The model explained above is going to be tested with an extensive survey among higher educational institutes with a focus on business and economics studies. It is necessary to narrow the population to only one specific field, since we know that there are great differences in terms if internationalisation between certain fields of study (e.g. student mobility in medicine draws quite different patterns).
Furthermore, career-tracking method will be used and in-depth personal interviews will be carried out to identify those students who first took part in credit mobility and later decided to get involved in diploma mobility, too. It will also be investigated how many students pursued diploma mobility in the same country and in the same institution where he/she did credit mobility. The above introduced model will be accepted only if significant number of students will be found who return for diploma mobility to their credit mobile receiving institution.
A great difficulty in similar researches is that the database available for student mobility are not consistent, even the volume of certain mobility types is not recorded thoroughly.
Several authors (Rivza - Teichler 2007; Junor - Usher 2008; Woodfield 2010) confirm that information about student mobility is generally imprecise and deficient. Furthermore, Techiler et al (2011) state that in the statistics, in general, foreign students are 25% above the genuine inward mobility. One of the reasons behind the misleading data is that student mobility is usually measured based on nationality, rather than the crossing of country’s borders. This was also realised by the EHEA Ministerial Conference (2012), thus a goal was set to create a reliable data base on the inward mobility in the EU. The database will serve as a supporting background for targeting new EHEA goals in 2015 (EHEA Ministerial Conference, 2012).
4.2. Summary and conclusion
Student mobility has numerous forms worldwide, out of which this paper focused on those ones which are the most relevant to the Central and Eastern European Region, most importantly on the ERASMUS+. The paper presented the various forms of student mobility and explained their importance and effect on the internationalisation endeavours of the universities. An institutional approach and a managerial point of view were taken when introducing mobility types. A significant result of this paper is that a unique logic and typology of student mobility was introduced, namely the income generating and non income generating mobility.
149 So far few studies have been carried out measuring the relationship between the credit- and degree mobility. This deficit has been attempted to be made up by literature review and the drafting of a model. The presented theoretical model shows a possible process for how an increased volume of inward credit mobility may generate increased inward diploma mobility in the same receiving institution on the long run. The model is going to be tested with an extensive survey among higher educational institutes with a focus on business and economics studies. Since the issue is complex and current data on student mobility islimited, to complement the quantitative data, qualitative information will be collected by career path analysis and in depth personal interviews.
After the model is confirmed and/or possibly amended, it may be used as a theoretical base for drafting action plans for increasing the number of inward diploma mobility at given higher education institutions as part of their internationalisation strategy. The research will be rewarding on the long run, at the end of a complex theoretical and empirical study.
Researchers and higher educational professionals are invited to join in the process.
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