This action supports physical and blended mobility of higher education students and staff from/to third countries not associated to Erasmus+. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.

Molde University College – Specialized University in Logistics (HiM) aims to achieve excellence in teaching and research, and at the same time maintain a responsibility towards important aspects of the community like democracy, welfare and ethics. The international aspect is a natural and important part of all activities that take place at HiM. Work within the field of internationalization shall be carried out in consistency with HiM's official Strategy Plan and the Action Plan for Internalization.The key objectives for internationalization that can be seen in relation to the project are as following:•To a greater extent facilitate increased mobility within all academic fields for students and staff•Improve the unbalance between numbers of outgoing and incoming exchange students•Continue to provide updated and relevant information and offer personalized assistance to students and staff wishing to partake in mobility activities •Focus on awareness-raising processes to promote internationalisation within at all levels of the institution •Respect and promote the principles set out in the Bologna Declaration and the Erasmus Charter for Higher EducationThe goal was to send six students for traineeships, five for studies, five for teaching assignments and two for staff training. The result shows that ten students and four staff members made use of grants through Erasmus+. Four grants are thus unused. There were staff members that had applied for, and been allocated the three grants, but due to different circumstances they all had to withdraw for their mobility. In regards to profile, the institutional strategy for Internationalization states that one of the main goals of mobility activities at HiM is to ensure that there is a relevant and high quality offer available for outgoing students. The staff members had their mobility periods at institutions that focus on fields of study that are prioritized in HIM's Official Strategy Plan. As a result the geographic area for cooperation is subordinated to that of quality and relevance.On the basis that all Erasmus-partnerships are built on principles of reciprocity and equality, HiM strives to facilitate an equal distribution between the number of incoming and outgoing students in accordance with their cycle of studies. From 2016-2017 there has been a change in which cycle the incoming student were from. Last period the vast majority was in their first cycle. In 2017-2018, the majority have been at second cycle. In regards to the outgoing students the majority is still in their first cycle, but there has also been a shift amongst this group. There is a step increase in outgoing students at second cycle, so hopefully this means that the measure put in place last year have been successful. (Actual numbers registered in our database, and may thus vary with the numbers in this report). None of the participant had special needs or were defined as coming from a disadvantaged background.Student exchange benefits the outgoing participants by equipping them with additional skills which increase their employability, while incoming exchange students enhance the learning environment at the institution. Teacher mobility facilitates the exchange of knowledge and pedagogical expertise between partner institutions. This enriches learning experience for students through adding an international and updated perspective to the curriculum. Mobility for Teachers and staff has also contributed to further develop bilateral agreements, and thus enhanced cross-border cooperation.Practically speaking, the Erasmus program is an important part of internationalization at the institution as it promotes partnerships and exchange through offering a framework that simplifies and helps insure the quality of the processes by standardization.To conclude the Erasmus program enhances HiM's strategies and goals for internationalization.

This is a higher education student and staff mobility project, please consult the website of the organisation to obtain additional details.

Molde University College – Specialized University in Logistics (HiM) aims to achieve excellence in teaching and research, and at the same time maintain a responsibility towards important aspects of the community like democracy, welfare and ethics. The international aspect is a natural and important part of all activities that take place at HiM. Work within the field of internationalization shall be carried out in consistency with HiM's official Strategy Plan and the Action Plan for Internalization.The key objectives for internationalization that can be seen in relation to the project are as following:•To a greater extent facilitate increased mobility within all academic fields for students and staff•Improve the unbalance between numbers of outgoing and incoming exchange students•Continue to provide updated and relevant information and offer personalized assistance to students and staff wishing to partake in mobility activities •Focus on awareness-raising processes to promote internationalisation within at all levels of the institution •Respect and promote the principles set out in the Bologna Declaration and the Erasmus Charter for Higher EducationThe goal was to send ten students for studies, two students for placement, eight for teaching assignments and six for staff training. The result shows that four students and two staff members made use of grants through Erasmus+.In regards to profile, the institutional strategy for Internationalization states that one of the main goals of mobility activities at HiM is to ensure that there is a relevant and high quality offer available for outgoing students. The staff members had their mobility periods at institutions that focus on fields of study that are prioritized in HIM's Official Strategy Plan. As a result the geographic area for cooperation is subordinated to that of quality and relevance.On the basis that all Erasmus-partnerships are built on principles of reciprocity and equality, HiM strives to facilitate an equal distribution between the number of incoming and outgoing students in accordance with their cycle of studies. Twice as many of the incoming students were from first cycle degrees compared with second cycle degrees. The outgoing students were evenly distributed between the same two cycles. None of the participant had special needs or were defined as coming from a disadvantaged background.Student exchange benefits the outgoing participants by equipping them with additional skills which increase their employability, while incoming exchange students enhance the learning environment at the institution. Teacher mobility facilitates the exchange of knowledge and pedagogical expertise between partner institutions. This enriches learning experience for students through adding a international and updated perspective to the curriculum. Mobility for Teachers and staff has also contributed to further develop bilateral agreements, and thus enhanced cross-border cooperation.Practically speaking, the Erasmus program is an important part of internationalization at the institution as it promotes partnerships and exchange through offering a framework that simplifies and helps insure the quality of the processes by standardization.To conclude the Erasmus program enhances HiM's strategies and goals for internationalization.

Molde University College – Specialized University in Logistics (HiM) aims to achieve excellence in teaching and research, and at the same time maintain a responsibility towards important aspects of the community like democracy, welfare and ethics. The international aspect is a natural and important part of all activities that take place at HiM. Work within the field of internationalization shall be carried out in consistency with HiM's official Strategy Plan and the Action Plan for Internalization.The key objectives for internationalization that can be seen in relation to the project are as following:•To a greater extent facilitate increased mobility within all academic fields for students and staff•Improve the unbalance between numbers of outgoing and incoming exchange students•Continue to provide updated and relevant information and offer personalized assistance to students and staff wishing to partake in mobility activities •Focus on awareness-raising processes to promote internationalisation within at all levels of the institution •Respect and promote the principles set out in the Bologna Declaration and the Erasmus Charter for Higher EducationThe goal was to send eight students for traineeships, six for studies, five for teaching assignments and three for staff training. The result shows that eight students and seven staff members made use of grants through Erasmus+. Seven grants are thus unused. Six of these were for placement, and the negative figure is a result of not executing placement for nursing students. HiM was working towards being able to give grants to these students, but issue with the receiving institutions made it impossible. Practically speaking, the last grant for a staff member is also used, as the average cost has been higher than cost stipulated. As a result, all of the funding for staff was used, but it resulted in seven mobilities instead of eight. Overall this is positive development as HiM for the first time saw a higher demand than availability for grants. In regards to profile, the institutional strategy for Internationalization states that one of the main goals of mobility activities at HiM is to ensure that there is a relevant and high quality offer available for outgoing students. The staff members had their mobility periods at institutions that focus on fields of study that are prioritized in HIM's Official Strategy Plan. As a result, the geographic area for cooperation is subordinated to that of quality and relevance.On the basis that all Erasmus-partnerships are built on principles of reciprocity and equality, HiM strives to facilitate an equal distribution between the number of incoming and outgoing students in accordance with their cycle of studies. From 2016-2017 there has been a change in which cycle the incoming student were from. Last period the vast majority was in their first cycle. In 2017-2018, the majority have been at second cycle. 2018-2019 has had one semester with a majority of students from first cycle studies, and one with a majority of second cycle students. This might indicate at shift towards a more even distribution of first and second cycle students. The majority of outgoing students is for the first time in their second cycle. The increasing is positive and in opposition to the decrease in first cycle students going on exchange.None of the participant had special needs or were defined as coming from a disadvantaged background.Student exchange benefits the outgoing participants by equipping them with additional skills which increase their employability, while incoming exchange students enhance the learning environment at the institution. Teacher mobility facilitates the exchange of knowledge and pedagogical expertise between partner institutions. This enriches learning experience for students through adding an international and updated perspective to the curriculum. Mobility for Teachers and staff has also contributed to further develop bilateral agreements, and thus enhanced cross-border cooperation.Practically speaking, the Erasmus program is an important part of internationalization at the institution as it promotes partnerships and exchange through offering a framework that simplifies and helps ensure the quality of the processes by standardization.To conclude the Erasmus program enhances HiM's strategies and goals for internationalization.