Erasmus+ mobility for students, faculty and staff provide unique opportunities for learning and knowledge-sharing with a focus on the European region. In 2012, Södertörn University developed a new policy for internationalisation, emphasising the importance of learning environments where ideas, knowledge and experiences can be exchanged. Following this, and in order to meet the needs of a global labour market and contribute to the European cultural understanding and integration process, it is imperative that students are given well suited options to carry out a part of their education abroad. Integral to the project is also staff and teacher exchange, which further increases the institutions capacity for international cooperation as it supports the development of best-practice, up-to-date analysis and international networking.The objectives of the project can be described as twofold: to give individual students, faculty and other staff members the possibility of increased international experience and training, but also to strengthen the institution’s cooperation and partnerships with other higher education institutions in the European region. The overall purpose of these activities is to further enhance the quality of research and education, and to prepare students and scholars alike for work in an international setting. The largest group to participate in Erasmus+ mobility were students studying one or two terms at an Erasmus+ partner institution. While the overall marketing of Erasmus+ exchange studies has been successful, the recruitment of outbound exchange students is also dependent on the course offerings and language options at partner institutions. Therefore, we are continuously looking for ways to find new partners with suitable course offerings and at the same time working to include mobility windows in all study programmes.The second largest group to participate were employees taking the opportunity to go on staff exchange, many of them engaged in student support activities at their home institution. At the same time, staff mobility for teaching and student mobility for training remains on a rather low level. Barriers that have been identified when it comes to staff mobility for teaching are primarily related to time issues and an already tight teaching schedule, whereas lack of knowledge and few study programmes with an integrated traineeship might have been an issue for student mobility for training.Activities to support the mobility of individuals and their learning outcomes included orientation week for incoming international students, preparation seminar for outgoing students, homecoming and departure events as well as an International Day where students were encouraged to apply for studies or a traineeship abroad. Likewise, guidance and support meetings with individual students and staff members were offered throughout the year. The International Office also works together with the Student Union's International Committee to arrange social activities for incoming international students, and as shown in the report, incoming exchange students report that they have felt very well integrated during their study period at Södertörn University.Moreover, the International Coordinator has held regular information sessions for faculty and other staff members regarding staff exchange opportunities and worked closely together with departmental contact persons in order to create good learning and teaching opportunities for incoming staff. Other important activities were of course meetings and contacts with the Erasmus+ partner institutions, both in the form of individual partner university visits and scheduled meetings during networking conferences. As shown in the Erasmus Survey compilation, students are overall very satisfied with the academic content and student life connected to the mobility period. In general, the participants report very high on their personal development as a result of the mobility. While the quantitative goals set for outbound mobility were ambitious and based on the institutions strive for increased mobility it seems that this year's project has seen a decline in outbound student mobility for studies. However, when analysed in relation to the years before and after, the downfall appears to only be temporary. On the positive side, staff mobility for training has severely increased. Erasmus+ mobility for different purposes is a highly valued and integral part of the institutions internationalisation agenda. The availability of Erasmus+ scholarships means that finance does not have to be a barrier for international experience and cooperation. Although it is probably too early to conclude on the long-term benefits at this stage, it is already evident that different kinds of Erasmus+ mobility strengthens the professional growth of individual participants as well as the quality assurance and development in education and research.

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.

Erasmus+ KA103 mobility for students, faculty and staff provide unique opportunities for learning and knowledge-sharing with a focus on the European integration process. In 2012, Södertörn University developed a policy for internationalisation, emphasising the importance of learning environments where ideas, knowledge and experiences can be exchanged. Following this, in 2017 the university decided on a three-year action-plan for internationalisation where the benefits of increased mobility for students and staff are highlighted. Erasmus+ KA103 thereby continues to play an important role in implementing the university’s internationalisation strategy.The objectives of the project can be described as twofold: to give individual students and staff members increased international experience and training, but also to strengthen the institution’s capacity for international cooperation. This is done primarirly through professional training, development of best-practices and international networking with European educational institutions. The overall purpose of these activities is to further enhance the quality of education and to prepare students and staffs alike for work in an international setting in a way that will further enhance their understanding of global challenges and the European integration process.The largest group to participate in Erasmus+ KA103 mobility call 2017 were students studying one or two terms at an Erasmus+ partner institution. Ten students also participated in a traineeship in another European country. Most outbound and inbound students were studying at the undergraduate level. A greater part of the budget was used for student scholarships and activities aiming to inspire and facilitate for incoming and outgoing students, such as information sessions and cultural preparation. A lesser part of the budget was used for staff members participating in a training or teaching exchange. The profile of the twenty-two outbound staff members was quite diverse, representing very different departments and roles. Seven of them were lecturers going abroad with teaching as the primary purpose.As shown in the reports, students are overall very satisfied with the academic quality and rich student life offered as a part of their exchange. In general, the participants report very high on their personal development and intercultural competencies gained. All staff participants reported that they have increased their job satisfaction and improved their language skills. Activities to support the mobility of individuals and their learning outcomes included an orientation week for incoming international students at the beginning of each term, preparation seminars for outgoing students, homecoming and departure events as well as an International Day where students were encouraged to apply for studies and/or traineeship abroad. The latter was also an opportunity for alumni Erasmus students to share their experiences with peers.Guidance and support meetings with individual students and staff were offered throughout the year with fixed reception hours four days a week as well as individual appointments. The International Office also works together with the Erasmus Student Network to organise social activities for incoming international students, and as is shown in the participants' reports, incoming students report that they have felt well integrated during their studies at Södertörn University. Student members of the Erasmus+ Student Network also actively participated in external events regarding EU-cooperation, internationalisation of the curriculum and are represented in the Internationalisation Board. The Internationalisation Strategist has held regular information sessions for faculty and administrative staff regarding Erasmus+ exchange opportunities. Information was also shared via the Advisory Board for Internationalisation with representatives from all faculties/schools and via the newly developed Handbook for Internationalisation. Regular meet-ups with Erasmus+ partner institutions were organised throughout the years, both in the form of individual partner visits and pre-scheduled conference meetings. International officers also participated in network meetings with other HEI both in Sweden and Europe.For student exchanges to be successful, it is necessary to offer a varied set of English-taught courses. Likewise, the integration of domestic and international students in the classroom is essential to the study-abroad experience. Our academic schools are now tasked with increasing the number of English-taught courses in regular study programs. In 2017-2019, 18 new courses that integrate domestic and international students have been developed. This strengthens the university’s international profile and quality of the study abroad programme. Therefore, internationalisation of the curricula should be stressed as one long-term benefit of the Erasmus+ KA103.

Erasmus+ KA103 mobility for students, faculty and staff provide unique opportunities for learning and knowledge-sharing with a focus on the European integration process. In 2012, Södertörn University developed a policy for internationalisation, emphasising the importance of learning environments where ideas, knowledge and experiences can be exchanged. Following this, in 2017 the university decided on a three-year action-plan for internationalisation where the benefits of increased mobility for students and staff are highlighted. Erasmus+ KA103 thereby continues to play an important role in implementing the university’s internationalisation strategy.The objectives of the project can be described as twofold: to give individual students and staff members increased international experience and training, but also to strengthen the institution’s capacity for international cooperation. This is done primarily through professional training, development of best-practices and international networking with European educational institutions. The overall purpose of these activities is to further enhance the quality of education and to prepare students and staffs alike for work in an international setting in a way that will further enhance their understanding of global challenges and the European integration process.The largest group to participate in Erasmus+ KA103 mobility call 2018 were students studying one or two terms at an Erasmus+ partner institution during the academic year 2018/2019. Nine students also participated in a traineeship in another European country. Most outbound and inbound students were studying at the undergraduate level. A greater part of the budget was used for student scholarships and activities aiming to inspire and facilitate for incoming and outgoing students such as information sessions and cultural preparation. A lesser part of the budget was used for staff members participating in a training or teaching exchange. The profile of the twenty outbound staff members was quite diverse, representing different departments and roles. Nine of them were lecturers going abroad with teaching as the primary purpose.As shown in the reports, students are overall very satisfied with the academic quality and rich student life offered as a part of their exchange. In general, the participants report very high on their personal development and intercultural competencies gained. All staff participants reported that they have increased their job satisfaction and improved their language skills. Activities to support the mobility of individuals and their learning outcomes include an orientation week for incoming international students at the beginning of each term, preparation seminars for outgoing students, homecoming and departure events as well as an International Day where students were encouraged to apply for studies and/or traineeship abroad. The latter was also an opportunity for alumni Erasmus students to share their experiences with peers, and increase from seven compared to the previous call. Guidance and support meetings with individual students and staff were offered throughout the year with fixed reception hours four days a week as well as individual appointments. The International Office also works together with the Erasmus Student Network to organise social activities for incoming international students, and as is shown in the participants' reports, incoming students report that they have felt well integrated during their studies at Södertörn University. Student members of the Erasmus+ Student Network also actively participated in external events regarding EU-cooperation, internationalisation of the curriculum and are represented in the Internationalisation Board of the university.The Erasmus+ Institutional Coordinator has held regular information sessions for faculty and administrative staff regarding Erasmus+ exchange opportunities. Information was also shared via the Internationalisation Board with representatives from all four schools and via the newly developed Handbook for Internationalisation. Regular meet-ups with Erasmus+ partner institutions were organised throughout the years, both in the form of individual partner visits and pre-scheduled conference meetings. International officers also participated in network meetings with other HEI both in Sweden, Europe and beyond.For student exchanges to be successful, it is necessary to offer a varied set of English-taught courses. Likewise, the integration of domestic and international students in the classroom is essential to the study-abroad experience. Our academic schools are now tasked with increasing the number of English-taught courses in regular study programs. In 2017-2019, 18 new courses that integrate domestic and international students have been developed. This strengthens the university’s international profile and quality of the study abroad programme. Therefore, internationalisation of thecurricula should be stressed as one long-term benefit of the Erasmus+ KA103.

This project was a collaboration between Södertörn University in Sweden and Centre for Women’s studies at University of Jordan in Amman, Jordan. Cooperation between the institutions was first developed in 2011, and the participating subjects were Gender Studies and Studies of Religion from Sweden and Women's Studies from Jordan. The project included both inbound and outbound staff mobility for teaching and was ongoing for two years funded by Erasmus+ ICM. The overall objective of the project was to broaden the contact areas and consolidate inter-cultural collaborations focusing on gender issues in relation to a Christian/European context and a Muslim/Middle Eastern context. Teaching activities included lectures for master’s students, participation in open seminars and presentations during the one-day conference “Feminist Movement: History and Discourse” in Amman (23/10/2016). While the main target group was students and co-workers, representatives from the embassy and civil society also participated. In total, seven teachers participated in the mobilities, four of them from University of Jordan and three of them from Södertörn University. The results of the cooperation was made visible both to other researchers at the two universities, the general student population and to the general public and policymakers, via news articles and government representatives such as the Swedish ambassador in Jordan. Visiting teachers from both countries has vitalized both teaching and theorizing in relevant areas such as gender and/in globalisation, cultural/religious frameworks as well as feminist epistemology and class room pedagogy across cultural and religious borders. The combination of Gender Studies and Studies of Religions (that is a non-confessional study of several religions) fitted well into the current curriculum in Jordan, but was also thought-provoking and a bit unusual for the Jordanian students. Furthermore, since knowledge about gender issues in the Arab world are scarce in Swedish higher education, the lectures provided by incoming teachers from University of Jordan became very important for discussions and reflections about gender, culture and power structures in secular and non-secular contexts. A long-term goal of the cooperation is to also include student mobility in the exchange programme. A student exchange between Sweden and Jordan would be of great potential, not the least since many Swedish students in fact are Arabic speaking and the whole of the Middle East and the Arab world is a region with an increasing presence, not only in international politics but also in Swedish society.