likely to have an international experience during their studies. When we turn this reasoning around, we could conclude that students with a lower socio-economic background are less likely to go abroad and are thus being disadvantaged. The figures on participation of students with a disability in international exchange show that they are being underrepresented as well (European Commission, 2012b). Linking this to the statement of King (2010), it could mean that students with a disability and a low socio-economic background are even more disadvantaged. Alongside to this factor, González, Mesanza and Mariel (2010) say that the level of education in a country determines the degree in which international exchanges are being promoted. When a country has a low level of education, students are being less stimulated to go abroad. Furthermore, we found literature on the choice of country for going abroad. King (2010) referred to the influence of quality, cost of education and colonial links among others. González, Mesanza and Mariel (2010) equally point out that cost of living in the country of destination and the distance from home are relevant factors. Our participants referred to the quality of education as influential. However, the decision on which country to go wasn’t dealt with explicitly in our research. Differences in motivation to go international? Although we a lot of similarities in the reasons to go with what you would generally expect from students wanting to go abroad, we found differences as well. some of our participants took into account a number of factors in relation to their disability. Some mentioned that they chose to go to a country with a more positive attitude towards persons with a disability and with a higher degree of accessibility. Here they referred to northern countries. Nevertheless, one participant told to be pleasantly surprised by the South of France. Secondly, one participant chose to go to Spain because of the positive effect of the warm climate and low stress on her chronic illness. Thirdly, some of our participants highlighted the fact that they wanted to prove that they could go and that they felt as if they needed a significant amount of motivation to do it. This assumption was something that we focussed on: Why do our participants feel they need to be extra motivated and need to prove that they can go abroad?
likely to have an international experience during their studies. When we turn this reasoning around, we could conclude that students with a lower socio-economic background are less likely to go abroad and are thus being disadvantaged. The figures on participation of students with a disability in international exchange show that they are being underrepresented as well (European Commission, 2012b). Linking this to the statement of King (2010), it could mean that students with a disability and a low socio-economic background are even more disadvantaged. Alongside to this factor, González, Mesanza and Mariel (2010) say that the level of education in a country determines the degree in which international exchanges are being promoted. When a country has a low level of education, students are being less stimulated to go abroad. Furthermore, we found literature on the choice of country for going abroad. King (2010) referred to the influence of quality, cost of education and colonial links among others. González, Mesanza and Mariel (2010) equally point out that cost of living in the country of destination and the distance from home are relevant factors. Our participants referred to the quality of education as influential. However, the decision on which country to go wasn’t dealt with explicitly in our research. Differences in motivation to go international? Although we a lot of similarities in the reasons to go with what you would generally expect from students wanting to go abroad, we found differences as well. some of our participants took into account a number of factors in relation to their disability. Some mentioned that they chose to go to a country with a more positive attitude towards persons with a disability and with a higher degree of accessibility. Here they referred to northern countries. Nevertheless, one participant told to be pleasantly surprised by the South of France. Secondly, one participant chose to go to Spain because of the positive effect of the warm climate and low stress on her chronic illness. Thirdly, some of our participants highlighted the fact that they wanted to prove that they could go and that they felt as if they needed a significant amount of motivation to do it. This assumption was something that we focussed on: Why do our participants feel they need to be extra motivated and need to prove that they can go abroad?
no_limits_on_international_exchange_-_international_mobility_and_students_with_a_disability.docx