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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Cairns, D. (2019). Researching social inclusion in student mobility: methodological strategies in studying the Erasmus programme. International Journal of Research and Method in Education. 42 (2), 137-147
Exportar Referência (IEEE) 
D. C. Cairns,  "Researching social inclusion in student mobility: methodological strategies in studying the Erasmus programme", in Int. Journal of Research and Method in Education, vol. 42, no. 2, pp. 137-147, 2019
Exportar BibTeX 
@article{cairns2019_1714928313175,
	author = "Cairns, D.",
	title = "Researching social inclusion in student mobility: methodological strategies in studying the Erasmus programme",
	journal = "International Journal of Research and Method in Education",
	year = "2019",
	volume = "42",
	number = "2",
	doi = "10.1080/1743727X.2018.1446928",
	pages = "137-147",
	url = "https://www.tandfonline.com/doi/full/10.1080/1743727X.2018.1446928"
}
Exportar RIS 
TY  - JOUR
TI  - Researching social inclusion in student mobility: methodological strategies in studying the Erasmus programme
T2  - International Journal of Research and Method in Education
VL  - 42
IS  - 2
AU  - Cairns, D.
PY  - 2019
SP  - 137-147
SN  - 1743-727X
DO  - 10.1080/1743727X.2018.1446928
UR  - https://www.tandfonline.com/doi/full/10.1080/1743727X.2018.1446928
AB  - This article explores different methodological approaches to the study of social inclusion in the European Commission’s Erasmus undergraduate exchange programme, elaborating upon the approach taken in a study of Erasmus conducted in Portugal. The opening section of the discussion acknowledges the prior tradition of quantitative research on student mobility in Europe as a means of providing indicators of programmatic success to policymakers and stakeholders, and the existence of micro level studies that examine specific aspects of the Erasmus experience such as the emergence of shared European identities and building work competencies. What these approaches share is an emphasis on student perspectives: learning about the impact of exchange visits from past participants. As an alternative approach, I have focused on the institutional level of the programme, using qualitative interviews with individuals involved in managing Erasmus mobility at a diverse range of universities, an approach that I argue unlocks valuable knowledge about issues such as social inclusion within the programme.
ER  -