"Student mobility refers to the process whereby individuals enroll at academic institutions across national

borders, either temporarily or permanently, to pursue part or all of their education. This includes physically
crossing international borders with the objective of participating in educational activities in a destination
country different from one's country of origin." The article is titled "Student Mobility and Its Relevance to
International Relations Theory" and is written by Nancy Snow.

What is being discussed is that universities are actively trying to attract international students, responding
to their request to be educated abroad. Th e experience of studying in another country furthers the
personal and academic development of students, helping them grow in global and cultural consciousness,
which, in the XXI century, is becoming an increasingly important institutional goal (Gaia, 2015, pp. 21–31)

Integration of students into the global student community by means of overcoming national isolation and
gaining the experience of international cooperation is a major task of international educational
programmes. New competences that develop in the process of collaborative research, and the experience
of collaboration itself, lead to new social and professional opportunities, determine the position of a
student as a professional-to-be within the system of global connections and on the global labour market
(Shields, 2003, pp. 609–636).

According to the documents that regulate the implementation of the Bologna agreements (Bologna Process
Implementation Report, 2015) there are two main forms of international academic mobility. Degree
mobility can be defi ned as enrolment in a foreign university with the aim of completing a full degree, while
credit mobility means completing a limited period of studying abroad within the framework of on-going
studies at a home institution. . Apart from credit mobility, other forms of short-term student mobility can
be observed, among them: winter and summer schools, work placements, internships, familiarization trips,
and language courses, which in the current conditions are becoming more and more popular with young
people in the academic environment.

The main goal of short-term student mobility is the familiarization of participants with the international
community (Slotkin, Durie, & Eisenberg, 2012, pp. 163–173). The international experience gained enables
students to correct their educational trajectory, determine the interest and desire for further education, for
instance, in post-graduate programmes in universities beyond the borders of their own countries.

Short-term student mobility promotes cross-cultural sensitivity and serves as a factor increasing interest in
the language of the host society (Martinsen, 2008, pp. 504–530). Mastering the language, in its essence,
means entering a new, unfamiliar lifestyle, conceptualizing cultural diff erences, reproducing the norms,
notions, practices, and standards of behaviour of foreign-language societies (Schwald, 2012, pp. 44–55).
Along with this, however, integration in the foreign language environment might cause tension but, as
McKeown (2009) claims, it also stimulates the personal growth of the students, together with helping them
self-actualise, find and assert their place in the world. Not only do the students start to understand another
culture in the process of intercultural immersion, but they also learn to understand themselves, which
furthers self-development and helps them unlock their adaptation potential

This is done in this article, which aims to better differentiate barriers for different types of higher education
students. Based on the literature reviewed, the factors or barriers explored in our study are of five types:
financial barriers, barriers related to ERASMUS conditions, barriers related to higher education system
comparability, personal background and lack of awareness. Financial issues relate to the cost-covering
perspective – studying abroad often implies a financial commitment on the part of ERASMUS students – but
also to the expected financial benefits from participation in the program. ERASMUS condition barriers
relate more specifically to aspects such as the administrative burden of the program, the choice of
institutions, or the stipulated length of the study period abroad. Higher education system compatibility
refers to aspects such as the structure of programs (e.g. whether they have the flexibility to include courses
taken abroad), compatibility of academic calendars and credit recognition. Personal characteristics can also
be an important barrier to participation, including – most importantly – the ability to speak a foreign
language. Other personal aspects, such as having a partner at home, care-taking responsibilities, etc. may
also hold students back. Finally, students need to be aware of the ERASMUS program in order to participate
in it, and receive support in terms of finding a suitable institution or become familiar with ERASMUS’
financial conditions and application procedures.

ERASMUS („European Action Scheme for the Mobility of University Students“) can be considered as the
most renowned exchange programme for students in Europe. It places great importance on mobility and
furthering career prospects through studying in another European country. ERASMUS is considered the
EU’s flagship of exchange programmes in higher education. The programme not only supports mobility,
mainly of students, but also provides co-funding for higher education institutions collaborating with
transnational cooperation projects

Intercultural competence has recently received much attention due to the internationalisation and
globalization of modern society. As a part of social competences it implies self-reflection and openness
towards other cultures. In order to develop intercultural competences, empathy, flexibility and knowledge
about one’s own culture and other cultures are required. According to Thomas (2003) intercultural
competence includes the ability to capture, respect, appreciate, and use productively cultural conditions
and parameters regarding perception, evaluation, sensation and action concerning oneself and others. This
aims for mutual adjustment, tolerance towards incompatibilities and the development of synergetic forms
of cooperation. On the basis of this definition we will now show how ERASMUS contributes to the increase
of intercultural competences

Studying abroad improves intercultural knowledge and awareness (Haas, 2018).

In the present study, the concept of “multicultural competence” is defined as the ability to understand and
respect different cultural contexts and points of view, and includes openness to new ideas and ways of
thinking.

Conclusion about our student mobility