Erasmus+

About: Erasmus+ is a research topic. Over the lifetime, 3013 publications have been published within this topic receiving 24454 citations. The topic is also known as: Desiderius Erasmus & Desiderius Erasmus Roterodamus.

The History of Scepticism from Erasmus to Spinoza

Abstract: "I had read the book before in the shorter Harper Torchbook edition but read it again right through - and found it as interesting and exciting as before. I regard it as one of the seminal books in the history of ideas. Based on a prodigious amount of original research, it demonstrated conclusively and in fascinating details how the transmission of ancient skepticism was a bital factor in the formation of modern thought. The story is rich in implications for th history of philosophy, the history of science, and the history of religious thought. Popkin's work has already inspired further work by others - and the new edition takes account of this, most importantly the work of Charles Schmitt. The two new chapters extend the story as far as Spinoza, with special reference to the beginnings of biblical criticism...Popkin's history is of great potential interest to a wide readership - wider than most specialist publications and wider than it has (so far as I can tell) reached hitherto." (M.F. Burnyeat, Professor of Philosophy, University College London).

The Determinants of International Student Mobility Flows: An Empirical Study on the Erasmus Programme.

Abstract: The Erasmus Programme for higher education students is supposed to play an important socio-economic role within Europe. Erasmus student mobility flows have reached a relevant level of two million since 1987, boosted in recent years by the enlargement of the programme to eastern countries. Thereafter, it seems that flows have staggered. In this context, the article analyses the determinants of Erasmus student mobility establishing relevant hypotheses, which arise from the migration theory and gravity models. A panel data set of bilateral flows for all the participating countries has been used in order to test the factors influencing these student flows. Country size, cost of living, distance, educational background, university quality, the host country language and climate are all found to be significant determinants. Results also reveal that there are other determinants, like a country’s characteristics and time effects, which can affect mobility flows. Based on these findings, some general recommendations are put forward to enhance these flows.

The Theological Origins of Modernity

Abstract: Exposing the religious roots of our ostensibly godless age, Michael Allen Gillespie reveals in this landmark study that modernity is much less secular than conventional wisdom suggests. Taking as his starting point the collapse of the medieval world, Gillespie argues that from the very beginning, moderns sought not to eliminate religion but to support a new view of religion and its place in human life. He goes on to explore the ideas of such figures as William of Ockham, Petrarch, Erasmus, Luther, Descartes, and Hobbes, showing that modernity is best understood as a series of attempts to formulate a new and coherent metaphysics or theology.

Studying Abroad and the Effect on International Labour Market Mobility: Evidence from the Introduction of Erasmus

Abstract: We investigate the effect of studying abroad on international labour market mobility later in life for university graduates. We exploit the introduction and expansion of the European ERASMUS student exchange programme as an instrument for studying abroad. We find that studying abroad increases an individual's probability of working in a foreign country by about 15 percentage points. We investigate heterogeneity in returns according to parental education and the student's financial situation. Furthermore, we suggest mechanisms through which the effect of studying abroad may operate.

Internationalisation of higher education: European experiences

Abstract: ‘Internationalisation’ is generally defined as increasing cross-border activities amidst persistence of borders, while ‘globalisation’ refers to similar activities concurrent to an erosion of borders. Study mobility is viewed as the most visible component in this framework in Europe with ERASMUS as the largest scheme of temporary mobility. ERASMUS was a trigger for a qualitative leap of internationalisation strategies and policies since the 1990s: towards cooperation and mobility on equal terms, and towards systematic and strategic internationalisation. The ‘Bologna Process’ aimed to make higher education more attractive to students from other parts of the world and to facilitate intra-European mobility; however, many other activities are needed to stimulate mobility, and the Bologna Process pursues many other objectives. It remains to be seen whether supra-national and national policies and institutional strategies will continue to opt for wide-ranging cooperation based on mutual trust or whether the ‘competition paradigm’ will determine the scene.