Abstract:

The European integration and the cohesion policy of the European Union (EU) have been widely studied through the lense of the markets, economies, environment, globalization and internationalization. The impact of the EU regulations on the different professional fields, however, are only recent and obscure. Although architecture and urban planning professions are regulated by different professional organizations at EU level, in most of the countries in the region of Central and Eastern Europe they are part of common professional organizations that face particular spatial development and design challenges. The free movement of architecture and planning students and young professions widens the perspectives for acquiring universal skills and competences but also claims for deeper understanding of different sociocultural contexts, capacity to adapt to specific regulations and interpret normative settings.

The paper discusses the opportunities provided by EU programmes and international networks for educational mobility in the period 2011-2019 for students enrolled in the programmes in Architecture and Urbanism at the University of Architecture, Civil Engineering and Geodesy (UACEG), Sofia, Bulgaria. The research methodology is based on a mix of qualitative and quantitative methods. Semi-structured interviews and content analysis helped to outline and study students’ expectations; pre-mobility, mobility and post-mobility challenges; perceived and lived experience; self-reflections on their professional change and memories on cultural exchange. The quantitative methods were based on the survey, conducted within the framework of the EUMYPRO Project (funded by Erasmus + Jean Monet Program) in 11 Bulgarian Universities providing education in regulated professions. The present paper discusses the results of the questionnaire and the main conclusions of the study. It points out the opportunities provided by EU for educational and professional mobility and knowledge exchange. The findings focuse on the achievements in education towards integrating up-to-date topics of international importance into the syllabi and towards teaching transferable knowledge and skills; on the need for finding the right balance between tradition and internationalization of education, of providing transferable knowledge without losing the national and context specific aspects, of developing the opportunities for international exchange whilst strengthening the local educational achievements. The recommendations made focus on the national regulations and the need for formulating strategic priorities in educational collaboration and networking at university level. The identified major gaps at individual level are the need to train the ability to seize the opportunities and maximize the benefits from a mobility for education and practice, interpret the professional expertise acquired abroad accordingly, and the motivation for proactive approach to local challenges.

Keywords:

Regulated profession, professional development, professional mobility, impact of EU regulations, architect, urban planner, professional networks, education and practice.