Optional additional material

3. Module 3: Optional additional material

Soren Kristensen is well-known Danish researcher who has been studying guidance for mobility for a long time. In an interview from 2017, he discusses it with the Euroguidance team in Ireland.
Learning mobility as a pedagogical tool, an article by Sören Kristensen in Learning mobility, social inclusion and non-formal education. Access, processes and outcomes (page 9-14)
Indicators: The learning process, Handbook on quality in learning mobility (page 29) and Section: the learning process, Page 146 - 152
Mobility Counselling – from Information Provision to Motivation and Quality Assurance. Article by Søren Kristensen.
Open the door to the world: views on mobility guidance from up North. Open the door to the world was produced by the Euroguidance centres in Denmark, Estonia, Finland, Iceland, Latvia, Lithuania, and Sweden to contribute to the debate on advantages and challenges that the Erasmus+ mobility scheme has opened up for guidance counsellors. The articles and interviews highlight the following aspects: hidden competences, mobility counselling, disadvantaged groups and open-mindedness.
IN-LEARNING Reflection tools for supporting individual learning paths of adults. This Handbook has been produced as a result of the two-year project “Reflection tools for supporting individual learning paths of adults” financed through the Erasmus+ Programme (project No 2015-1-EE01-KA204-013469)
2019 IAEVG Communiqué on Inclusive Societies Investing in their People.
Mobility Advice Interview (online publication) for lifelong guidance professionals.
Õpirände etapid: Multikultuursus, õpi- ja tööränne. SA Innove e-kursus karjäärispetsialistidele. YFU Eesti tegevjuhti Kadri Eensalu videoloeng õpirände etappidest. (In Estonian)
The Handbook on Quality in Learning Mobility is a useful tool for all guidance practitioners who are involved in one or more phases of the process.
The book Career and Career Guidance in the Nordic Countries gives a broad overview on career guidance in its broadest perspective. Chapter 13 gives an overview on mobility guidance in Finland, Iceland, Norway and Sweden.
Mobility and learning agreements. These documents lay out various criteria to be approved and followed between various parties undertaking Erasmus programmes.

National "Toolboxes for mobility guidance":

Returning From Abroad: A Comparative Review, Denver W. Miller, SIT Graduate Institute, 2016
International Mobility of Finnish Higher Education. International mobility period here refers to a period of study or traineeship abroad that is recognised as part of student’s ongoing studies at a home institution (credit mobility). Statistics include only periods lasting 3 months or more. Mobility in the framework of exchange programmes and organised by the students themselves (free movers) are both included. Data source: Vipunen - Education Statistics Finland.
International mobility of VET students. Finnish National Agency for Education collects and publishes annually statistics on mobility of students and staff in vocational education. Data collection concerns all students and staff who study or work among vocational upper secondary qualification. Data collection of mobility in VET has been ongoing since 2008.
Erasmus+ students from the University of Sheffield. Study Abroad and Erasmus - Student Experiences - University of Sheffield
Adler, P.S. (1972). Culture shock and the cross-cultural learning experience. In D.S. Hoopes (Ed.), Readings in intercultural communication, Volume 2, 6-21. Pittsburgh, PA: Regional Council on International Education.
Black, J. and M. Mendenhall (1991). "The U-Curve Adjustment Hypothesis Revisited: A Review and Theoretical Framework." Journal of International Business Studies 22: 225-247.
Lysgaard, S. (1955). Adjustment in a foreign society: Norwegian Fulbright grantees visiting the United States. International Social Science Bulletin, 7, 45-51.(Black and Mendenhall 1991)
Bennett, Janet M. 1977. “Transition Shock: Putting Culture Shock in Perspective.” International and Intercultural Communication Annual 4:45–52.