Erasmus students’ involvement in quality enhancement of Erasmus+ mobility through digital ethnography and ErasmusShouts
Bibliographic Data
| ID | 14689682 |
|---|---|
| Authors | Manja Klemenčič (0000-0003-4956-2584, Harvard University, corresponding author), Martin Žnidaršič (0000-0003-4912-0639, Jožef Stefan Institute), Anže Vavpetič (Jožef Stefan Institute), Matej Martinc (0000-0002-7384-8112, Jožef Stefan Institute) |
| Year | 2017 |
| Volume | 42 |
| Issue | 5 |
| Pages | 925-932 |
| Publication date | 2017-05-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2017.1293879 |
| OpenAlex | W2592348119 |
| Language | EN |
| Citations received | 2 |
| References cited | 11 |
Erasmus+ is one of the European Union’s flagship programs which supports short-term international student mobility within Europe as one of its primary purposes. Erasmus students are uniquely well placed to compare educational processes of their home and host institutions, the learning environments and student life conditions. They are so far under-utilized resource of information on quality of educational practices and insights on how to improve student experiences. Furthermore, international students often lack a collective voice in university structures where they could contribute to the decisions concerning quality of educational practices. So far, student surveys have been the most frequently used approach in understanding lived experiences of Erasmus and international students. This commentary argues that qualitative approaches to collect data on student lived experiences are superior to survey research, yet more costly. In times when all students are digital natives, it has become possible, however, to canvass data from students through digital ethnographic approaches. The commentary introduces ErasmusShouts, a web application, which engages Erasmus students as auto-ethnographers and prompts them to reflect on, and record their lived experiences of Erasmus mobility. This approach can be adopted to generate large-scale qualitative data on international students’ experiences for use by higher education practitioners and researchers to improve educational practices and learning environments
Erasmus · Ethnography · Higher education · Mathematics education · Pedagogy · Political science · Qualitative property · Qualitative research · Social science · Sociology · Computer Science · Higher Education Governance and Development · International Student and Expatriate Challenges · Psychology · Reflective Practices in Education
| Citations per year | 0.4 |
|---|---|
| Citation span | 2021 - 2021 (1) |
| Highly cited | No |