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Universidade Autónoma de Lisboa
e-ISSN: 1647-7251
Vol. 8, Nº. 2 (November 2017-April 2018), pp. 53-69
BILATERAL RELATIONS BETWEEN THE UNITED MEXICAN STATES AND THE
EUROPEAN UNION. A CASE OF STUDY OF THE ERASMUS MUNDUS PROGRAM
AND ITS IMPACT ON MEXICAN STUDENTS
Isac Cruz Gutiérrez
isac10hil@hotmail.com
Instituto Politécnico Nacional, Escuela Superior de Comercio y Administración, Unidad Tepepan
Centro Universitario de Ciencias Económico Administrativas, Universidad de Guadalajara (Mexico)
José G. Vargas-Hernández
jvargas2006@gmail.com
M.B.A.; Ph.D.
Research Professor, Department of Administration
University Center for economic adn Managerial Sciences, University of Guadalajara (Mexico)
Abstract
The aim of this research is to analyze if the implementation of the Erasmus Mundus program
has created a positive impact on the bilateral relations between the United Mexican States
and the European Union in the time frame that goes from 2009 to 2014. The hypothesis that
this research is pursuing is if bilateral relations have created a positive impact by
implementing the Erasmus Mundus program. This is a longitudinal quantitative and analytical
research. Primary sources such as dictionaries, books and scientific journals and secondary
sources such as articles and researches are used in order to obtain all the desired information.
The source and data analysis are made by descriptive statistics that allow to create a good
description of the particular objects. To represent the results obtained there are presented
tables and graphics that shown the quantity of Mexican applications in the period that goes
from 2009 to 2014. 11% of Mexican applicants are accepted, this is a considerable percentage
but there is still so much more to do in order to improve these programs because without any
question academic exchange programs allow the progress of a better quality of life and for
those who can expand their horizons it makes a better life, a better present and future.
Keywords
Bilateral relations, Erasmus Mundus, European Union, United Mexican States.
How to cite this article
Gutiérrez, Isac Cruz; Vargas-Hérnandez (2017). "Bilateral Relations Between the United
Mexican States and the European Union. A case of study of the Erasmus Mundus program and
its impact on Mexican students". JANUS.NET e-journal of International Relations, Vol. 8, Nº.
2, November 2017-April 2018. Consulted [online] on the date of last consultation, DOI:
https://doi.org/10.26619/1647-7251.8.2.5
Article received on January 2, 2017 and accepted for publication on July 23, 2017
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
Vol. 8, Nº. 2 (November 2017-April 2018), pp. 53-69
Bilateral relations between the United Mexican States and the European Union. A case of study of
the Erasmus Mundus Program and its impact on Mexican students
Isac Cruz Gutiérrez; José G. Vargas-Hernández
54
BILATERAL RELATIONS BETWEEN THE UNITED MEXICAN STATES AND THE
EUROPEAN UNION. A CASE OF STUDY OF THE ERASMUS MUNDUS PROGRAM
AND ITS IMPACT ON MEXICAN STUDENTS
1
Isac Cruz Gutiérrez
José G. Vargas-Hernández
1. Background problem
The Economic Partnership, Political Cooperation and Cooperation Agreement (or just
Global Agreement) was signed in Brussels on 8 December 1997 and its entry in force was
on October the 1st, 2000; this agreement govern the bilateral relations between The
United Mexican States and the European Union. Every two years summits are held to
increase the political profile and several forums are opened to coordinate these relations.
The VII summit took place in Brussels, Belgium the 12th June 2015; the importance of
reinforcing the strategic partnership was highlighted and matters of vital importance took
place such as: Instruments to facilitate mobility and academic cooperation (Delegation
of the European Union to Mexico, 2015).
Education is a matter of interest in the United Mexican States and the European Union,
since the beginning of their bilateral relations some academic exchange programs have
been taking place. The Erasmus Mundus is one of the most recognized programs and an
evaluation of the same is necessary to analyze the impact that Mexican students have
had.
2. Problem statement
In order to improve development in nations, it is crucial to realize about the impact and
the magnitude that bilateral relationships create, in this case, in the field of higher
education. Erasmus Mundus is an exchange program that allow Mexican students to
travel abroad and go studying in the European Union and other places in the world in
order to create development and competitiveness. It is vital to realize about the impact
that this program made in the United Mexican States in the lapse of 5 years, from 2009
to 2014 which is the time frame of the its second phase.
1
Text reviewed by Carolina Peralta.
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e-ISSN: 1647-7251
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Bilateral relations between the United Mexican States and the European Union. A case of study of
the Erasmus Mundus Program and its impact on Mexican students
Isac Cruz Gutiérrez; José G. Vargas-Hernández
55
3. Justification
This research takes place because of the impetuous necessity of analyze the impact that
bilateral relations have created in the United Mexican States specifically in the subject of
higher education by allowing to Mexican students to travel abroad and go studying so as
to generate more competitive people in this globalized world; without any question
academic exchange programs allow the progress of a better quality of life in the present
and time future.
Erasmus Mundus was conceived after the diplomatic relations between the United
Mexican States and the European Union began; this research is not just about analyzing
the impact that Erasmus Mundus has made in Mexican students, but it is also about
realizing the impact that international relationships can create in human evolution.
Visiting another country with people who have a total different perception of life, moral,
values and culture make not just more valuable knowledge when study takes place; for
those who can expand their horizons it makes a better life, a better present and future.
In the interest of this research one question is on the table: Does the implementation of
the Erasmus Mundus program has created a positive impact on the bilateral relations
between the United Mexican States and the European Union? And even another one
question need to be answered in order to generate more valuable knowledge: Does the
second phase of the Erasmus Mundus program has created a positive impact on relations
of cooperation in higher education between the United Mexican States and the European
Union in the time frame that goes from 2009 to 2014?
In order to answer these questions, the variables to consider are: Bilateral relations and
the Erasmus Mundus program; and the indicators are: Relations of cooperation in higher
education and the second phase of the Erasmus Mundus program.
After making an analysis of the results obtained owing to the bilateral relations, this
research is pursuing to generate knowledge and to let people know that Erasmus Mundus
is a good option and a great opportunity to take; in the past, this kind of opportunities
were not as achievable as today. Bilateral relations create these golden opportunities.
Table No.1 Description of variables and indicators
Variable
X
Bilateral
relations
Y
Erasmus Mundus
Program
Source: Own creation
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e-ISSN: 1647-7251
Vol. 8, Nº. 2 (November 2017-April 2018), pp. 53-69
Bilateral relations between the United Mexican States and the European Union. A case of study of
the Erasmus Mundus Program and its impact on Mexican students
Isac Cruz Gutiérrez; José G. Vargas-Hernández
56
4. Hypothesis
Bilateral relations have created a positive impact by implementing the Erasmus Mundus
program.
5. Overall objective
Analyze if the implementation of the Erasmus Mundus program has created a positive
impact on the bilateral relations between the United Mexican States and the European
Union in the time frame that goes from 2009 to 2014.
6. Specific hypothesis
The relations of cooperation in higher education have created a positive impact by
implementing the second phase of the Erasmus Mundus program.
7. Specific objective
Analyze if the second phase of the Erasmus Mundus program has created a positive
impact on relations of cooperation in higher education between the United Mexican States
and the European Union in the time frame that goes from 2009 to 2014.
8. Conceptual framework
There are definitions that need to be considered in order to understand the context of
this research; up next a table of concepts is presented. It goes from diplomacy, the
activity that permits international relations, it is also explained what bilateral relations
are and of course the definition of the Erasmus Mundus program itself.
Table No. 2 Definitions
Concept
Definition
Diplomacy
The art or practice of conducting international relations, as in negotiating
alliances, treaties, and agreements (American Heritage dictionary, 2011, p.511).
Bilateral
Involving two groups of people or two countries (Oxford, 2005, p. 138).
Bilateral
Affecting or undertaken by two sides equally: binding on both parties (American
Heritage dictionary, 2011, p.179).
Bilateral
Involving two parties, usually countries (Oxford, 2001, p. 164).
Bilateralism
A situation in which two countries or organizations have a trade agreement or
work together to achieve something (Cambridge, 2016).
Relationship
The way in which two people, groups or countries behave towards each other or
deal with each other (Oxford, 2005, p. 1277).
Relationship
The condition or fact of being related; connection or association (American
Heritage dictionary, 2011, pp. 1482-1483).
Relationship
The way in which two or more concepts, objects, or people are connected/ The
way in which two or more people or organizations regard and behave toward
each other (Oxford, 2001, p. 1437).
Erasmus Mundus
A a cooperation and mobility programme in the field of higher education that
aims to enhance the quality of European higher education and to promote
dialogue and understanding between people and cultures through cooperation
with Third-Countries (EACEA, 2015).
Source: Own creation
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e-ISSN: 1647-7251
Vol. 8, Nº. 2 (November 2017-April 2018), pp. 53-69
Bilateral relations between the United Mexican States and the European Union. A case of study of
the Erasmus Mundus Program and its impact on Mexican students
Isac Cruz Gutiérrez; José G. Vargas-Hernández
57
In order to have a better comprehension of the first variable, a personal definition is
made.
Bilateral relation: The condition in which two countries behave towards each other and
work together in order to achieve something.
9. Theoretical framework
Seven theories about international relations that permit the bilateral relations are now
presented. Also, there are five learning theories that explain how individuals obtain
knowledge and development.
Table 3. Theories of international relations
Theory
Description
Liberalism
It is argued that liberalism is an inside-out approach to international relations
because the inner causes of domestic political arrangements determine the outer
results of the world and the bigger opened relations, the better results are
obtained. Economic success is more accepted than territorial conquests, also the
creation of trades and liberal democracies increase a peaceful way of living.
Liberal theories of international relations have increased since the end of the Cold
War (Burchill, 1996 ).
Realism
"It seeks to describe reality, solve problems and understand the continuities of
world politics". Realism emphasises that theorical research is still vital. Important
affairs like causes of war, and the conditions of peace, security and order are still
guiding the teaching of International Relations and realism take these concerns
and apply them on its international theory (Burchill, 1996).
Rationalism
Rationalism contributes to understand the relationship between human rights,
sovereignity and intervention in politics. Rationalists have analysed issues of
society that have not been studied so much by the realists. They have argued
that the theory of international relations is "incomplete if it ignores claims that
international society is fundamentally unjust". International order is something
rationalism is principally concerned to study (Linklater, 1996).
Marxism
Marxism has always been distressed about capitalist globalisation and
international inequality. Marxism contributes to the theory in the aspects of: The
materialist conception of history, analysis of production and class. For Marxism
"the global spread of capitalist modernity is the backdrop to the development of
modern societies and the organisation of their international relations" (Linklater,
1996).
Critical Theory
Critical theory has made some contributions such as heightening awareness of
the connection between knowledge and politics; also "analyses the changing
ways in which boundaries of community are formed, maintained and
transformed" (Devetak, 1996).
Postmodernism
Postmodernism has made many contributions to the study of international
relations:
1. Through its genealogical method it seeks to expose the connection between
knowledge, political power and authority.
2. Through the textual strategy of deconstruction it seeks to problematise all
claims to epistemological and political totalisation.
3. Rethink the concept of the political without invoking assumptions of
sovereignty and reterritorialisation (Devetak, 1996).
Constructivism
Has its origins in the United States of North America. Its rising proclaims an
international relations scholarship more practice-oriented, historical and
sociological. Constructivism reintroduced history as discipline of empirical
investigation, also constructivists have reimagined the social as a constitutive
domain, and emphisised the variability of political practice (Reus-Smith, 1996).
Source: Own Creation
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e-ISSN: 1647-7251
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Bilateral relations between the United Mexican States and the European Union. A case of study of
the Erasmus Mundus Program and its impact on Mexican students
Isac Cruz Gutiérrez; José G. Vargas-Hernández
58
Table 4. Learning theories
Social
cognitive
learning
The social cognitive theory explains how people acquire and maintain certain
behavioral patterns, while also providing the basis for intervention strategies
(University of Twente, 2016) Evaluating behavioral change depends on the
factors environment, people and behavior. SCT provides a framework for
designing, implementing and evaluating programs.
Observational
learning
Observational learning explains learning as a continuous interaction between
cognitive, behavioral and environmental influences (BPS, 2011).
Constructivism
Constructivism is a theory that asserts that knowledge can only exist within
the human mind. Constructivists proclaim that persons construct their own
knowledge and understanding of the world through experiencing things and
reflecting on those experiences (Batthacharjee, 2015)
Control theory
of motivation
Control Theory is the theory of motivation proposed by William Glasser and
it contends that behavior is never caused by a response to an outside
stimulus. Instead, the control theory states that behavior is inspired by
what a person wants most at any given time (Funderstanding, 2011)
Behaviorism
Behaviorism is a theory that operates on a principle of stimulus and its
response. All behavior is caused by external stimulation, so all behavior can
be explained without the need to consider consciousness or internal mental
states (Funderstanding, 2011).
Source: Own creation
After an evaluation of the theories above, one of international relations is taken and
another of learning theory is also taken in order to continue the research and create the
analysis. The first is liberalism and the second is the social cognitive theory.
10. Review of the empirical literature
Up next it is presented a table that gather all the information obtained about empirical
literature created by other people interested on the issue of the Erasmusn Mundus
program.
Table 5. Review of the empirical literature
Article or
research
Source/authors
Theory
implemented
Instrument
Results/contributions
The european
space of higher
education and the
promotion of
academic
cooperation
mobility with
Mexico (Translated
from spanish).
Stockwell,
Nathalie;
Bengoetxea,
Endika; Tauch,
Christian.
The social
cognitive theory
is used. The
reason is because
enviorment,
people and
behavior take a
great part of the
equation when
mobilityprograms
take part.
About
international
relations
theories,
liberalism is the
one that comes
trough; open
borders create
Analytical-
descriptive
research
made with
information
obtained
with primary
and
secondary
sources.
A great contribution is
made by this article
which just does not
describe the rising of
the cooperation
relations between
Mexico and the EU but
it also describes how
the Erasmus Mundus
program was born as a
successor of the
succesful Erasmus
program and it releases
some statistics about
Mexican students; for
example:
342 mexican students
were selected until
2010.
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
Vol. 8, Nº. 2 (November 2017-April 2018), pp. 53-69
Bilateral relations between the United Mexican States and the European Union. A case of study of
the Erasmus Mundus Program and its impact on Mexican students
Isac Cruz Gutiérrez; José G. Vargas-Hernández
59
more
opportunities to
exchange
knowledge and
culture.
40 academics
participated until 2019
(Stockwell, Bengoetxea,
Tauch, 2011).
Mobility program
Erasmus:
Intercultural
competence
acquisition motor
(Translated from
spanish).
Pozo-Vicente,
Cristina;
Aguaded-Gómez,
José Ignacio.
Liberalism takes
part because the
internationlization
introducenew
aims, activities
and actors.
Social cognitive
theory is used,
other
idiosincrasies
allow that
enviorement and
social behavior
change the own
behavior.
Analytical-
descriptive
research
made with
information
obtained
with primary
and
secondary
sources.
This research provides
significative information
to the development of
intercultural
competiveness:
Studying abroad
involves a complex
process of acquisition
and also application of
knowledge, abilities and
attitudes (Pozo-Vicente,
Aguaded-Gómez,
2012).
Higher education
internationalization:
The Erasmus-
Mundus network
added value.
Abdelaziz,
Bouras; Nopasit,
Chakpitak.
Liberalism and
social cognitive
theories take part
in this
investigation.
Analytical-
descriptive
research
made with
information
obtained
with primary
and
secondary
sources.
Highlight a specific
internationalization case
study between Europe
and South-East Asia. It
is said that the Erasmus
Mundus program leads
to achieving new
competences such as
skills, knowledge,
understanding and
habilities (Bouras,
Chakpitak, 2015).
The Erasmus
Mundus programme
– A non-typical
education
opportunity for
analysts.
Kamila
Klimaszewska,
Ph.D., Eng
Liberalism and
social cognitive
theories interfere
in this
invetigation.
Analytical-
descriptive
research
made with
information
obtained
with primary
and
secondary
sources.
The Erasmus Mundus
program allow to world
citizens to fulfil their
desires of meeting other
cultures (Klimaszewska,
2010).
Source: Own creation
The first results found were
1) A course of study recognized by all universities participating in the consortium.
2) Criteria for setting goals and achievement of the same.
3) At the time of recruiting candidates there are transparent procedures.
4) Active participation of the consortium teachers.
11. Contextual framework
The European Union came to light after World War II and it meant a total change in the
world. Its relations with other countries took place, but the strong bilateral relationship
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Bilateral relations between the United Mexican States and the European Union. A case of study of
the Erasmus Mundus Program and its impact on Mexican students
Isac Cruz Gutiérrez; José G. Vargas-Hernández
60
with the United Mexican States was established in the late nineties when the Global
Agreement was signed. This bilateral relationship have created more opportunities
available for those who know how and when to take it. Education development is one of
these opportunities, several training and exchange programs have been made in order
to improve the acquisition of knowledge, programs such as Marie Curie, Jean Monnet,
ALFA, the European Research Council, among others, create better opportunities for
those who participate in it (Delegation of the European Union to Mexico, 2016).
The program that this research focuses on is the Erasmus Mundus. The Erasmus program
initiated in 1987 and it was just for the European Union students; since then more than
two million people have enjoyed studying abroad. In 2004 the European Union starting
the international version of its successful program and it was called Erasmus Mundus.
From 2004 to 2010, 342 Mexican students have been selected being the United Mexican
States the sixth country with more participation just after India, China, Brazil, Ethiopia
and Russia (Stockwell, Bengoetxea, Tauch, 2011).
Several cooperation relations have been taking place in order to facilitate and make a
progress in education. The Bologna Policy Forum is one of them; reinforce the association
between the European Union partner countries and their higher education institutions.
Since 2010 there has been an EU-Mexico cooperation in education and training. "The
dialogue aims to encourage more higher education cooperation and mobility between EU
and Mexico" (European Comission, 2016).
The academic and mobility cooperation have got a double function, first of all to improve
quality in education and the professional and personal development of the beneficiaries
and second of all, it opens a better intercultural understanding and have opened more
collaboration approaches between people far beyond institutions (Stockwell, Bengoetxea,
Tauch, 2011).
12. Research methodology
This is a longitudinal and quantitative investigation for the reason that it analyzes the
results obtained in the period of time that goes from 2009 to 2014 which is the second
phase of the program.
Table 6. Methodology
Variables
Definition
Indicator
Instrument
Operationalization
Source/dat
a analysis
Bilateral
Relations
The condition in which two
countries behave towards
each other and work together
in order to achieve
something.
Relations of
cooperation
in higher
education
Primary
sources
Secondary
sources
Reading agreements
between nation-states
and information about
their relations of
cooperation.
Descriptive
statistics
Erasmus
Mundus
program
A a cooperation and mobility
programme in the field of
higher education that aims to
enhance the quality of
European higher education
and to promote dialogue and
understanding between
people and cultures through
cooperation with Third-
Countries (EACEA, 2015).
Second
phase of the
Erasmus
Mundus
program
Primary
sources
Secondary
Sources
Reading information
and statistics about
the Erasmus Mundus
program.
Descrictive
statistics
Source: Own creation
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e-ISSN: 1647-7251
Vol. 8, Nº. 2 (November 2017-April 2018), pp. 53-69
Bilateral relations between the United Mexican States and the European Union. A case of study of
the Erasmus Mundus Program and its impact on Mexican students
Isac Cruz Gutiérrez; José G. Vargas-Hernández
61
It is also an analytical investigation, because it analyzes the cornerstone of bilateral
relations between the United Mexican States and the European Union and other relations
of cooperation over the last years.
Primary sources such as dictionaries, books and scientific journals and secondary sources
such as articles and researches are used in order to obtain all the desired information.
The source and data analysis are made by descriptive statistics that allow to create a
good description of the particular objects that in this case are the bilateral relations and
the Erasmus Mundus program emphasizing its second phase.
13. Analysis result
In order to analyze the results obtained, first of all it is going to be described the first
variable which is bilateral relations and its indicator, relations of cooperation in higher
education, and secondly the second variable, the Erasmus Mundus program and its
indicator, the second phase of the Erasmus Mundus program, is being described.
About the bilateral relations and their relations of cooperation it is said that the Global
Agreement signed in Brussels on December 1997 is the cornerestone of the bilateral
relations between the United Mexican States and the European Union. This agreement
has provided for both of them a reinforcement in trade issues, cooperation and political
dialogue. The respect for human rights is a vital factor to take in count on this agreement
and also it is based on democratic principles.
To enhance this agreement there are also a Joint Councils at Ministerial level every two
years; Joint committees at a highlevel officials that take place once a year; a Joint
parliamentary committee which gathers twice a year and also a EU-Mexico Civil Society
Forum was established to encourage dialogue in civil society in order to have richer
relations in political dialogue, cooperation and trade (Delegation of the European Union
to Mexico, 2015).
Relations of cooperation in the matter of education are expressed by the implementation
of the trhee principal educational programs held by both, the United Mexican States and
the European Union, these programs are: The Erasmus Mundus program; this program
give several scholarships for those who want to study a master or doctoral degree in the
European Union and another parts of the world. 380 mexican people have been beneffited
by this program during the period 2004-2011. The AlBan program which was finished in
2010 financied 592 mexican students. And the ALFA lll program which had its final fase
and its objective was to create development in the Latinamerican region (EEAS, 2011).
To analyze the second variable, the Erasmus Mundus program, and its indicator, its
second phase, several number of tables and graphics are shown describing the number
of mexican applications that had this program in its second fase of existing which goes
from 2009 to 2014. There are two categories to consider in the Erasmus mundus
program. The category A are for those people that haven’t been living in the European
Union for more than 12 months. The category B is for those who already spent 12 months
living in the European Union (EACEA, 2013).
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Bilateral relations between the United Mexican States and the European Union. A case of study of
the Erasmus Mundus Program and its impact on Mexican students
Isac Cruz Gutiérrez; José G. Vargas-Hernández
62
Table 7. Mexican applications in category A
Time frame
2009/14
Doctorates
main list
Doctorates
reserve list
Doctorates
non-
selected list
Masters
courses
main list
Masters
courses
reserve list
Masters
courses
non-
selected list
Total
2009/10
13
9
2
89
171
198
482
2010/21
3
3
14
69
177
196
462
2011/12
10
6
18
63
247
642
986
2012/13
4
23
38
62
226
348
701
2013/14
7
10
42
55
233
331
678
Total
37
51
114
338
1054
1715
3309
Source: Own creation
Table 8. Mexican applications in category B
Time Frame
Doctorates
main list
Doctorates
reserve list
Doctorates
non-selected
list
Masters
courses
main list
Masters
courses
reserve
list
Masters
courses
non-
selected
list
Total
applications
2009/10
2010/11
0
1
1
7
10
9
28
2011/12
0
4
4
3
7
72
90
2012/13
1
2
10
6
7
4
30
2013/14
1
4
5
4
11
6
31
Total
2
11
20
20
35
91
179
Source: Own creation
Figure 1. Category a vs. Category b
Source: Own Creation
The data of Figure 1 shows after making a total of 3488 applications, the expected
constrast between category A and category B while there are 3309 (95 %) applications
in A there are just 179 (5%) in B.
Table 9. Total mexican applications
Time
frame
2009/14
Doctorates
main list
Doctorates
reserve list
Doctorates
non-
selected list
Masters
courses
main list
Masters
courses
reserve list
Masters
courses
non-
selected list
Total
applications
Total
39
62
134
358
1089
1806
3488
Source: Own creation
37
2
51
11
114
20
338
20
1054
35
1715
91
C A T E G O R Y A C A T E G O R Y B
Category A vs. Category B
Doctorates main list Doctorates reserve list
Doctorates non-selected list Masters courses main list
Masters courses reserve list Masters courses non-selected list
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Bilateral relations between the United Mexican States and the European Union. A case of study of
the Erasmus Mundus Program and its impact on Mexican students
Isac Cruz Gutiérrez; José G. Vargas-Hernández
63
Figure 2. Total Mexican applications
Source: Own creation
Figure 2 shows the number of applications and theire state on the list. The total mexican
applications are 3488. A great percentage of non-selected list is shown: 52%
To continue this research the number of non-accepted applications is not just taking the
non-selected list, but also the numbers of the reserve list because their confirmation is
just not given.
Table 10. Total of accepted and non-accepted students
Accepted
Non-accepted
Total applications
Doctorates
39
196
235
Masters courses
358
2895
3253
Total
397
3091
3488
Source: Own creation
Figure 3. Percentage of accepte and non-accepted doctorates
Source: Own creation
39 62 134 358
1089
1806
0
500
1000
1500
2000
Period 2009-2011
Total Mexican aplications
Doctorates main list Doctorates reserve list
Doctorates non-selected list Masters courses main list
Master courses reserve list Master courses non-selected list
17%
83%
Percentage of accepted and non accepted
doctorates
Accepted Non-accepted
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e-ISSN: 1647-7251
Vol. 8, Nº. 2 (November 2017-April 2018), pp. 53-69
Bilateral relations between the United Mexican States and the European Union. A case of study of
the Erasmus Mundus Program and its impact on Mexican students
Isac Cruz Gutiérrez; José G. Vargas-Hernández
64
Figure 3 shows that the 83% (196) of applications are non-accepted while just the 17%
(39) are accepted.
Figure 4. Percentage of accepted and non-accepted master courses
Source: Own creation
It can be seen in Figure 4 that the 89% (2895) of applicants are non- accepted and just
the 11% (358) are accepted.
Figure 5. Total of applications
Source: Own creation
11%
89%
Percentage of accepted and non-accepted master
courses
Accepted Non-accepted
11%
89%
Total of applications
Accepted Non-accepted
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
Vol. 8, Nº. 2 (November 2017-April 2018), pp. 53-69
Bilateral relations between the United Mexican States and the European Union. A case of study of
the Erasmus Mundus Program and its impact on Mexican students
Isac Cruz Gutiérrez; José G. Vargas-Hernández
65
Figure 5 shows that that in the time frame that goes from 2009 to 2014 just the 11% of
applicants are accepted with the number of 397; while the 89% with 3091 aren’t.
14. Conclusions
The current investigation has accumulated several information about the bilateral
relations between the United Mexican States and the European Union; without these
bilateral relations development in countries would not be as it is in the present and the
United Mexican States is not the exception. Development in education has been made
since the beginning of relations of cooperation between these nation-states. Academic
exchange programs allow the development aforementioned in the moment that let other
people go travel and study and acquire knowledge and experiences that would not be
possible to acquire in theire native countries.
In order to analyze the impact made by the Erasmus Mundus program in Mexico, there
are presented tables and graphics that shown the quantity of Mexican applications in the
period that goes from 2009 to 2014. 11% of Mexican applicants are accepted, that is a
considerable number and it creates and impact; neverthless, there are still so many
things to do to decrease the number of non-accepted people in the next years. In order
to do so, us as civilians can do something about it during the next Civil Society Forum.
15. Objectives fulfilment
The overall objective that is analyze if the implementation of the Erasmus Mundus
program has created a positive impact on the bilateral relations between the United
Mexican States and the European Union is accomplished in the moment that it is shown
an active participation from Mexican students; this participation strengthen the bilateral
relations and impulse cooperation between nation-states.
The specific objective that is analyze if the second phase of the Erasmus Mundus program
has created a positive impact on relations of cooperation in higher education between
the United Mexican States and the European Union in the years from 2009 to 2014 is
also accomplished, from the moment a description about the program is given and then
an active program is shown. This program creates a positive impact on relations of
cooperation in higher education, it sustain that this kind of programs are a total success
and other ones need to be developed in order to create more competitive people and
knowledge.
16. Hypothesis confirmation
It is a fact that bilateral relations have created a positive impact by implementing the
Erasmus Mundus program, it has created development in the field of education since its
creation and it is a fact it will continue doing it as along as it lasts.
It is a fact that relations of cooperation in higher education have created a positive impact
by implementing the second phase of the Erasmus Mundus program; relations of
cooperation emanated by diplomacy create programs such as Erasmus Mundus and these
JANUS.NET, e-journal of International Relations
e-ISSN: 1647-7251
Vol. 8, Nº. 2 (November 2017-April 2018), pp. 53-69
Bilateral relations between the United Mexican States and the European Union. A case of study of
the Erasmus Mundus Program and its impact on Mexican students
Isac Cruz Gutiérrez; José G. Vargas-Hernández
66
kinds of programs create a positive impact in society; a progress in knowledge gain is
made without any question.
17. Hypothesis comparison
According to this research bilateral relations have created a positive impact by
implementing the Erasmus Mundus program and the relations of cooperation in higher
education have created a positive impact by implementing the second phase of the
Erasmus Mundus program. There is a great likeness of these results with the other made
by other persons and create a contribution for their conclusions; their results are
described next: Studying abroad involves a complex process of acquisition and also
application of knowledge, abilities and attitudes. The Erasmus Mundus program allow to
world citizens to fulfil their desires of meeting other cultures.
18. Contributions
This research contributions are: knowledge by realizing the importance of bilateral
relations and its impact on the United Mexican States, it releases statistics that could be
used for other people who aim to research an issue similar to this one. More people will
know about the Erasmus Mundus program and they will know that several civil forums
are opened for those who want to create an implication in trade, political dialogue and
relations of cooperation.
19. Implications
This research is helpul for those who want to know about the Erasmus Mundus program
and its impact on society. It also creates a support for those who want to analyze the
impact made by this program in its second phase. Several organizations and institutions
can take the results of this investigation and take them and use them to make bigger
researcher and of course, take this results as a matter of interest is necessary in order
to realize that more opportunies to students have to be made.
20. Future research areas
Future research aeras are about diplomacy, innovation and technology, international
business, interntional relations. For more specific information, the JEL classification codes
to consider are: F230, F510 and O300.
21. Limitations
The existing limitations are first of all, the limited time to develop this research, actually
ideas that could not been captured in this research will be made in next researches.
Another limitation was the narrow scop of the information obtained
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e-ISSN: 1647-7251
Vol. 8, Nº. 2 (November 2017-April 2018), pp. 53-69
Bilateral relations between the United Mexican States and the European Union. A case of study of
the Erasmus Mundus Program and its impact on Mexican students
Isac Cruz Gutiérrez; José G. Vargas-Hernández
67
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the Erasmus Mundus Program and its impact on Mexican students
Isac Cruz Gutiérrez; José G. Vargas-Hernández
69
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