1. YOUNGSTER’S VISION OF THE WORLD
EUROBROADMAP PROJECT - FP7-SHS
Visions of Europe in the World
Claude GRASLAND (Univ. Paris Diderot)
Clarisse DIDELON (Univ. Le Havre)

2. FP7 Eurobroadmap partners…
1. Centre National de la Recherche Scientifique – France 2. Université Paris Diderot - Paris 7 (UPD) - France 3. Université Libre de Belgique (ULB) - Belgium 4. Centro de Estudos Geogràficos (CEG) - Portugal 5. Nordic Center for Spatial Development – Sweden 6. IRMCo - Malta 7. University Alexandru Ioan Cuza (UAIC) - Romania 8. Dokuz Eylül University (DEU) – Turkey 9. University of São Paulo (USP) - Brazil 10. CAUPA Cameroon 11. East China Normal University (ECNU) - China 12. University of Delhi - India

3. A 3 years project ( )
Subjective (di)visions of the World : WP.2 and W.P.3
Political (di)visions of the World : WP.4
Functional (di)visions of the World : WP.5
Integrated visions : WP.6

4. A Worldwide survey 18 Countries 43 Cities 9341 Students Arts Business
Politics
Engineer
Health
Social Science

5. INTRODUCTION : STUDENTS EXPERIENCE OF THE WORLD
EUROBROADMAP PROJECT - FP7-SHS
Visions of Europe in the World
Mobility of students and
scales of belonging

6. Questions of Part A

7. International mobility (1)

8. International mobility (2)

9. Communication

10. Scales of belonging

11. A. THE CONCEPTS OF KNOWLEDGE AND ASYMETRY
EUROBROADMAP PROJECT - FP7-SHS
Visions of Europe in the World
The example of Tunisian Students

12. Question of part B

13. General framework for analysis
DO NOT MENTION …
WOULD LIKE TO LIVE IN …
WOULD NOT LIKE TO LIVE IN …
LIVE OR HAS LIVED IN ..

14. (1) Analysis of countries quoted
DO NOT MENTION …
WOULD LIKE TO LIVE IN …
WOULD NOT LIKE TO LIVE IN …
LIVE OR HAS LIVED IN ..

15. (2) Analysis of countries ignored
DO NOT MENTION …
WOULD LIKE TO LIVE IN …
WOULD NOT LIKE TO LIVE IN …
LIVE OR HAS LIVED IN ..

16. (3) Analysis of countries where students come from
DO NOT MENTION …
WOULD LIKE TO LIVE IN …
WOULD NOT LIKE TO LIVE IN …
LIVE OR HAS LIVED IN ..

17. CONCEPTS & MEASURE NB : 255 Students observed in Sfax
A : 244 answered to question B
Y : 59 would like to live in Germany
N : 19 would not like to live in Germany
KNOWLEDGE = (Y+N) / A (0 to 100%)
=> 32 % of students mentionned Germany
ASYMETRY = (Y-N) / (Y+N) (-1 to +1)
=> indicate a positive but balanced attraction

18. Knowledge: Example of Tunisia

19. Knowledge: Comments on Tunisia
France is quoted in 1st rank by 79% of Tunisian, which is more than usual (51%)
USA are quoted in 2nd rank by 53% of Tunisian, which is a bit less than usual (60%)
Neighbours countries are over-mentionned ( Algeria, Lybia, Egypt, Italy …)
Iraq and Iran are less mentionned than usual (which means less negatively …)
Etc…

20. Knowledge: general results

21. Knowledge: General results

22. Asymetry: Example of Tunisia

23. Asymetry: Comments on Tunisia
Some countries are more positive for Tunisian : ex. France (+0.95 instead of +0.67)
Some countries are less positive for Tunisian : ex. UK (+0.31 instead of +0.77)
Some countries are more negative for Tunisian : ex. Morocco (-0.36 instead of -0.05)
Some countries are less negative for Tunisian : ex. Iran (-0.56 instead of -0.95)
Some countries reverse from negative to positive : ex. Turkey (+0.83 instead of -0.37) or Syria (-0.95 to +0.57)

24. Asymmetry: General results

25. Asymmetry: General results

26. K & A : Example of Tunisia

27. K & A: Specificities of Tunisia

28. From measure to mental maps
In which countries would you like to live in the near future ?
The SIZE of circles should be proportional to the degree of KNOWLEDGE by students.
The COLOUR of circles should be related to ASYMMETRY. With opposite colours for LIKE and DISLIKE.

29. WORLD MAPS (Tunisia)

30. ZOOM MAPS (Tunisia)

31. ANAMORPHOSIS
From …
The SIZE of countries should be proportional to the degree of KNOWLEDGE by students.
The COLOUR of countries should be related to ASYMMETRY. With opposite colours for LIKE and DISLIKE.
… to

32. B. COMPARISON OF MENTAL MAPS OF STUDENTS
EUROBROADMAP PROJECT - FP7-SHS
Visions of Europe in the World
Visualisation of states where students would like or not like to live

33. OLD EU MEMBER STATES

34. France

35. Belgium

36. Sweden

37. Portugal

38. NEW MEMBER STATES

39. Malta

40. Hungary

41. Romania

42. EASTERN NEIGHBORHOOD

43. Moldova

44. Turkey

45. Azerbaïdjan

46. SOUTHERN NEIGHBORHOOD

47. Egypt

48. Tunisia

49. Senegal

50. Cameroon

51. « BRIC » COUNTRIES

52. Brazil

53. Russia

54. India

55. China

56. Correlation between positive visions (LIKE)
Cameroon
&
Senegal
Egypt &
Tunisia
CHINA
INDIA
EUROPEAN UNION
RUSSIA
BRAZIL

57. Correlation between negative visions (NOT LIKE)
Cameroon
&
Senegal
CHINA
BRAZIL
Turkey
WESTERN
EUROPE
Egypt &
Tunisia
EASTERN
EUROPE
&
RUSSIA
INDIA

58. C. ELABORATION OF A SYNTHETIC WORLD MAP
EUROBROADMAP PROJECT - FP7-SHS
Visions of Europe in the World
Can we summarize the visions of the students of the 18 countries of the survey ?

59. Type A1 : Global Pull

60. Type A1 : Global Pull

61. Type A2 : Balanced Pull

62. Type A2 : Balanced Pull

63. Type B: Mixed Push-Pull

64. Type B : Mixed Push-Pull

65. Type B : Mixed Push-Pull

66. Type C.1 : Balanced Push

67. Type C.1 : Balanced Push

68. Type C.2 : Global Push

69. Type C.2 : Global Push

70. Type C.2 : Global Push

71. Typology of world states

72. D. THE LAWS OF PERCEPTION
EUROBROADMAP PROJECT - FP7-SHS
Visions of Europe in the World
What can explain the choice of countries where students would LIKE to live ?

73. Qualitative assumptions
Because they have heard of the country
Because it is rich
Because it is open to migration
Because it is not far
Because it has historical linkage
Because it has a common language …

74. Quantitative formalisation

75. (1) Size effect
Hypothesis: BIG countries are more attractive than SMALL countries. 83 2

76. (1) Size effect
H1 is true for all countries with very high level of significance

77. (2) Economic effect
Hypothesis: RICH countries are more attractive than POOR countries. 59 20

78. (2) Economic effect
H2 is true for all countries with very high level of significance

79. (3) Density effect (migratory policy)
Hypothesis: EMPTY countries (open to migration) are more attractive than FULL countries (closed to migration) 48 16

80. (3) Density effect
H3 is true for all countries but significant only for 6 out of 18

81. (4) Distance effect
Hypothesis: NEAR countries are more attractive than REMOTE countries
188 47

82. (4) Distance effect
H5 is true for all countries but not very significant for France and not at all for China

83. (5) Neighbourhood effect
Hypothesis: CONTIGUOUS countries are more attractive than NON CONTIGUOUS 15 2

84. (5) Neighbourhood effect
H5 is true only for France and Azerbaïdjan. The reverse hypothesis is true for Tunisia, Egypt, Cameroon and Russia.

85. (6) Language effect
Hypothesis: countries with COMMON LANGUAGE are more attractive than others 11 3

86. (6) Language effect
H6 is true and significant for the majority of countries. But it is sometime not significant and is reversed in the case of Azerbaijan

87. (7) Historical effect
Hypothesis: countries with former COLONIAL RELATIONS are more attractive than others 59
188

88. (7) Historical effect
H6 is true for some countries (India, Malta, Tunisia …) but reversed for others (Azerbaïdjan, Cameroon, Senegal).

89. Huntington, Ravenstein & Diderot
E. CONCLUSION
EUROBROADMAP PROJECT - FP7-SHS
Visions of Europe in the World
Huntington, Ravenstein & Diderot

90. Huntington’s interpretation of results could be something like …
Egyptian or Tunisian students would not like to live in Israël in a near future Muslims don’t like Jews
Indian students would not like to live in Pakistan or Bangladesh  Hindi don’t like Muslims
European students would not like to live in subsaharian Africa  Whites don’t like Blacks

91. Huntington’s interpretation of results could be something like that …
ALL OF THIS NICELY SUPPORT THE THEORY OF THE CLASH OF CIVILIZATIONS, ISN’T IT?
BUT …

92. Ravenstein’s interpretation of results could be different
Egyptian would not like to live in Israël in a near future  It is very common to have a negative picture of at less one neighbor country.
Indian students would not like to live in Pakistan or Bangladesh  the memory of war and conflict is a barrier that decrease through time
European students would not like to live in subsaharian Africa  Students are more attracted by richer countries , what else ?

93. Ravenstein’s interpretation of results could be something like that …
MENTAL MAPS ARE GOVERNED BY SOME GENERAL LAWS BASED ON SIZE AND DISTANCE.
DON’T FOCUS ON RESIDUALS !

94. The last word …
Si la raison gouvernait les hommes, si elle avait sur les chefs des nations l'empire qui lui est dû, on ne les verrait point se livrer inconsidérément aux fureurs de la guerre.
D. Diderot

95. Thank you for your attention !
The research leading to these results has received funding from the European Community's Seventh Framework Programme (FP7/ ) under grant agreement n°