Page 25 - The-Academic-value-of-mobility-2018

Naturally, the conditions for drawing up a study plan vary depending on the study
format. Students on loosely designed programmes, or who study freestanding
courses, probably have a greater need to plan their studies than students on pro-
grammes with a set syllabus. However, even students on programmes with few
elective courses can benefit from reflecting on the various parts of the programme.
If there are sparse advisory/guidance resources, the student can produce a plan,
perhaps using information from the HEI’s website and/or introduction (see
appendices 4 and 20).

By using guidance and an individual plan for reflection and study planning at an
early stage of the programme, students have the opportunity to think about how
and when a student exchange can be part of the programme.

Experiences from the pilot projects

Several of the pilot HEIs have established a proactive and development-focused
guidance chain. The School of Humanities, Education and Social Sciences at
Örebro University tested this on two of its Bachelor’s programmes. In the first
phase of the project they developed a guidance chain that had an early survey, two
scheduled guidance meetings in the student’s first semester and “ordinary” guid-
ance meetings. Based on the recommended study route, the students reflected
individually on what their study route could be to meet future goals.

The experience of this was good. Students were able to reflect on their pro-
gramme’s intended learning outcomes and their own goals, as well as oppor-
tunities for mobility. This not only resulted in improving their knowledge of
mobility, but the study guidance counsellors in the pilot project also felt that stu-
dents demonstrated greater awareness of their studies in general. The survey
conducted by the pilot project after these activities revealed that a clear majority
were positive to the activities conducted, with people expressing that these had
influenced their view of higher education and the value of mobility.

In the second phase of the project, the guidance model was expanded to all six
Bachelor’s programmes at the school. After testing the model with two guidance
meetings on all six Bachelor’s programmes, there was a need to develop a model
that required fewer resources. This model includes one meeting in which the
student has the opportunity to reflect on their programme and opportunities for
mobility. The advantage of this model is that requires fewer resources. Student
evaluations have shown that the model is appreciated.

Linköping University has developed an “annual wheel” to visualise various mobil-
ity-promoting activities. These activities are linked to normal teaching on the pro-
gramme, offering all students the opportunity for international experience. The
pilot project emphasises that mobility/internationalisation must be an integrated
issue in teaching on a programme, i.e. it needs to be highlighted in different way,
in both specific activities and in ordinary teaching.

The University of Skövde has produced a process description for guidance before
and after mobility, which clarifies the roles of various staff categories (see appen-
dices 12–14).

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