"SRUC is a small specialist institution and was formed through merger of four colleges in 2012. We are still maturing as an institution. Whilst we have considerable global reach through research linkages, our connections with respect to studies and support for teaching are less well developed. Historically students within the land-based sector, our primary focus, have sought opportunity within English language countries after graduation e.g. Australia and New Zealand, rather than our European neighbours. As an institution we wish to address this imbalance and develop meaningful and beneficial partnerships with European institutions. More specifically we have been seeking opportunities for our staff, academic and support, to learn from our partners in the ""internationalisation"" of our provision from both administrative and an pedagogic perspectives. In this context we have been successful with the small number of mobilities which we sought and supported. Outcomes from these are directly influencing both our teaching and our student support functions - within these we have had International Engagement, Student Association and Student Support functions represented in addition to academic staff engaging within curriculum development.Staff mobilities for teaching have not been supported, reflecting the early stages of our engagement with many of our partners. Similarly student traineeships have not been supported due to lack of uptake, again reflecting the low recognition of opportunity amongst our student body.Student mobility for study has supported three well-motivated students. Whilst a very small number they have been warmly supported by staff and provide invaluable case studies for future promotion of opportunity.Whilst these reflect mixed outcomes within the project, some aspects being less successful, our experience within the Erasmus programme informs the development of our evolving international strategy. In this context it is relevant to note that for the past two years SRUC has been in a period of transition and restructuring, with the uncertainties such process incur, and with consequent less focus on our international agenda as might normally be expected. With a new executive Leadership Team in place and Academic Faculty structures being introduced we may anticipate greater focus within this area going forward.,"

Outward mobility for study involving undergraduate students was achieved for the first time in 2014/15 from SRUC. Previous barriers to credit conversions were overcome through negotiation with SRUC's validating partner Universities: the University of Edinburgh and the University of Glasgow, to allow devolved authority to determine academic equivalence for credit transfer to SRUC. New partnerships were established with the University of the Antilles and Guyana in Guadeloup and with Corvinus University Budapest and two SRUC students spent a full academic year at these institutions. Both students completed their studies satisfactorily and have progressed onto the final Honours year of their BSc degree programmes at SRUC Edinburgh. These individuals are valuable ambassadors for outward mobility and are currently generating interest among students who may wish to undertake a period of outward mobility for study in future years.

These very modest outputs belie the level of discussion and developments engagement with this project has engendered within the institution. SRUC is in the midst of profound review and transformation - the student journey and our support for same is at the heart of this. This project has helped us. Whilst our outbound student and staff mobility numbers are small each has raised different questions, posed different challenges and helped provided answers perhaps in a way larger numbers and more formulaic methodology might not. Our inbound students continue to challenge what we do and how and bring fresh insight.

This project sought to raise awareness of Erasmus + opportunities amongst SRUC staff and students whilst refreshing SRUC operational procedures following formation of SRUC through merger of four colleges. Participation within higher education within Erasmus has historically been very low within the legacy colleges.The project supported two new graduate students experience relevant student traineeships together with a small number of staff mobility (traineeships) which have led to further dialogue between the institutions involved. We fully anticipate these will ultimately generate future and on-going partnerships for both development of learning opportunity and educational resource, and in the delivery of specialist teaching.

PRESERVE 3 will have enabled the EPLEFPA of Haute Corrèze to organize the mobilities of 21 learners and 4 guides in Scotland over two years in the sector of environmental management and protection.This project with equal opportunity objectives in a process of professionalization and openness of our professional baccalaureate students Management of Natural Environments and Wildlife (GMNF) offered three-week internships to learners in final year class aged 17 to 21 in Scottish public and private structures which work to preserve the environment.All of the learners who participated in these mobilities expressed having lived a highly positive cultural, linguistic and professional experience, bringing significant added value to their training course and their individual construction.