Análisis de la información orientadora para la movilidad académica en el programa Erasmus

Análisis de la in o mación o ien ado a pa a la mo ilidad académica en el p og ama E asmus Rebeca Ga cía-Mu ias e al
REOP. Vol. 27, nº1, 1º Cua imes e, 2016, pp. 67 - 82 [ISSN elec ónico: 1989-7448] 67
ANÁLISIS DE LA INFORMACIÓN ORIENTADORA PARA LA MOVILIDAD
ACADÉMICA EN EL PROGRAMA ERASMUS
ANALYSIS OF GUIDANCE INFORMATION FOR ACADEMIC MOBILITY IN THE
ERASMUS PROGRAM
Rebeca Ga cía-Mu ias
1
Luis M. Sob ado-Fe nández
Elena Fe nández-Rey
Uni e sidad de San iago de Compos ela. Facul ad de Ciencias de la Educación.
San iago de Compos ela. España.
RESUMEN
In oducción: El in e cambio y la mo ilidad de los jó enes uni e si a ios, como obje i os
es a égicos del Espacio Eu opeo de Educación Supe io (EEES), suponen una opo unidad pa a
que la educación y la o mación supe io uni e si a ia se adap en no solo a las p emisas que
es ablece el EEES sino ambién a las demandas de la sociedad y del ámbi o labo al en Eu opa.
Es e a ículo p esen a el p oceso y esul ados de un es udio cuya inalidad es analiza la
ele ancia global y el g ado de u ilidad de las polí icas de in o mación y o ien ación ela i as a las
acciones de mo ilidad y p og amas de in e cambio (E asmus) desde la pe spec i a del alumnado
de la Uni e sidad de San iago de Compos ela. E ec ua una acción de mo ilidad equie e la
pues a en p ác ica de compe encias de di e sa índole, en e las que se encuen an aquellas
inculadas con la ges ión de la in o mación y la oma de decisiones.
Mé odo: Pa a la ecogida de da os se aplicó un cues iona io cuya mues a es á cons i uida po
596 es udian es uni e si a ios decididos a lle a a cabo una acción de mo ilidad E asmus en
Eu opa. Los da os ob enidos median e los cues iona ios ue on a ados con el p og ama
es adís ico in o má ico SPSS 18.0.
1
Co espondencia: Uni e sidad de San iago de Compos ela (USC). Facul ad de Ciencias de la Educación,
Depa amen o de Mé odos de In es igación y Diagnós ico en Educación (MIDE), C/ Xosé Mª Suá ez Núñez, s/n.
Campus Vida. 15782. San iago de Compos ela (A Co uña). Tl no.: 881 813 696.
Co eo-e: [email p o ec ed], h p://www.usc.es/
Análisis de la in o mación o ien ado a pa a la mo ilidad académica en el p og ama E asmus Rebeca Ga cía-Mu ias e al
REOP. Vol. 27, nº1, 1º Cua imes e, 2016, pp. 67 - 82 [ISSN elec ónico: 1989-7448] 68
Resul ados y Conclusiones: Los esul ados alcanzados mues an la necesidad u gen e de
diseña es a egias de ac uación in o ma i a y o ien ado a en la Uni e sidad que ayuden al
alumnado a la adecuada oma de decisiones pa a ges iona es as inicia i as de mo ilidad en
Eu opa (E asmus).
Palab as cla e: mo ilidad de es udian es, compe encias, p og ama de in e cambio, polí ica educa i a,
educación supe io , o ien ación.
ABSTRACT
In oduc ion: Exchange and mobili y o uni e si y s uden s, as s a egic objec i es o Eu opean
Highe Educa ion A ea (EHEA), ep esen an oppo uni y o educa ion and uni e si y highe
educa ion a e adap ed no only o he p emises es ablished by he EHEA bu also he demands o
socie y and he labou ield in Eu ope.
This a icle p esen s he p ocess and esul s o a s udy whose aim is o analyze he global
ele ance and use ulness deg ee o in o ma ion and guidance policies ela ing o he mobili y
ac ions and exchange p og ams (E asmus) om he o e iew o s uden s om he Uni e si y o
San iago de Compos ela. To pe o m a mobili y ac ion equi es he implemen a ion o di e en
compe ences, among which a e hose ela ed o decision-making and in o ma ion managemen .
Me hod: A ques ionnai e o collec da a was applied whose sample consis s o 596 uni e si y
s uden s de e mined o ca y ou an E asmus mobili y ac ion in Eu ope. The da a om he
ques ionnai es we e ea ed wi h SPSS 18.0 compu e s a is ical p og am.
Resul s and Conclusions: The esul s ob ained show he u gen need o design pe o mance
s a egies o in o ma ion and guiding ac ion a Uni e si y which help s uden s o do he adequa e
decision-making o manage hese mobili y ini ia i es in Eu ope adequa e (as i is, h ough he
p og am E asmus).
Keywo ds: s uden mobili y, compe ences, exchange p og amme, educa ional policy, highe educa ion,
guidance.
In oduc ion
The Eu opean Highe Educa ion A ea (EHEA)
Highe Educa ion con ibu es undamen ally o he achie emen o a Eu ope o Knowledge,
highly c ea i e and inno a i e. As Teichle (2009) poin s ou , i can only mee his challenge i i
maximizes he alen s and capaci ies o all i s ci izens and i is ully in ol ed in he Li elong
Lea ning. The p ocess o con inuous change ha i is imme sed equi es o e ing an e ec i e
esponse o he new demands, including he need o ain people able o play a ole no only in
hei p o ession bu also in he socie y in which hey li e, h ough con inuous lea ning in a
ansna ional scena io (Wa s & Van Esb oeck, 1998a, 1998b, 1999).
Análisis de la in o mación o ien ado a pa a la mo ilidad académica en el p og ama E asmus Rebeca Ga cía-Mu ias e al
REOP. Vol. 27, nº1, 1º Cua imes e, 2016, pp. 67 - 82 [ISSN elec ónico: 1989-7448] 69
The Eu opean Highe Educa ion A ea (EHEA) is a aining p oposal ocused on he
de elopmen and e alua ion o new skills which is pe cei ed acco ding o Rué (2009), as an
adap a ion o uni e si ies o he Eu opean s age. Educa ional challenges o Eu opean con e gence
owa ds he same pos ula e a change in he p edominan aining model in ecen yea s, gi ing
mo e p ominence o s uden s in hei aining, which is he need o in o m, guide, ad ise, mo i a e
and s imula e hem; o hese easons Guidance becomes an indispensable elemen (Akkök,
2009a, 2009b; FEDORA, 2008).
The c ea ion o he EHEA om he Ex ao dina y Eu opean Council in Lisbon in 2000 is one o
he main objec i es and sha ed s a egies by he a ious Eu opean uni e si ies as González
Fe e as & Wagene (2006).
The pu pose o he Eu opean sys em o Highe Educa ion is o inc ease i s in e na ional
compe i i eness o acqui ing a le el o global appeal o ma ch hei cul u al and scien i ic adi ions
and he e o e has o ha e key measu es such as: he adop ion o a sys em i les easy o compa e;
he implemen a ion o he Diploma Supplemen which acili a es he use o Eu opean ci izens and
he in e na ional compe i i eness o he Eu opean Highe Educa ion sys em; he ecogni ion o his
(unde g adua e/bachelo and g adua e); he es ablishmen o a c edi sys em (ECTS) as an
app op ia e way o p omo e he mobili y o s uden s, eache s, esea che s and adminis a i e s a ,
wi h a ecogni ion and alo isa ion o pe iods o aining in a Eu opean con ex ; de eloping he
Eu opean dimension o highe educa ion wi h special a en ion o cu icula, coope a ion and
ins i u ional in e es , exchange p og ams and in eg a ed p ojec s o lea ning, eaching and
esea ch, e c.
In e na ionaliza ion
The in e na ionaliza ion o uni e si ies, despi e being p esen since i s genesis is cu en ly a
cen al elemen o i s u u e de elopmen . The Eu opean Uni e si y includes in i s s a egic lines
de eloping an in e na ionaliza ion plan o enhance i s posi ion as a benchma k ins i u ion in he
global uni e si y space, bene i oppo uni ies p esen ed by globaliza ion in i s de elopmen and
boos he quali y and e iciency o se ice o socie y. In his con ex , i is necessa y o main ain a
i m commi men o s eng hen he connec ions and mobili y p og ams and in e -uni e si y
coope a ion, especially in he Eu opean con ex .
A basic elemen in his objec i e is o acili a e s uden ´s mobili y p og ams ha enable hem
o complemen in o he ins i u ions s udies leading o he ob aining o an o icial i le, bene i om a
p o i able social and cul u al expe ience and imp o e hei cu iculum i ae in he ace o labou
inco po a ion. Pa icipa ion in hese p og ams is an example o he abili y o communica ion,
coope a ion and adap a ion and unde s anding o o he cul u es.
Mobili y
The exchange and mobili y o uni e si y s uden s a e key elemen s o achie ing he in ended
challenges and e o s and measu es aken in his new Eu opean s age. One o he s a egic
objec i es o he EHEA o ha monize hei uni e si y educa ion is he momen um o he con inued
in e na ional mo emen o s uden s, eache s and adminis a i e s a o Highe Educa ion
Ins i u ions. Mobili y and exchanges o s uden s p og ess a a conside able a e despi e he
obs acles a e s ill nume ous.
Análisis de la in o mación o ien ado a pa a la mo ilidad académica en el p og ama E asmus Rebeca Ga cía-Mu ias e al
REOP. Vol. 27, nº1, 1º Cua imes e, 2016, pp. 67 - 82 [ISSN elec ónico: 1989-7448] 70
Eu opean mobili y and exchanges o educa ional pu poses play a key ole in he consolida ion
o Eu ope, so i equi es mo e suppo om hose conce ned, including public au ho i ies (Senen ,
2015).
F om he pe spec i e o he policies o he Eu opean Union in ecen yea s he mobili y o
you h is highligh ed h ough a ious expe iences and p og ams among which he E asmus
highligh s (Bánka & E el , 2011).
As De Miguel (2006) indica es in e uni e si y mobili y p og ams (E asmus) ep esen a
undamen al line o ac ion o exchange con en s, me hods and educa ional esou ces as well as o
p omo e he c ea ion and ans e o knowledge in he ansna ional a ea.
Acco ding o K aa z & E el (2011), he e a e easons o ansna ional mobili y o young
people om a pe spec i e o de elopmen as hey a e he sense o c ys alliza ion o iden i y, he
need o con ac wi h he p o essional ield, he demand o guiding suppo and expe ience
g owing in e es in he in e na ional dimension.
As E el & Ruppe (2011) s a ed ansna ional dimension o young Eu opeans mobili y is a
challenge o s uc u e and de elopmen o a con en ional diagnos ic e alua ion e e ed o he
p oblem o a ca ee choice in an in e na ional con ex .
T ansna ional mobili y enables young people o acqui e new knowledge and skills ( aining
mobili y), imp o ing pe sonal de elopmen and employabili y in a s age beyond na ional bo de s.
Ne e heless, nowadays, aining mobili y is a he he excep ion and no he no m, so i should be
encou aged in all disciplines and con ex s (Ga cía Mu ias, 2014).
Acco ding o Van Esb oeck & A hanasou (2008), mobili y p omo es excellence in educa ion
and i helps he Eu opean a ea o become a eali y, imp o ing he academic and p o essional
p o ile o he pa icipan s and gi ing hem he eedom and lexibili y o bene i om he aining
oppo uni ies ha exis ou side hei home coun y. I p o ides he abili y o li e and wo k in ano he
coun y as pa o a mul icul u al and in e cul u al g oup whe e hese people can imp o e hei
language skills and b oaden hei social and cul u al unde s anding.
Guidance
O ien a ion, unde s ood as a li elong aid p ocess (Li elong Guidance), has as pu pose ha he
pe son eaches he g ea es possible de elopmen on indi idual, academic and p o essional
dimensions and i is, undoub edly, one o he means ha acili a e hei achie emen (Ga cía
Mu ias, 2012).
In he cu en Eu opean eali y he In o ma ion and Educa ional and Voca ional Guidance has
o ace new suppo needs o you h o mobili y (Bánka, 2014).
Guiding ac ion is ex ended o he uni e si y con ex , pe cei ing necessa y o s uden s o be
able o sel -ad ise and sel -manage hei own lea ning (knowing how o use a ailable esou ces,
be able o access and selec ele an in o ma ion and guidance o p ope decision making) since
acco ding Sob ado, Fe nández Rey & Rodicio Ga cía (2012), he uni e si y s age is an impo an
pe iod in he de elopmen and pe sonal g ow h.
In uni e si y guidance s uden s a e an ac i e and pa icipa o y elemen in hei own communi y
con ex (Wa s e al., 1994) and counseling is one o he bes ools o achie e hei in eg al
o ma ion. I s pu pose is o help s uden s h oughou hei s ay a he highe educa ion o de elop
Análisis de la in o mación o ien ado a pa a la mo ilidad académica en el p og ama E asmus Rebeca Ga cía-Mu ias e al
REOP. Vol. 27, nº1, 1º Cua imes e, 2016, pp. 67 - 82 [ISSN elec ónico: 1989-7448] 71
esponsibly, hei educa ional, p o essional, i al and u u e p ojec . The s a egies h ough which
such suppo and guidance is p o ided can be di e se (ca e/ad ice se ices o s uden s, speci ic
counseling p og ams, u o ial ac ion, e c.), aking in o conside a ion he e olu ion o s uden s
h oughou hei s udies a Uni e si y, om he beginning o he end o i s academic ca ee
(Sob ado & Ba ei a, 2012).
In ecen decades he e ha e been in Spain a ious needs assessmen guidance in he
uni e si y con ex (Campoy & Pan oja, 2000; Sánchez Ga cía, 1998; e c.) which ha e suppo ed
he ele ance o enhancing in o ma ion and guidance policies. They also suppo he impo ance o
p omo ing and de eloping assessmen s a egies in he uni e si y s age h ough he c ea ion o
guidance se ices, ac ions and ini ia i es o he dissemina ion o in o ma ion and ad ice o
uni e si y en ance, aining p og ams, labou ma ke ou comes... and also o he managemen
and implemen a ion o academic and p o essional mobili y ini ia i es, among o he s, a local,
na ional and in e na ional con ex (Sob ado, Ceinos & Fe nández Rey, 2010).
In his con ex new in o ma ion and guidance needs a ise by uni e si y s uden s in mobili y o
manage hei exchanges and aining pe iods, such as he Eu opean ini ia i e E asmus. Faced wi h
his si ua ion Vuo inen & Lea kkanen (2011) no e ha li elong guidance is eme ging as one o he
necessa y ac o s o p o ide s uden s wi h he suppo and ad ice hey equi e in hei p ocess o
in o ma ion managemen and decision-making o add ess success ully mobili y ac ions which a e
key elemen s o s eng hen and de elop hese ini ia i es in Eu ope. Encou age guiding ac ion i
in ol es, in addi ion, mo e owa ds g ea e quali y o uni e si ies and go o a eal ha moniza ion o
Highe Educa ion in he Eu opean con ex .
I is key o conside wha in o ma ion / guidance s a egies, ools and / o esou ces a e
needed o de elop o imp o e om he uni e si ies o suppo academic-p o essionals mobili y
ac ions (guidance se ices, u o ial ac ion, aining p og ams, e c.) and wha ini ia i es ha e o
p omo e o ad ise he s uden s who decide o conduc a s ay in Eu ope (p omo ion and
dissemina ion o in o ma ion and guidance policies om exchange p og ams, dissemina ion and
p omo ion ac i i ies abou he bene i s and oppo uni ies o Eu opean mobili y, e c.) Undoub edly,
in o ma ion and guidance p ocesses a e sui able mechanisms whe e hey can be suppo ed o
make hem possible (Ga cía Mu ias, 2014).
The esea ch p esen ed in his a icle is in ended as a main goal o inqui e in he ele ance o
he in o ma ion acqui ed in he uni e si y con ex (Uni e si y o San iago de Compos ela) o
s uden ´s decision-making wi h he pu pose o making an E asmus mobili y ac ion in he Eu opean
con ex .
Especially, we y o answe he ollowing ques ion: To wha ex en he in o ma ion acqui ed in
he Galician uni e si y con ex has been ou s anding in he decision making o he s uden in o de
o pe o m a mobili y ac ion in he E asmus Eu opean p og am?
Me hod
Sample
The a ge popula ion o he su ey consis s o all hose s uden s om he Uni e si y o
San iago de Compos ela, in e es ed in mobili y ac ions and was willing o pa icipa e in he
E asmus expe ience in ano he Eu opean coun y o he 2007-2008 academic yea s.

Análisis de la in o mación o ien ado a pa a la mo ilidad académica en el p og ama E asmus Rebeca Ga cía-Mu ias e al
REOP. Vol. 27, nº1, 1º Cua imes e, 2016, pp. 67 - 82 [ISSN elec ónico: 1989-7448] 72
The applica ion p ocess o his ins umen was made in he uni e si y class oom ei he be o e
making he language examina ion equi ed o hei s ay o du ing a special b ie ing o s uden s
who had decided o go ab oad o s udy.
The selec ed sample consis s o 596 s uden s. I should be no ed ha his does no mean ha
all he s uden s who comple ed he same ins umen and who a e pa o he sample inally pe o m
such mobili y; as he e we e candida es who ailed he en y and admission equi emen s in o he
E asmus p og am.
As seen in G aphic 1, no e ha he e is a p edominance o s uden s belonging o he uni e si y
Campus o San iago (84,8%) agains 15,2% om Lugo.
GRAPHIC 1. Uni e si y Campus
Table 1 shows he dis ibu ion o s uden s by ield o s udy based on pe cen ages. I can be
seen as he uni e si y s uden s ha o m he sample o his esea ch, 43, 5% belongs o he Social
and Legal Sciences, eaching he highes pe cen age.
Then, he a ea o Heal h Sciences and Technical Educa ion s ands ou wi h equal pe cen ages
o 17,9% and 14,3% espec i ely and hen Humani ies (11,6%) and Expe imen al Sciences (9,1%).
Finally, i is impo an o emphasize ha 3,7% o s uden s in he sample belongs o he ield o
Educa ion. In his esea ch when e e ing o he a eas o s udy (Social and Legal Sciences,
Expe imen al Sciences, Heal h Sciences, Technical Educa ion, Humani ies) we decided o
dis inguish "Educa ion" be ween he a ea o “Social and Legal Sciences” o s udy i s pa icula case
and hus ge speci ic in o ma ion abou his ield.
TABLE 1. Field o s udy
STUDIES AREA
%
Social and Legal Sciences
43,5%
Heal h Sciences
17,9%
Technical Educa ion
14,3%
Humani ies
11,6%
Expe imen al Sciences
9,1%
Educa ional Sciences
3,7%
San iago de
Compos ela
84,80%
Lugo
15,20%
Análisis de la in o mación o ien ado a pa a la mo ilidad académica en el p og ama E asmus Rebeca Ga cía-Mu ias e al
REOP. Vol. 27, nº1, 1º Cua imes e, 2016, pp. 67 - 82 [ISSN elec ónico: 1989-7448] 73
Acco ding o he pu pose o his s udy we conside i is con enien o add ess i h ough
desc ip i e esea ch because i allows explo ing, in es iga ing, desc ibing and in e p e ing he
pe cep ion and e alua ion o s uden s om he Uni e si y o San iago de Compos ela in ela ion o
in o ma ion and guidance on E asmus mobili y p og am ecei e ha hey om di e en sou ces,
especially om hei academic ins i u ion.
The di e en dimensions ha we e aken in o conside a ion o he s udy and a e b oken down
in o a iables in he s uc u e de eloped in he ques ionnai e a e p esen ed syn he ically in Table 2.
Two majo dimensions on he Iden i ica ion and he Impo ance o he in o ma ion ac ions o
decision-making and di e se a iables (Type o Campus, s udies, le el o in o ma ion and decision
making, e c.) we e se led, co esponding o he objec i e se ou in his a icle.
TABLE 2. Ques ionnai e a iables
DIMENSIONS
VARIABLES
VALUES
Iden i ica ion and
academic g ouping
Uni e si y Campus
 Lugo
 San iago
Field o S udy
 Expe imen al Sciences (Biology, Ma hema ics,
Physics, En i onmen al…)
 Heal h Sciences (Medicine, Ve e ina y, Den is y,
Pha macy, Nu sing …)
 Social and Legal Sciences (Law, Economics,
Psychology, Lib a y...)
 Technical Educa ion (Enginee ing, A chi ec u e...)
 Humani ies (Philology, His o y, Philosophy...)
 Educa ion (Pedagogy, Social Educa ion, Psycho-
pedagogy, Teaching...)
Impo ance o
in o ma ion ac ions o
decision-making
Le el o which in o ma ion
ac ions o he uni e si y
ha e been impo an o
making a mobili y ac ion
 No hing (1)
 A li le (2)
 Regula (3)
 Enough (4)
 A lo (5)
U ili y o in o ma ion
ac ions in decision-making
 Rea i m my decision o lea e, ha I had al eady
aken p e iously
 Encou aging me o go o s udy ab oad
 They ha e no in luenced me
Two o he dimensions o he s udy comple ed he ques ionnai e.
One o hem e e ed o he impo ance o di e en sou ces o in o ma ion. I s goal was o know
he ele ance ha s uden s gi e o he di e en sou ces o in o ma ion om hei uni e si y and
o he ex e nal sou ces o pe o m an E asmus mobili y ( o ins ance, he o icial websi e om home
and hos uni e si y, o he websi es, blogs, o ums o o he uno icial in o ma ion sou ces, speci ic
ac i i ies om he uni e si y, in o ma ion p o ided by he E asmus coo dina o o by eache s;
in o ma ion p o ided by pee s om he same deg ee, om colleagues o iends).
The o he was ela ed o he sa is ac ion wi h he in o ma ion ecei ed by s uden s in ela ion o
mobili y p og ams. S uden s should gi e hei opinion on he in o ma ion p o ided by hei
uni e si y ega ding he selec ed uni e si ies; alida ions o subjec s; inancial aids; comple ed he
applica ion p ocess and equi emen s and selec ion p ocesses.
Análisis de la in o mación o ien ado a pa a la mo ilidad académica en el p og ama E asmus Rebeca Ga cía-Mu ias e al
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Ins umen
To answe he s a ed objec , om he me hodological pe spec i e a ques ionnai e as a
echnique o da a collec ion was applied allowed he opinion om s uden s a he Uni e si y
(whose in en ion was o pe o m a mobili y ac ion), on he in o ma ion hey ecei e in ela ion o
hese p og ams, especially E asmus. They ecei e om he Uni e si y analogous in o ma ion and
a e applied he ques ionnai e e e ed o in a speci ic call o assess he language p o iciency.
The ins umen was de eloped by he O ice o Educa ional Assessmen and Diagnosis
(Uni e si y o Valencia) and i was pa o an in es iga ion in o he “Opinion o uni e si y s uden s
on s a egies o in o ma ion ega ding he E asmus p og am and o he in e na ional p ojec s” in
which apa om his, O iedo, G anada and San iago de Compos ela uni e si ies (Al a o e al.,
2009) pa icipa ed.
In o ma ion ecei ed om he Uni e si y is h ough he websi e and b ochu es in i o e ed he
by he Uni e si ies Eu opean coun ies. The numbe o pos s by ype o s udy, cha ac e is ics o
he esidence and academic ields a e con empla ed, school secu i y, mo emen , coo dina ion
u o ial, languages equi ed, sys ems e alua ion and acc edi a ion o s udies, du a ion o hese,
academic calenda , schola ships and aid modali y, exchange sys ems, eaching p ac ices, e c.
The ques ionnai e consis s o 19 i ems g ouped in o i e majo issues. Wi h he excep ion o
one o hem, hey a e ully closed i ems acco ding o Like model.
The eliabili y o he ques ionnai e was analyzed h ough in e nal consis ency coe icien
C onbach' s alpha in Like scales ha ha e wo o mo e i ems, being he alue ob ained o 0,745,
leading o conside i s eliabili y as a good one.
The a iables aken in o accoun in his s udy a e he Uni e si y Campus, S udies a ea and
impo ance o in o ma ion and Guidance ac ions.
P ocedu e
The applica ion p ocess o his ins umen was made by uni e si y p o esso s, collabo a o s o
he E asmus p og am, in he class oom con ex , well be o e making he language examina ion
equi ed o he s ay o du ing a special mee ing o s uden s who had decided o go o s udy
ab oad.
Resul s
Fi s , he e we e he s uden s who hough o pe o m an E asmus mobili y ac ion, made hei
assessmen ega ding he impo ance o policies and p omo ion and dissemina ion o in o ma ion
ac i i ies ca ied ou by he uni e si y in o de o ind ou which has had, in i s decision o going
ab oad and o his we e asked o a e his issue on a scale o i e ca ego ies o esponse: No hing
(1), a li le (2), egula (3), enough (4), a lo (5).
Conside ing he global a e age ob ained in his i s issue ( = 2, 49) i can be deduced ha
s uden s gi e an app ecia ion o “ egula ” (see Table 3).
X
Análisis de la in o mación o ien ado a pa a la mo ilidad académica en el p og ama E asmus Rebeca Ga cía-Mu ias e al
REOP. Vol. 27, nº1, 1º Cua imes e, 2016, pp. 67 - 82 [ISSN elec ónico: 1989-7448] 75
TABLE 3. Ra ing he impo ance o p omo ional and in o ma ion ac ions abou he uni e si y
Desc ip i e s a is ics
Impo ance (Pe cen ages)
S
No hing
(1)
A li le
(2)
Regula
(3)
Enough
(4)
A lo
(5)
2,49
1,202
24,8
29,4
23,8
15,5
6,4
The esul ing pe cen ages e lec ed in G aphic 2 p o ide he assessmen o he p omo ional
and in o ma ion ac ions ha s uden s ake om hei Uni e si y in ela ion o he Eu opean
E asmus p og am. Thus, 54,2% said ha hese p omo ional and in o ma ion ac ions on o e we e
ound o be low (29,4%) o none (24,8%) ele ance so hey ep esen a mino impo ance o
pa icipa e in he E asmus p ojec a ec ing li le in hei decision making. By con as , only 21,9%
o s uden s su eyed hink ha his p omo ion and in o ma ion has been enough (15,5%) o e y
ele an (6,4%) in i s de e mina ion. I should be no ed ha he emaining 23,8% gi ing i a
( egula ) a e age o i in such ac ions.
GRAPHIC 2. Impo ance g an ed on p omo ion and in o ma ion measu es abou he uni e si y
This si ua ion leads o e lec on why s uden ´s alue in his way in o ma ion ac ions o e ed
om he uni e si y. In his sense we could ques ion he quan i y and / o quali y o he in o ma ion
p esen ed om he Uni e si y as well as he use and managemen hose s uden s maked on i .
In any case, he ac ha a alua ion gi en by his ini ial ques ion is below he a e age le el
leads o wo hypo heses: ei he he e is a ela i ely small e o by uni e si ies o de elop s a egies
o p omo e he in e na ional mo emen o i is no conside ed as a key elemen in hei decision o
ain ab oad by s uden s.
Rega ding he possible di e ences by ield o s udy, he esul s ob ained (sig.=0,067) once
applied s a is ical analysis o a iance es , indica ing ha hey a e no signi ican be ween he
a ious disciplina y a eas, in ela ion o he i s o he discussed ques ions conce ning he ole
played in he decision o go ab oad, p omo ional and in o ma ion ac ions om he Uni e si y.
Mo eo e , s uden s o Heal h Sciences a e he leas alued p omo ion and in o ma ion ac ion
ha om he uni e si y a e o e ed, hey eached a alue o 68,8% (no hing and li le impo ance).
X
No hing
26,52%
Low
31,44%
Regula
25,45%
Enough
16,58%
Análisis de la in o mación o ien ado a pa a la mo ilidad académica en el p og ama E asmus Rebeca Ga cía-Mu ias e al
REOP. Vol. 27, nº1, 1º Cua imes e, 2016, pp. 67 - 82 [ISSN elec ónico: 1989-7448] 82
Elec onic sou ces
González Fe e as, J. & Wagenea , R. (Eds.) (2006). Tuning Educa ional S uc u es in Eu ope II.
La con ibución de las Uni e sidades al p oceso de Bolonia. Bilbao: Uni e si y o Deus o.
Re ie ed on May 23, 2015 om www.unideus o.o g/ uning/
Wa s, A. G. & Van Esb oeck, R. (1998a). New Skills o a holis ic ca ee s guidance model. The
In e na ional Ca ee s Jou nal (On-line). Re ie ed on June 2, 2015 om
h p://link.sp inge .com/a icle/10.1023%2FA%3A1005653018941
ANNEX
Ques ionnai e e alua ion o in o ma ion E asmus p og am: desc ip o s
and i ems lis ed
Block 1. Iden i ica ion Da a (choice).
1. Campus.
2. A ea o s udies.
Block 2. Impo ance o in o ma ion and p omo ion ac ions: None, low, egula , p e y much.
Block 3. Rele ance o he di e en sou ces o in o ma ion: 10 in o al (websi es, eache s,
coo dina o s, pa ne s, e c.). Scale o 1 (none) o 5 ( e y much).
Block 4. P omo ion wi h he in o ma ion ecei ed om he uni e si y i sel (iden ical o he p e ious
le el). Valida ions, bags and g an s, equi emen s and selec ion p ocesses, e c.
A o al o 19 e alua ion i ems.
Fecha de en ada: 12 junio de 2015
Fecha de e isión: 25 ene o de 2016
Fecha de acep ación: 25 ab il de 2016