Academic Mobility. An Individual and Social Perspective

One of the most enriching experiences I have ever had was to participate in the academic exchange program at UNAM Faculty of Economics while I was doing my undergraduate degree in Colombia. Although I was strongly convinced about being part of the exchange, I was aware of the big change my life was going to experience in terms of adapting myself to a new academic environment and adjusting to a different way of living. Three years after, speaking from experience, I can share my views on the impact that academic mobility has in the lives of those who take part in it.

In order to build up a society, the individual is the first element to think of. We all train ourselves having in mind how we will contribute to our community. So, academic and emotional intelligence are key elements of our education. Within international mobility these two aspects combine beautifully and challenge oneself in all areas of life. On the one hand, academically, the possibilities multiply to go further into the areas of knowledge offered by the host university, to learn from the students and teachers’ points of views on those areas and to get to know a different learning model, even with another evaluation system. In my case, I could achieve so in the area of corporate finance by taking several subjects offered by the faculty. Furthermore, I took an English course and I had the chance to engage in discussions with very well-prepared colleagues and teachers.

On the other hand, emotional intelligence also plays an important role (see Figure), largely due to the challenges posed by international mobility, starting with having to leave your family and friends and move away from your country. Over time, it becomes more difficult since a feeling of nostalgia grows and makes you miss even the smallest detail (an irreplaceable lesson because it teaches you to value people and moments and avoid taking things for granted in our lives. This kind of lesson comes sometimes when the loss is irreperable). Mobility boosts the ability to adapt because of the sort of unexpected situations to be faced. Then, as time goes by, we welcome them into everyday life starting with living in a new space and learning, for example, public transport routes, how the locals relate and how you fit in, and many more challenges.

Another important topic is culture. We learn the way of life of the host country and, particularly, from people’s daily life. If we compare academic mobility experience with a short tourist trip where we visit representative places, we do not actually get to know the essence of that culture. I believe that would require time and direct constant contact with people.

In my experience, although in Mexico we speak the same language than in Colombia, from where I come, there are words with completely different meanings. In gastronomy, for instance, it was fascinating to try other flavors, learn about other ways of preparing food and find other kinds of products in the market. In addition, my classmates were very welcoming and they shared information on their culture with me. I as well tell them about mine; this felt good.

For all the reasons I mentioned before, international mobility programs are highly appreciated. Through academic exchange, professionals are trained in a more comprehensive way. We acquire a broader knowledge and, at the same time, greater emotional intelligence by having to develop empathy, adaptability and autonomy. These are vital tools in the day-to-day life of any graduate who wants to provide a service to the community. It would be the student who will use them to face any situation that arises and will make better decisions in his/her environment.

In the end, it is not only the professional who benefits from having lived one of the best experiences of student life, society gains a more experienced highly trained individual.

ACADEMIC MOBILITY AND nbsp;EMOTIONAL INTELLIGENCE
A study published in Última década journal, issue 43, has young Chileans interviewed on their involvement in academic exchange programs during their adolescence. It shows that such programs contribute to set in motion a series of positive changes in these individuals and it reflects in: a greater appreciation of cultural diversity, a self-confidence increase, the development of independent thinking, better communication and social interaction skills, and also greater adaptive skills when facing new circumstances and challenges (Fiocch and Rojas, 2015: 207). Then, a series of interviews were conducted with people of different generations, from 33 to 66 years old, who had an experience of academic exchange during their adolescence (before reaching the average age at which young people enter university).

The study highlights the persistence over time of positive attitude changes and orientations to various circumstances, favoring growth and personal development. The study trip during adolescence or youth provides people with mechanisms that strengthen their development, especially those that help in appreciating difference and interculturality. These tools are also useful in coping with challenges with less fear and more openness to opportunities.

Another study published in Revista de la educación superior (Journal of Higher Education) consisted in making similar interviews with students from Latin American universities who carried out international mobility. It was concluded that “the aspect that had the greatest meaning in the participants’ experience was to be in contact with another culture and, on the personal level, young people highlighted autonomy, adaptability and teamwork” (Otero Gómez, Giraldo Pérez and Sánchez Leyva, 2019:71). In this research, sixteen students were asked about their experience and agreed to describe it in terms of: “growth”, “incredible”, “enriching”, “learning”, and “success.”

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