Expectations Towards International Study Visits – Preliminary Research Findings
Expectations Towards International Study Visits – Preliminary Research Findings

Summary/Abstract: Objective: The objective of this paper is to present the preliminary research findings concerning the expectations towards international study visits undertaken by university students hailing from different higher education institutions around Europe on the canvas of internationalization as a concept. Methodology: The research was carried out on a group of 440 students from 5 European countries. The study covered the population of students of faculties whose graduates are preparing to work in business. The basic research tool was a questionnaire with dominating closed questions and the possibility for respondents to indicate more than one answer. The answers of the respondents were measured using a five-point Likert scale with a variable description of the minimum and maximum point value. When analyzing the data, descriptive statistics were used. The Kruskal Wallis test was used to determine whether there was a significant difference in mean ranks across attribute ratings. Findings: The results highlight significant common features of students expectations towards international mobility programs: personal development orientation, interest in contact with employers and professional environment, willingness to try themselves in new challenges by developing creative and communication skills in an international environment. Value Added: This article is an important voice on the impact of mobility programs on the competencies development of future graduates. The final results of the research can be used to improve the mobility and educational programs offered by universities which equip their students with major skills, knowledge and attitudes in the future workplace. Recommendations: The highest-valued components of international study visits do not fully reflect the expectations of employers, and the study of the reasons for these discrepancies, as well as reflection on how to minimize them in the process of academic teaching, remain a significant challenge for the practice of building competencies sought in the labour market.

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