The KA1 Project - Learning Mobility of Individuals, Agreement No. 2016-1-AT01-KA103-016285, is part of the Hochschulentwicklungsplan 2014-2020 as well as the Internationalization Strategy of the Carinthia University of Applied Sciences (CUAS).During the course of the project (project start date 01/06/2016; project end date 30/09/2017) CUAS has intendd to implement in line with the principles of the Erasmus Charter for Higher Education the below outlined mobility activities; the objectives for three out of four activities were met or even exceeded. 1. Student mobility for studies: 43 approved in contract, 18 achieved (5 zero grant; 13 EU funded)2. Student mobility for traineeships: 34 approved in contract; 46 achieved3. Staff mobility for teaching: 13 approved in contract; 13 achieved4. Staff mobility for training: 12 approved in contract; 14 achievedIn 2016/17 especially the numbers for SMS dropped significantly when compared to the previous year (from 44 to 18). This special situation can be explained by a significant decrease in students starting their studies in the WS 2015/16 within the Faculty of Business and Administration (this faculty usually produces by far most outgoing Erasmus students for studies at CUAS). As numbers of new students has risen sharply again in the WS 2016/17 with SMS being already higher than even in 2014/15. SMT has been stable and is expected to increase within the next years as internships are an effective and practicable way to bring internationlization especially to BA students. As part of the Internationalization Strategy of CUAS and supported by the International Relations Office, CUAS faculties are currently building up special Internship Offices which help students to find internships also abroad.To increase a high quality exchange with HEIs in Europe, CUAS is currently focusing on building up strategic partnerships with a selected number of partner HEIs. It is expected that this will lead to an increase in staff and student exchange as more comparable curriculum (e.g. DDP, Joint Degrees, Intensive Study Weeks) as well as mutual support structures (e.g. with regard to internship placements) will be implemented. In addition, the IRO has revised and increased its student exchange information offers. Especially BA students are now targeted in time with regard to possibilities for internships abroad; internationalization workshops are carried out. With regard to staff exchange, info sessions are carried out in regular intervals on all CUAS campuses. The IRO is trying to reduce the bureaucratic hurdles by simplifying the application procedures. In addition, staff exchange will be included into the further training catalog of CUAS in order to motivate especially the administrative staff to go on staff mobility for training as well as new academic staff to go on a staff mobility for teaching. The project is an important part of the internationalization strategy of CUAS, supporting the implementation of strategic goals such as currently the establishment of strategic partnerships. As a next step, mobility online is planned to be implemented so that bureaucratic hurdles are further reduced.

Seit 2008 kooperiert der Studiengang Soziale Arbeit mit dem Bildungsministerium, das in den Flüchtlingslagern bei Tindouf ein funktionierendes Grundschulsystem aufgebaut hat. Neben gegenseitigen Besuchen und Workshops wurden Ausbildungsbedarfe für die Lehrenden identifiziert und diskutiert. Mit der Gründung der Universität Tifariti 2013 bestand die Möglichkeit, diesen Austausch auf universitärer Ebene fortzusetzen und zu intensivieren. Im Rahmen von dem Projekt wurden Mobilitäten zwischen der FH Kärnten Studiengang Soziale Arbeit und University Tifariti (eine Hochschule, die sich in einem Flüchtlingslager befindet) durchgeführt. Insgesamt haben 11 Personen am Projekt teilgenommen: vier Outgoing Studierende aus dem Studiengang Soziale Arbeit, drei Incoming Studierende und jeweils zwei Outgoing und zwei Incoming hauptberuflich Lehrende.Durch den Austausch konnten die österreichischen Studierenden mit ihrer Auslandserfahrung bestimmte kulturelle und politische Zusammenhänge besser verstehen und interkulturelle Kompetenzen bei der Betreuung von Flüchtlingen einsetzen. Somit haben sie zusätzliche Kompetenzen für den europäischen Arbeitsmarkt erworben.Die westafrikanischen Studierenden lernten durch ihren Aufenthalt in Österreich die globalen Zusammenhänge, aber vor allem die europäische Kultur kennen. Dies hat ihnen geholfen Gemeinsamkeiten und Unterschiede in den beiden Kulturkreisen zu benennen und zu diskutieren. Dieses Wissen und neu erworbene interkulturelle Kompetenzen sollten ihnen in Zukunft bei den Kooperationen mit Europäischen Ländern helfen. Durch den Austausch wurde uns vor allem bewusst, dass eine Universität, die sich in einem Flüchtlingslager befindet, benötigt zwar spezielle Unterstützungsformen, ist aber durchaus anschlussfähig an ein globales Wissenschaftsverständnis.Die Lehrenden bekamen durch den Austausch mit den KollegInnen im Ausland neue Inputs für die Lehre und Forschung im Hinblick auf zukünftige Anträge. Es wurden zwei junge Akademikerinnen in den Lagern in Algerien bereits identifiziert, um mit ihnen ein Forschungsteam aufzubauen. Dieses Forschungsteam soll in der Lage sein, die eigene Flüchtlingsgesellschaft nach internationalen Standards zu erforschen.Im Rahmen von dem Projekt wurde intensiv mit Einrichtungen in Kärnten (Diakonie, Kinderfreunde etc.), aber auch weiteren Hochschulen (Universität Innsbruck, University of Ljubljana) kooperiert. In Begleitung zum Projekt wird im Herbst 2018 ein Buch veröffentlicht, welches Beiträge von der FH Kärnten, aber auch der Universität Innsbruck, TH Köln und University of Ljubljana beinhaltet. Der Kontakt mit Gästen aus Algerien und das Lernen von Ihrem Know-How hat eine Art Reflexion im Bereich Arbeit mit Flüchtlingen auf der regionalen Ebene ausgelöst. Das Thema Organisation von Flüchtlingslagern wurde bei der Kärntner Landesrätin für Integration beim österreichischen Landesrätetreffen thematisiert. Die lokalen Studierenden und Einrichtungen entwickelten ein Verständnis dafür, wie der Umgang mit Flüchtlingen aus arabischen Kulturen zu gestalten ist. Des Weiteren hat im Rahmen des Projektes ein Erfahrungsaustausch über Kooperationsprojekte mit BAKIP Oberwart und BAKIP Graz bzw. der pädagogischen Hochschule Wien statt gefunden.ProfessorInnen und Studierende der University Tifariti werden die Erfahrung aus dem Projekt im Rahmen ihrer Mitgliedschaft in der Afrikanischen Union weitertragen.

"The KA1 Project Learning Mobility of Individuals, Projectnumber 2017-1-AT01-KA103-034597, is part of the HEP (Hochschulentwicklungsplan 2015-2020 - The Insitutional Development Plan)/ and its operational part: the Internationalization Strategy of the Carinthia University of Applied Sciences (CUAS), which was agreed on in 2015. During the course of the project (project start date 01/06/2017; project end date 30/09/2018) CUAS has intended to implement in line with the principles of the Erasmus Charter for Higher Education the below outlined mobility activities; generally one can say that the objectives for all activities were not quite met:1. Student mobility for studies: 60 requested; 53 granted; 39 achieved.2. Student mobility for traineeships: 70 requested, 60 granted; 35 achieved3. Staff mobility for teaching: 16 requested, 11 granted; 12 achieved4. Staff mobility for training: 15 requested, 11 granted; 13 achievedIt is noteworthy that especially with regards to students, the numbers of participants has gone down significantly. This might primarily be due to the decrease in the interest in exchange within Europe by students, and increase in their interest of spending the abroad period outside of Europe. The other reason for the situation might be the combination of the guidelines for Erasmus+ Programm with rather strict curricula of universities of applied sciences. By the end of the project there was not a single student interested in going abroad with Erasmus+ in the fall semester 2017. The decrease in mobility interest was noticable regrettably mainly by engineering students.The possibility to get Erasmus+ grants after graduation has led to five application from students who wanted to go abroad for an internship after the end of their studies. It can be expected that these numbers will further increase in the future.Many efforts have been done by International Relations Office in order to achieve the aims in the institutional strategy (to increase the number of outgoing students). Sessions for students informing them about scholarships possibilities have been conducted individually in 80% of the study degree programs. Additional brochures about experience abroad such as ""traveler guide"" and flyer about internship and study abroad scholarship were printed and displayed on the five university CUAS campusses. Flyers about Erasmus+ grants for staff memebers were placed in the mail boxes of all the staff memebers. This resulted in the interest in the programm by new colleagues (i.e. from controlling department, marketing, didactics center) who never before took part in the exchange. Altogether CUAS sent 25 colleagues abroad. This is the CUAS average yearly number of staff granted with Erasmus. This number confirms not only the awareness of the Erasmus+ Program among both administrative and academic staff but also the need to receive further training ie. language training and the willingness to share the knowledge with colleagues from abroad.The project helped to achieve the goals from the Institutional Development Plan. The gualitative feedback from the participants within the project resulted in the discussions at the institution about advantages and disadvantages of studying abroad, introduction of mobility windows, intensifying welcome culture.The wish from the professors and other staff to have the possibility of participating in language trainings and intercultural courses for staffs has been included in the activiites such as further trainings planned from the human ressources department and didactics center."

FH Kärnten (CUAS), Austria has had a long term cooperation with National Technical University of Ukraine (NTU “KhPI”), Ukraine, already since 2005 and has worked together in several Tempus projects exchanging students and professors, based on several exchange programms.The Erasmus+ICM project 2017 was a prolongation of the idea developed in the TEMPUS project ICo-op in which non traditional laboratories where introduced. In the Tempus project there was the need to further develop the non traditional laboratories and this possibility was offered by the ICM project.Within the ICM project and through the individual tutoring during the stay at CUAS the Ukrainian teachers got acquainted with the unconventional method of laboratory work (Pocket Labs). Students who participated in the project did their own hands to create laboratory benches for studying the operating modes of electric motors using NI myDAQ portable information collection devices.Working with non traditional labs is considered to bring additional quality in the teaching process within technical study programs. By introducing the new methodology other educational institutions but also the small and medium enterprises specialized on this technology, can benefit.CUAS Outgoing teacher to Ukraine, Prof. Thomas Klinger, gave an introductory course on Pocket Labs and LabView in Kharkiv. During his stay he also got acquinted with the university. Due to the complex political situation in 2018/19 the second visit of the outgoing CUAS teacher was changed into additional teaching mobiity from Kharkiv.

The KA1 Project - Learning Mobility of Individuals, Agreement No. 2014-1-AT01-KA103-000202, is part of the HEP (Hochschulentwicklungsplan 2014-2020)/the internationalization strategy of the Carinthia University of Applied Sciences (CUAS). During the course of the project (project start date 01/06/2014; project end date 30/09/2015) CUAS has intended to implement in line with the principles of the Erasmus Charter for Higher Education the below outlined mobility activities; the objectives for all activities were met; in some cases even exceeded (s. below):1. Student mobility for studies: 50 requested; 40 planned; 47 achieved (14 zero grant; 33 EU funded)2. Student mobility for traineeships: 30 requested, 44 planned; 44 achieved 3. Staff mobility for teaching: 16 requested, 16 planned; 12 achieved4. Staff mobility for training: 8 requested, 7 planned; 13 achievedIt is noteworthy that especially what regards staff mobility for training, the numbers of participants almost doubled. This shows the increasing awareness of the Erasmus+ Program among administrative staff at CUAS as well as the increased need of administrative staff to receive further training related to international cooperation and/or language training. A similarly unexpected higher amount of participants could be observed among student mobility for traineeships. This might primarily be due to the decrease in length of internship stay (down to two months instead of three) which also allows e.g. students from health-related studies to participate in Erasmus+ (due to tight BA curricula a three month long stay is impossible for them without increasing their overall study time). The possibility to get Erasmus+ grants also after graduation has in addition led to an application from a student who wanted to go abroad for an internship after the end of her studies. It can be expected that these numbers will further increase in the future.In general, an increased number of info sessions organized by the International Relations Office (IRO) both for staff and students at the four different CUAS sites (partly also included in regular lectures) has had a very positive impact on the amount of applicants. Staff and students have been quite active even in times of difficulties (such as the rather comprehensive changes in the course of the start of Erasmus+ in the autumn period of 2014) to find alternative potential partners with which the IRO has been able to established new contracts. These new cooperations have shown to become very popular with a large number of e.g. students having chosen this new partner for their mobility.The project has resulted in new policies being formulated as part of the internationalization strategy/HEP,the incorporation of best-practice examples carried out by partner institutions, the drafting of a language policy, and the planning of intercultural courses also within the context of teaching intercultural groups as well as of special workshops on the internationalization strategy with key personnel having an impact on the internationalization of degree programs.As critical points it needs to be mentioned that the the start of Erasmus+ in 2014 was quite challenging and is still having an effect on the smooth running of procedures.