Participants of Erasmus+ mobility periods in 2014–2020 developed their skills and strengthened their networks

Finnish students and staff satisfied with their exchange periods 

During the 2014–2020 programme period, 29,119 students, 7,991 trainees, 5,495 teachers and 6,305 other staff members from Finland took part in European mobility. Of these, 90% completed the European Commission's EU Survey feedback form. The participants in global mobility, meaning exchanges in partner countries outside of Europe, included 233 students, 57 trainees, 358 teachers and 391 other staff members. Of these, 94% responded to the EU Survey.

Both student mobility and staff mobility participants were satisfied with their exchange periods. A total of 92% of students and trainees were very or relatively satisfied with European mobility, and 96% with global mobility. Staff mobility participants were equally satisfied with both European and global mobility (98%). 
 

The desire to live abroad and meet new people motivated students to go on exchanges

The desire to live abroad and meet new people is clearly the most important reason for Finnish students to go on exchange: 85% in European mobility and 80% in global mobility cited it when asked about their motives for studying abroad. Of all participants in European mobility, 73% wanted to improve their language skills, while the number in global mobility was slightly lower, 61%. 

The desire to learn about another country's culture was a more common motivator for exchange in global mobility (82%) than in European mobility (63%), which may be explained by the fact that countries outside of Europe may be less familiar to students compared to European ones. Exchange students were also motivated by the desire to improve their employment opportunities both at home and abroad, and to experience different academic contents and courses.
 

Exchanges are also intended to improve employment opportunities 

In trainee mobility, the main motivating factors also included the desire to live abroad, meet new people and learn about another country’s culture, but in addition to that, particularly within Europe, the most significant motivator was the desire to improve employment opportunities abroad (67%). After their exchange, most students and trainees could imagine working abroad in the future (89%) or in the country where they did their exchange (71%).

Conversely, in global internship mobility, employment opportunities in a participant's home country are a greater motivator for the exchange (60%) compared to opportunities for employment abroad (45%). Nevertheless, 90% could imagine working abroad after the exchange and 55% in the host country of their exchange.

Contacts are created and strengthened in staff exchange

In staff mobility, the most common motivating factors for both teacher and staff exchanges included forming new contacts (76% in European mobility and 80% in global mobility) and developing existing cooperation, which was chosen by 82% in global mobility and 66% in European mobility amongst those who responded to the feedback form. Gathering information on best practices abroad, as well as developing and sharing personal expertise, were also considered important. 

Exchange periods teach and develop

The participant reports also contain questions about learning and development during the exchange period. In the 2014–2020 programme period, students and trainees reported that they had learnt most to appreciate different cultures, study independently and solve problems during their exchange period. When asked how students and trainees felt they had developed during their exchange period, most stated that they were better able to adapt and act in new situations, felt more confident and had a better understanding of their own strengths and weaknesses.

Exchange periods also have significant effects on teachers and other staff members. A total of 94% of staff who had participated in mobility within Europe and 97% of those who had been on exchange outside of Europe mentioned the strengthening of their professional network and the establishment of new contacts as their most important development. Respondents also said that the exchange increased their satisfaction with their work; 88% of those in European and 85% of those on global staff exchange felt this way.