enovi%C4%87%20Bon%C4%8Da"> Petra Došenović Bonča</a>, <a href="https://publications.waset.org/abstracts/search?q=Darija%20Aleksi%C4%87"> Darija Aleksić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the boundaryless career, with its emphasis on cross-employer movements, was introduced as a new paradigm of career development, inter-organizational employee mobility has been increasing. Although this phenomenon may have positive implications for individual careers and destination organizations, the consequences for the source organizations losing workers are less clear. The aim of this paper is thus to develop a comprehensive typology of possible inter-organizational employee mobility determinants. Since the most common classification differentiates between mobility determinants at different levels (i.e., economic, organizational, and individual), this paper focuses on building a comprehensive multi-level typology of inter-organizational mobility determinants across diverse sectors and industries. By using a structured literature review approach and bibliometric analysis, the paper reveals both intricate relationships between different mobility determinants and the complexity of inter-organizational networks and social ties. The latter appears as both a mobility determinant (at the organizational and individual level) and a mobility effect. Indeed, inter-organizational employee mobility leads to the formation of networks between source and destination organizations. These networks are practically based on the social ties between mobile employees and their colleagues and, in this way, they close the "inter-organizational employee mobility - inter-organizational network/ties" circle. The paper contributes to the career development literature by uncovering hitherto underexplored diverse determinants of intra- and inter-sectoral mobility as well as the conflicting results of the existing studies on some factors (e.g., inter-organizational networks and/or social ties) that appear both as a mobility determinant and a mobility effect. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inter-organizational%20mobility" title="inter-organizational mobility">inter-organizational mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20ties" title=" social ties"> social ties</a>, <a href="https://publications.waset.org/abstracts/search?q=inter-organizational%20network" title=" inter-organizational network"> inter-organizational network</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20transfer" title=" knowledge transfer"> knowledge transfer</a> </p> <a href="https://publications.waset.org/abstracts/150860/systematic-literature-review-and-bibliometric-analysis-of-interorganizational-employee-mobility-determinants" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150860.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">116</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3395</span> Numerical Investigation Including Mobility Model for the Performances of Piezoresistive Sensors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelaziz%20Beddiaf">Abdelaziz Beddiaf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this work, we present an analysis based on the study of mobility which is a very important electrical parameter of a piezoresistor and which is directly bound to the piezoresistivity effect in piezoresistive pressure sensors. We determine how the temperature affects mobility when the electric potential is applied. For this, a theoretical approach based on mobility in a p-type Silicon piezoresistor with that of a finite difference model for self-heating is developed. So, the evolution of mobility has been established versus time for different doping levels and with temperature rise provoked by self-heating using a numerical model combined with that of mobility. Furthermore, it has been calculated for some geometrical parameters of the sensor, such as membrane side length and thickness. Also, it is computed as a function of bias voltage. It was observed that mobility is strongly affected by the temperature rise induced by the applied potential when the sensor is actuated for a prolonged time as a consequence of drifting in the output response of the sensor. Finally, this work makes it possible to predict their temperature behavior due to self-heating and to improve this effect by optimizing the geometric properties of the device and by reducing the voltage source applied to the bridge. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sensors" title="Sensors">Sensors</a>, <a href="https://publications.waset.org/abstracts/search?q=Piezoresistivity" title=" Piezoresistivity"> Piezoresistivity</a>, <a href="https://publications.waset.org/abstracts/search?q=Mobility" title=" Mobility"> Mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=Bias%20voltage" title=" Bias voltage"> Bias voltage</a> </p> <a href="https://publications.waset.org/abstracts/159683/numerical-investigation-including-mobility-model-for-the-performances-of-piezoresistive-sensors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159683.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3394</span> The Penetration of Urban Mobility Multi-Modality Enablers in a Vehicle-Dependent City</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lama%20Yaseen">Lama Yaseen</a>, <a href="https://publications.waset.org/abstracts/search?q=Nourah%20Al-Hosain"> Nourah Al-Hosain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A Multi-modal system in urban mobility is an essential framework for an optimized urban transport network. Many cities are still heavily dependent on vehicle transportation, dominantly using conventional fuel-based cars for daily travel. With the reliance on motorized vehicles in large cities such as Riyadh, the capital city of Saudi Arabia, traffic congestion is eminent, which ultimately results in an increase in road emissions and loss of time. Saudi Arabia plans to undergo a massive transformation in mobility infrastructure and urban greening projects, including introducing public transport and other massive urban greening infrastructures that enable alternative mobility options. This paper uses a Geographic Information System (GIS) approach that analyzes the accessibility of current and planned public transport stations and how they intertwine with massive urban greening projects that may play a role as an enabler of micro-mobility and walk-ability options in the city. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=urban%20development" title="urban development">urban development</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20mobility" title=" urban mobility"> urban mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20mobility" title=" sustainable mobility"> sustainable mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=Middle%20East" title=" Middle East"> Middle East</a> </p> <a href="https://publications.waset.org/abstracts/162430/the-penetration-of-urban-mobility-multi-modality-enablers-in-a-vehicle-dependent-city" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162430.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3393</span> A Study of Student Affairs Services across Baghdad Universities: Exploring Best Practices and Impact on Student Success</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jelena%20Zivkovic">Jelena Zivkovic</a>, <a href="https://publications.waset.org/abstracts/search?q=Haidar%20Mohammed"> Haidar Mohammed</a>, <a href="https://publications.waset.org/abstracts/search?q=Elaf%20Saeed"> Elaf Saeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student affairs services play a critical role in contributing to the wholistic development and success of students as they progress through their academic careers. The study encompasses a multifaceted examination of student affairs service offerings amongst 10 private and 3 public Baghdad universities. Student affairs administrators (13) were surveyed along with over 300 students to determine university-sponsored services and student satisfaction and awareness. The student affairs service research findings varied significantly between private and public institutions and those that followed a national and international curriculum. Universities need to persist to adapt to changing demographics and technological advancements to enhance students' personal and academic successes, and student affairs services are key to preparing graduates to thrive in a diverse global world. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=student%20affairs" title="student affairs">student affairs</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20success" title=" student success"> student success</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=Iraq" title=" Iraq"> Iraq</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a>, <a href="https://publications.waset.org/abstracts/search?q=Baghdad" title=" Baghdad"> Baghdad</a> </p> <a href="https://publications.waset.org/abstracts/171125/a-study-of-student-affairs-services-across-baghdad-universities-exploring-best-practices-and-impact-on-student-success" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171125.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3392</span> Network Mobility Support in Content-Centric Internet</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhiwei%20Yan">Zhiwei Yan</a>, <a href="https://publications.waset.org/abstracts/search?q=Jong-Hyouk%20Lee"> Jong-Hyouk Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Yong-Jin%20Park"> Yong-Jin Park</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaodong%20Lee"> Xiaodong Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we analyze NEtwork MObility (NEMO) supporting problems in Content-Centric Networking (CCN), and propose the CCN-NEMO which can well support the deployment of the content-centric paradigm in large-scale mobile Internet. The CCN-NEMO extends the signaling message of the basic CCN protocol, to support the mobility discovery and fast trigger of Interest re-issuing during the network mobility. Besides, the Mobile Router (MR) is extended to optimize the content searching and relaying in the local subnet. These features can be employed by the nested NEMO to maximize the advantages of content retrieving with CCN. Based on the analysis, we compare the performance on handover latency between the basic CCN and our proposed CCN-NEMO. The results show that our scheme can facilitate the content-retrieving in the NEMO scenario with improved performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=NEMO" title="NEMO">NEMO</a>, <a href="https://publications.waset.org/abstracts/search?q=CCN" title=" CCN"> CCN</a>, <a href="https://publications.waset.org/abstracts/search?q=mobility" title=" mobility"> mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=handover%20latency" title=" handover latency"> handover latency</a> </p> <a href="https://publications.waset.org/abstracts/36323/network-mobility-support-in-content-centric-internet" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36323.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">470</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3391</span> International Student Mobility to China: A Fastest and Emerging Market for International Students among Developing Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasir%20Khan">Yasir Khan</a>, <a href="https://publications.waset.org/abstracts/search?q=Qiu%20Bin"> Qiu Bin</a>, <a href="https://publications.waset.org/abstracts/search?q=Antonio-Mihi%20Ramirez"> Antonio-Mihi Ramirez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study determines the inflow of international students to China in recent years and the corresponding internationalization strategies in the higher education sector. China has placed attracting international students on in its plan along with the growing of global impact. Acknowledging the stable economy, growth rate, trade, lower renminbi rate, high wages, employment opportunities, high level income per capita, relative low taxes and political system consolidate to attract more international students. A large number of international students making a vast contribution to the higher education sector of China. Understanding the significance of education mission as well as of financial ‘bottom line’ the Chinese government gave great importance to invite more international students from worldwide. The large number of international students in the China has been particularly notable from Asian countries specifically neighboring countries, Pakistan, Thailand, India, Vietnam, South Korea, Magnolia, Malaysia, and Russia. This study summarizes internationalization of higher education in China and also provides directions for future research in this regard. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=international%20student%20mobility" title="international student mobility">international student mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=2020%20Govt%20Planning" title=" 2020 Govt Planning"> 2020 Govt Planning</a>, <a href="https://publications.waset.org/abstracts/search?q=emerging%20market" title=" emerging market"> emerging market</a>, <a href="https://publications.waset.org/abstracts/search?q=internationalization%20of%20higher%20education" title=" internationalization of higher education"> internationalization of higher education</a> </p> <a href="https://publications.waset.org/abstracts/76581/international-student-mobility-to-china-a-fastest-and-emerging-market-for-international-students-among-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">252</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3390</span> Academic Mobility and International Migration: Challenges and Opportunities for African Skilled Immigrants in Sweden</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anne%20Kubai">Anne Kubai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since the Lisbon Summit in 2007, discussion and dialogue on ways of enhancing collaboration between Africa and the EU on the issues of migration, mobility and employment has intensified. The Africa-EU Partnership on migration, mobility and employment aims to provide far-reaching responses on migration and employment challenges; and facilitate mobility of people in Africa and the EU. However, since the outcomes of the proposed policies depend on the political interests and institutional capacities of both the EU and African states that are involved, the results have so far been uncoordinated and scattered. Also, many European countries have eased their entry regulations with regard to highly skilled migrants, and there is need to explore the implications of such changes. Therefore, this contribution will address the following questions: How has the progression of migration and border management in the Nordic countries, particularly Sweden, affected the flow and mobility of highly skilled migrants from Africa? What is the possible impact of the changes in receiving countries (such as introduction of tuition fees and more stringent admission regulations for foreign students in Sweden) on skilled migration and mobility? How can highly skilled immigrants be a source of research knowledge between international and local institutions and researchers both in sending and receiving countries? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20mobility" title="academic mobility">academic mobility</a>, <a href="https://publications.waset.org/abstracts/search?q=skilled" title=" skilled"> skilled</a>, <a href="https://publications.waset.org/abstracts/search?q=African" title=" African"> African</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=migrants" title=" migrants"> migrants</a>, <a href="https://publications.waset.org/abstracts/search?q=Sweden" title=" Sweden"> Sweden</a> </p> <a href="https://publications.waset.org/abstracts/6504/academic-mobility-and-international-migration-challenges-and-opportunities-for-african-skilled-immigrants-in-sweden" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6504.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Erasmus%20student%20mobility&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Erasmus%20student%20mobility&page=3">3</a></li> <li class="page-item"><a class="page-link" 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