The ERASMUS Programme of the European Union as Promoter of Tolerance Comparing Latvia to France and Switzerland

Table of Contents

INTRODUCTION

THEORETICAL (HISTORICAL) PART

1. ANALYSIS OF THE ERASMUS PROGRAMME 1969-1987

2. ANALYSIS OF THE ERASMUS PROGRAMME 1987-2009

THEORETICAL (CONCEPTUAL) PART

1. CONCEPT OF TOLERANCE

2. FACTORS, CRITERIA AND INDICATORS OF TOLERANCE

3. INTERCULTURAL EDUCATION

4. SOCIAL DISTANCE

5. STEREOTYPES AND PREJUDICES

EMPYRICAL PART

1. SURVEY

1.1. METHODOLOGY

1.2. RESULTS

1.3. ANALYSIS

2. INTERVIEWS

2.1. METHODOLOGY

2.2. RESULTS

2. 3. ANALYSIS

CONCLUSION

BIBLIOGRAPHY

ANNEX

Annex I: Historical Outline of the ERASMUS Programme 1957-2009

Annex II: Questionnaire (ENG)

Annex III: Questionnaire (FR)

Annex IV: Tables of Statistical Data of Survey

Annex V: Transcripts of Interviews with Experts of the ERASMUS Programme

Annex VI: Transcripts of Interviews with Experts of Tolerance

Research Objectives & Topics

This master's thesis examines whether the ERASMUS programme effectively promotes tolerance among European students. It explores the relationship between international academic mobility and the development of tolerant attitudes, focusing on the reduction of social distance and the breaking of stereotypes through intercultural experiences.

• The role of the ERASMUS Programme in fostering European identity and integration.
• Theoretical foundations of tolerance, social distance, and intercultural education.
• Empirical analysis of student attitudes through surveys in Latvia, France, and Switzerland.
• Expert perspectives on the effectiveness of mobility programmes in promoting social cohesion.
• Evaluation of intercultural communication and the breaking of ethnic stereotypes.

Excerpt from the Book

Summary of Chapters

INTRODUCTION: Presents the research background, hypothesis, and methodology concerning the ERASMUS Programme as a promoter of tolerance.

THEORETICAL (HISTORICAL) PART: Examines the development of the ERASMUS Programme from its initiation in the 1960s to its current status as a key European integration tool.

THEORETICAL (CONCEPTUAL) PART: Establishes definitions for tolerance, stereotypes, and prejudice, while discussing intercultural education and social distance.

EMPYRICAL PART: Details the findings from student surveys and expert interviews regarding the impact of student mobility on tolerant attitudes.

CONCLUSION: Synthesizes research findings and provides recommendations for enhancing the programme's capacity to promote tolerance.

Keywords

ERASMUS Programme, Tolerance, European Integration, Intercultural Education, Social Distance, Stereotypes, Prejudice, Student Mobility, European Identity, Multicultural Experience, Quantitative Research, Qualitative Interviews, Social Cohesion, Political Socialization, Cross-cultural communication.

Frequently Asked Questions

What is the core focus of this research?

The research explores the impact of the ERASMUS Programme on fostering tolerance among students, assessing whether mobility experiences contribute to a more open-minded European generation.

What are the primary thematic areas covered?

The thesis covers the historical development of the ERASMUS Programme, conceptual definitions of tolerance, the influence of intercultural contact on reducing social distance, and the role of stereotyping in student perceptions.

What is the main objective or research question?

The primary research question is whether the ERASMUS Programme successfully promotes tolerance among participants through multicultural exposure and intercultural education.

Which scientific methods are utilized?

The study employs a mixed-methods approach, combining quantitative surveys of 321 students from Latvia, France, and Switzerland with qualitative, semi-structured interviews of subject matter experts.

What does the main part of the work address?

The main body integrates historical analysis of European education policies with empirical evidence, validating the hypothesis that increased intergroup contact leads to the reduction of bias and the breaking of stereotypes.

Which keywords characterize the work?

The work is characterized by terms such as European integration, ERASMUS Programme, tolerance, social distance, intercultural education, and stereotype reduction.

Why is the role of university exchange considered a 'political tool'?

The author argues that the programme serves as a 'soft power' tool for the EU by fostering a sense of shared European identity among young mobile citizens.

What are the limitations of the programme according to the author?

The author notes that participants often represent a self-selecting group already inclined towards openness, and that socioeconomic barriers still prevent less privileged students from participating, limiting the programme's full reach.