Key findings: Student's experiences

Students have thought about mobility

In all the participating HEIs only a small number of the respondents had participated in international mobility. At SDU, which had the biggest number of respondents, majority of the respondents (54%) had thought about studying abroad, only few had studied abroad and many had not thought about studying abroad (Figure 4.1). Also at JYU, where 13 students responded to the survey, most of them (n=9) had thought about studying abroad but not yet been abroad.   

The mobile group in this study is significantly smaller (9%) than the overall mobile group in Nordic countries, which according to the recent representative survey conducted in Finland, Norway and Sweden included 33% of the students (N=6432, CIMO et al. 2013)). What is important to note is that the biggest group in this study is those students who have thought about international mobility but not yet participated (54%). Their needs deserve immediate attention.      

Why students consider but do not participate in mobility?

In general, students are positive towards learning abroad. They know that is common in many fields of studies to participate in international mobility. Almost all students consider their language skills, particularly in English or Scandinavian languages sufficient for mobility. Those students who major in languages were well aware that they have to study abroad to practise and improve their language skills. 
Many students would like to study in the Nordic countries, because of the similarities in culture, health care and social services, and quality of education. Some students, especially students with multiple disabilities or health issues, thought that mobility would be too demanding due to lack of sufficient support. 

“As people come to me from different backgrounds and nationalities it would be useful to have knowledge [of] living abroad and associating with people from different cultures.” (Iceland)

The students had little or no information about how mobility could be arranged in practice, e.g. at SDU in Denmark 90% of the respondents who had considered mobility (n=43) did not have information about funding. Students were not aware about possibilities to apply for additional financial support, available e.g. through Nordplus and Erasmus+, or doubted whether these programmes can cover all the necessary costs (medical care, therapies, assistants, interpreters). At LTU in Sweden, for instance, during the last 15 years no student has applied for special educational support funds for mobility. In Finland, HE students receive support from their home municipalities usually only for studies within the country, which limits opportunities for participating in international mobility. 

“I have received a social support provided by my home municipality covering approximately 15 hours of the mobility training. However, due to the fact it was not sufficient, I had to apply in several foundations for further funding.” (JYU)

“In order to find a personal assistant for my trip I contacted people from my home country living in my aimed destination. Facebook served me as a tool to do it and I got several applications. However, when I applied for funding to cover the salary of my assistant, I have received a negative decision from my home municipality claiming that it is not the point to be equal with other people but with other disabled people. I have contacted two lawyers to solve my case but I am aware of the fact that it is going to be a long process.” (JYU)

The students clearly emphasized the importance of information about accessibility and support. Knowledge of contact persons, similar to the disability coordinators at home HEI was an important factor that contributed to thinking about but not participating in international mobility. When information about disability coordinators or services was provided by the host HEIs the students thought mobility would be successful. 

“I might be able to finish all my courses or then just one if have a bad period. I do not know who I could ask about these kinds of things.” (Iceland) 

When responding to the questionnaire and, especially during the interviews many of the students, who had considered but not yet been abroad, started to think about how to do it. Their responses provided good ideas for planning necessary support and options. 

“I think that on the information events about going abroad, they should have something on one of the lasts slides like: ‘If you have a disability, you can contact X to get further information about the opportunities you have, when studying abroad’.” (SDU)    

“If I ever decided to participate in the international mobility, I would need to have fully equipped apartment. Also the facilities at the university like comfortable chair would have to be in place.” (Iceland)

One question was designed to invite the study participants think about international mobility: Imagine that your circumstances changed and you decided to go study abroad – what countries would you consider first? The students both in SDU as well as JYU chose Nordic or European countries. This indicates planning and providing mobility options within Europe would benefit most of those students who consider but have not yet participated in international mobility.

Some students had searched for information and used their social media and personal networks to get the type of details they needed for considering mobility. Some students had planned to study abroad but found the preparation process too challenging. Often the reason was insufficient information about the available support at the host HEI and country. One student described how it was difficult to know how to explain her needs: 

“I applied for an exchange at the university in Holland and though I haven’t been able to complete the process yet, I had a feeling I am kind of lost in the process. For instance, I was not sure if there are any key words how to define my disability or how deeply I should explain it in the application.” (Iceland)

What may be considered alarming is that most of the students who have thought about studying abroad but not yet been abroad, found little or no information about services for students with disabilities in the websites of potential host HEIs in the Nordic and European countries. There is a clear need to improve information about accessibility and support, and this information has to be in accessible format.

Most students had never met students with disabilities who had studied abroad. The idea of meeting someone who had the experience was welcomed: 

“In fact I would want to meet anyone with disability.” (SDU) 

Those few students who had met mobile students with disabilities reported that these students had the experience of not only studying abroad but of solving practical problems in accessibility and finding solutions in daily life. 

“That you need to be an active part of the social meetings and step out of your comfort zone.” (SDU)

Students who have not thought about mobility: reasons for not going abroad

The group of students with disabilities who have not thought about international mobility form the second biggest group among the questionnaire respondents and interviewees. Their reasons for not considering or participating include several factors. At SDU the most important reason was ‘other’ (Figure 4.3), which were family and pets, e.g. “I can’t leave my husband and dog”, illness or disability related, e.g. “autism, I think the change would be hard for me”, and lack of interest, e.g. “I do not long for something else”.  The main other reasons, family and pets, are in line with the findings of broader studies on student mobility and groups of students who do not participate in mobility. 

In planning how to improve international mobility opportunities and participation the reasons chosen by many students, i.e. insufficient language skills, lack of financial aid, lack of encouragement and support and health issues require attention. An important aspect may be the combination of several factors. Health issues or lack of information what insurance would cover and what types of services would be available in host HEIs and countries were a serious concern for many students. One student explained the challenge: 

“Attitudes toward my medication make me worried about going to see doctor during my exchange. I am happy with my healthcare here in Iceland and would not want to change it while abroad.” (Iceland) 

Both the students who had thought about studying abroad and those who had not thought about it stated that attitudes of the host HEIs towards their disability would matter in decision-making whether and where to apply for studies abroad. For instance, one student who never wished to study abroad emphasized the necessity of being open about needs for support:

“Hiding and not being open cause prejudices so I decided to openly discuss my problems possibly influencing my studies with relevant people. By doing this I found out that the flow of my studies goes easier. I am aware of the fact that I need to communicate about my special needs in advance, because if I did it too late, the lecturers may consider it as an excuse”. (Iceland)

The importance of explaining about needs and disabilities may be easier in a familiar environment and own language. Therefore, alternative ways of internationalization (at home HEI or country) may be an option. 

Mobile students’ experiences

Those students who had participated in international mobility were highly motivated. Many of them had looked for opportunities, knew persons with disabilities in other countries, had participated in international activities, e.g. though civil society organizations or been interested in international issues and cultural experiences. These students deemed international experience valuable for themselves as individuals as well as for their future employment and careers.  

“I like the idea of having more opportunities regarding jobs after ending my education. I would love to work in another country. I believe it would increase my possibilities if I had studied abroad.” (SDU)

“Unforgettable, life changing, life affirming and priceless.” (Finland) 

These students described how they had gained self-confidence. In their view disability was not an obstacle but rather a factor that required better preparation for mobility and more individual efforts. These students had broadened their knowledge about situation of persons with disabilities in other parts of the world. 

“Living with the local people makes me understand the host culture better. Before applying for my exchange I met several people coming from the country I wanted to visit and there is a strong community of people with the same disability, so I believed I am safe enough to go there. Nevertheless, the process of bureaucracy is really slow in my aimed destination and it was really complicated to get used to it at the beginning, but I managed.” (Finland) 

Studies abroad meant also additional stress and more work. Some students were worried about their study credits and also the correspondence to their study plans at home HEI. Pace of study programmes as well as environments were different. Furthermore, it took time to get to know people and find friends.

“For me it was the most stressed and lonely experience of my life. Even though I had many great experiences while I was abroad, I struggled to feel secure, because of slow response time when I wrote to my home university about […] what would happen if I failed a course abroad. Besides being stressed I also found it hard to make close friends which made me very home sick.” (SDU)

The mobile group of students is willing to promote mobility among their peers, which is an important message. Yet, they emphasise the importance of information, planning and sufficient support. One student highlighted how to encourage those students who have thought but not yet been abroad and also those who have not even considered mobility:

“I think that if you have the chance to go abroad, then grab it. As a disabled person, the competition for a job will be very tough when you have to compete against people WHO do not really have any disabilities. So by going abroad, I think that you strengthen yourself and your chances at getting a job.” (SDU)

Students’ suggestions how to improve participation in international mobility

The students had many good suggestions how to improve participation in international mobility. Mobility portal that provides and gathers information about accessibility and services for students with disabilities is needed. Also information about pedagogical solutions and flexible modes of learning and studying are important. A contact person at host HEI was considered vital. Also medical database or co-operation between doctors about medication and healthcare would make international mobility more accessible. Coverage of insurance was an issue: 

 “Information like who will pay my health care issues, who will inform me about accessibility issues in the particular university should be gather on one place, because currently there is no one who could answer me these questions. It would make the universities more attractive for people with special needs.” (Iceland)

The suggestions are organised by the target groups, i.e. HEIs, international mobility organizations and students.    

Higher education institutions need to: 

• Appoint a contact person for accessibility/disability issues.
• Provide information on the HEI websites about accessibility, services, equipment available, flexibility options in teaching and learning, and contact persons for students with disabilities.
• Initiate or strengthen collaboration between international offices and accessibility/disability coordinators.
• Advise students how to apply for funding to cover additional costs, e.g. assistance, therapies, medical care.
• Ensure that teachers and programmes allow additional time for completing studies. 

Students’ suggestions to mobility organizations

• More information about practical enabling factors, especially on eligibility to additional funding. 
  
• Develop instruments to offer sufficient funding.
  
• Short-term exchange options, e.g. one or two weeks or months would be easier to arrange in practise (related to issues such as assistance, interpretation, medical care, therapies).
  
• Mobility to HEIs in the neighbouring Nordic countries would be easier to arrange.    
  
• Recruit and use role models, i.e. mobility ambassadors with disabilities (good experiences in Erasmus+).   
  

Students’ suggestions for other students

• Start the mobility planning and process as early as possible, because you need time for checking accessibility (of accommodation, studies) and available services, and for securing sufficient funding.
• Inform the host HEI about your needs and check what their services cover.
• Contact and learn from other students with disabilities who have studied abroad.
• Create a forum for sharing experiences.