Context/Background of the project As in previous years, the main purpose and focus of Brunel University London with regards to Erasmus+ remains the fostering of outward student mobility. Brunel University London managed to set up four new agreements with partners in Europe in order to expand opportunities for mobility.ObjectivesThe main objective is to provide international opportunities for both students and staff through the Erasmus+ Programme.Number and type/profile of participantsTraineeships - We had a total of 7 mobilities, all seven students were at undergraduate level and used the mobility for a placement as part of their course. 3 students were Female and 4 students were Male.Study Exchange - 11 students participated in the study exchange, 4 were Female and 7 were Male all at undergraduate level. Teaching Staff - A total of 6 academics participated in teaching mobility, one of them took part twice, and therefore there are 7 mobilities in total. 4 were Male and 2 were Female.Description of undertaken activitiesTraineeships - The duration of the traineeships varied from 3 to 11 months. 5 students went for less than 6 months and 2 students went for 6 months or longer. Study Exchange - Students covered the following subject areas: Industrial Design Technology (5 students), Politics & History (5 students), English (1 student).Teaching Staff - Subjects covered by our teaching staff included Politics & History, Physiology, Civil Engineering, Games Studies, Social & Political Sciences and Modern Foreign Languages.Results and impact attained Traineeships/Study Exchange – Participating students had the opportunity to benefit from their exchange period in different countries and in a wide range of subjects. They gained invaluable life and academic experience and the opportunity to relate concepts of culture and identity to their mobility.Teaching Staff – Academics shared their teaching practices with various institutions across Europe, and were exposed to the teaching environment of these partners. The feedback given by our academics highlighted the importance of these practices and how they are going to impact their teaching methods back at Brunel University London. Long-term benefitsBoth staff and students reported that the experience has had a positive impact on their global outlook. These mobilities align with Brunel University London's International Strategy in increasing outward mobility and the reputation of the institution internationally.

This project has enabled a range of undergraduate students to undertake either a study or traineeship placement with one of our European partners, in a range of subject areas. In addition to this, we have provided teaching and professional staff with the opportunity to undertake teaching or training activities with one of our European partners. Students have been able to not only enhance their academic knowledge and competencies but have also been able to improve their linguistic skills, interpersonal and intercultural skills. Further, they have been able to develop a range of transferable skills such as professionalism, cultural awareness, problem solving and organisation skills to support them in becoming more employable upon graduation. Staff have been able to develop not only their professional competencies but also their networks and understanding of HE in another European country.

"The Politics of Cultural Exchange: Anna of Denmark and the Uses of European Identity" investigates how cultural exchange operates across the confessional and geographic divides of pre-modern Europe through a transnational case study of Anna of Denmark (1574-1619), Queen of Scotland and England. This synoptic study combines her vernacular patronage with new evidence of her European connections manifested in her Latin diplomatic correspondence and her material artefacts and commissions. Analysis of new archival, visual, and material sources in Denmark, England, Scotland, and Sweden illuminates Anna’s networks and agendas. Her Latin correspondence offers insights into how she negotiated linguistic and political barriers; her commissions of artists, architects, garden designers, musicians, and scholars demonstrate her pan-European cultural connections. Reformulating theories of agency, analysing interactions between physical and intangible cultural artefacts, and examining the strategic use of 'national' labels as tools of political communication, this project raises academic and public awareness about women’s role in history, redefining how European culture spanned national borders. Located between the fields of material and visual history, theatre, and literary criticism, it reshapes interpretations of national identity, female agency, and spatial politics. Thus, it opens up neglected areas of European gender and culture histories, responding to concerns articulated by the ESF (among others) over sustaining the cultural literacy of the next generation. "Mapping Anna" innovates by using performance as research and as an effective dissemination tool. Alongside generating a major monograph, the project re-stages "Cupid’s Banishment" (performed for Anna in 1617), bringing together undergraduate actors, academics, heritage workers, and members of the public to generate broad interest in Anna and female patronage, giving new significance to European women’s heritage.

Context/Background of the projectAs in previous years, the main purpose and focus of Brunel University London with regards to Erasmus+ remains the fostering of outward student mobility. Brunel University London managed to set up thirteen new agreements with partners in Europe in order to expand opportunities for both student and staff mobility. Brunel University London has made greater effort in engaging and maintaining relationships with existing partners.ObjectivesThe main objective is to provide international study and work opportunities for both students and staff through the Erasmus+ Programme. Number and type/profile of participantsBrunel University London experienced a difficult year in terms of staffing in 2016. Unfortunately, the University did not support as many students as it had hoped for when the bid was submitted in March 2016. As a result, in 2017, we found ourselves with a small allocated budget, and with the 2016 project/budget having unspent funds. In consultation with the National Agency, we requested an extension on the 2016 project, in order to help us fund more students who participated in mobilities during the 2017/18 academic year. Therefore, some of the students we supported in 2017, did not show in the 2017 Interim Report due to their funding coming from the 2016 project.There was a total of 16 Traineeships, 12 Study Exchange and 3 Staff Mobility during the academic year 2017/18, but only the ones listed below were funded from the 2017 Project.Traineeships - We had a total of 11 mobilities; all students were at undergraduate level. 4 students were Female and 7 students were Male. Study Exchange - 9 students participated in the study exchange, 5 were Female and 4 were Male, all at undergraduate level. Staff – There were 3 Staff mobilities; 2 were Male and 1 was Female. Description of undertaken activitiesTraineeships - The duration of the traineeships varied from 3 to 11 months. 4 students went for less than 6 months and 7 students went for 6 months or longer.Study Exchange - Students covered the following subject areas: Industrial Design Technology (4 students), Politics & History (4 students), Sociology and Communications (1 student).Teaching Staff - Subjects covered by our teaching staff included Anthropology, and Social & Political Sciences. Results and impact attainedTraineeships/Study Exchange – Participating students had the opportunity to benefit from their exchange period in different countries and in a wide range of subjects. They gained invaluable life and academic experience, together with the opportunity to relate to concepts of other cultures during their mobility. Teaching Staff – During the 2017 mobility project, we were able to fund 3 members of staff, due to insufficient funding. An internal decision was made to prioritise student mobility, and therefore, after consultation with the National Agency, we made the decision to transfer academic support and organisational support fund towards our student mobilities. We were able to secure our academic staff’s understanding, and they supported the above decision. We are hopeful that in the following academic year, we will be in a better position to support more staff (academic and professional) initiatives. The academic members of staff who participated in teaching/training mobilities were able to share teaching and assessment practices during their mobility periods both in Austria and Greece. Long-term benefitsBoth staff and students reported that the experience has had a positive impact on their global outlook. These mobilities align with Brunel University London's International Strategy in increasing outward mobility and the reputation of the institution internationally. We are confident that the new agreements we set up during this academic year will contribute in expanding our network in Europe, but also offer greater choices to our students and members of staff.