The purpose of this paper is to examine how the Erasmus student mobility programmes are framed and implemented in Irish higher education institutions. It pays particular attention to differentiation and stratification, rather than homogenization, within the Irish higher education system, under the effect of European policies in the area of student mobility. It illustrates the enactment of these policies at national level and how they are translated in institutional practices; how Erasmus mobility is used by the various agents and where it is located in relation to other (non-EU) mobility programmes. Universities are here envisaged not only as passive recipients of policy changes imposed from above, but as agents in the processes which transform them and attention is paid to local variations, mediations and interferences, including the power relationships between and within institutions. The consequences in terms of equality are examined, in particular the relationship with the stratification of higher education institutions, stratification of courses or faculties within institutions, stratification of types of mobility and how these may translate in new mechanisms of distinction that the most privileged students may use to further their competitive advantage.
In particular it aims to answer the following research questions:
- How is student mobility framed at national level? What are the opportunities and risks associated with such an approach?
- How does national policy translate at institutional level? How is it mediated by institutions and by agents within these institutions? Does internationalisation and in particular exchange partnerships and student mobility schemes amplify the differentiation of higher education institutions? Should we speak of differentiation or perhaps even stratification instead of homogenization? How relevant is the European framework in these institutional strategies and in particular, is Erasmus mobility valued by institutions and why? Are particular hierarchies discernible within institutions, for instance in terms of faculties and subject areas?
- What are the consequences for equality?
The paper draws from several strands of research, in particular (a) relationship between internationalisation and marketization in higher education, (b) diversification and stratification of higher education institutions (c) international student mobility and inequality.
(a) The internationalisation of higher education systems has become a policy imperative in many countries (Albach, 2007). It is deeply connected to the growing marketization of the sector and increasingly envisaged as a way to increase national revenue (Ball, 2012; Lynch, 2013). University leaders tend to focus overwhelmingly on the ‘economic or brand-enhancing concepts of global engagement’ (Jones, 2011). In parallel international university rankings have become extremely influential, pervasive and normalised (Hazelkorn, 2015). Social justice debates on the role of higher education have been side-lined as universities are increasingly governed by the market principles, which underpin these rankings (Lynch, 2013; Štech, 2011).
(b) The massification of higher education may lead to both vertical and horizontal stratification within higher education systems (Teichler, 2002-03). How institutions position themselves in relation to each other depends on their history, orientation and structure (Paradeise, 2015). These characteristics influence their ability to ‘make use’ of the international and to reposition themselves on the national and international markets (Ballatore and Bloss, 2008).
(c) In addition internationalisation expands the strategic possibilities, which the most privileged can deploy (Brooks and Waters, 2014; Robertson and Dale, 2013). In times of uncertainty, when third-level qualifications no longer constitute a guarantee against downward mobility (Brown et al. 2003, Tomlinson, 2008), the accumulation of ‘international capital’ (Wagner, 1998) through student mobility may be perceived as a worthwhile investment to maintain class advantage. In a globalized education market, privileged students perceive themselves as consumers of ‘global opportunities’ (Rivzi, 2009, p. 269) and their strategies of distinction intersect with those of institutions.