What Erasmus students do expect from their abroad experience? A multidimensional scale tested for the case of Spain

Abstract

Purpose

Since universities adopted a “Student as Customer” approach, student consumer behavior is a field of study which has become crucial. In the European higher education area, more understanding is needed on International students, and more precisely on Erasmus students. The purpose of this paper is to validate a multidimensional scale to assess Erasmus students’ value expectations (i.e. expected value) on the basis of costs and benefits in their choices as consumers of an academic experience abroad.

Design/methodology/approach

A survey conducted on a sample of 192 students from 50 universities show the role of functional, social and emotional values along with costs of time and effort in the perceived value of an Erasmus experience.

Findings

After validating the five scales, the results show that social and emotional are the aspects were students’ expected value dimensions are the highest, as the Erasmus experience is expected to enrich their studies and enable them to boost their self-confidence, while functionally helping them to find a job in the future. Concerning the sacrifices, the Erasmus experience has a high cost with regard to effort, time and energy, but students are willing to go through it: an Erasmus stay is seen as a good investment, whose benefits will be reaped in the long run.

Originality/value

The contribution of this paper comes from the scope and the target: a multidimensional trade-off approach to the expected value of the Erasmus experience. Other works have already depicted the educational experience through the value concept, but none, to the best of the authors’ knowledge, has measured expected value on the pre-purchase phase for Erasmus students.

Citation

Gallarza, M.G., Fayos, T., Currás, R., Servera, D. and Arteaga, F. (2019), "What Erasmus students do expect from their abroad experience? A multidimensional scale tested for the case of Spain", International Journal of Educational Management, Vol. 33 No. 2, pp. 218-233. https://doi.org/10.1108/IJEM-11-2017-0322