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Contents
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 UK students studying abroad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 10 UK students studying in other European countries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Erasmus Student Charter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 UK students studying in English-speaking countries . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 NUS Student Experience Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 11 Students unions supporting student mobility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 17 Role of students unions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Questions to ask your institution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Students union support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Why set up an Erasmus society? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Case study: Robert Gordon Erasmus/Exchange Society . . . . . . . . . . . . . . . . . . . . . . . 14 Case study: Newcastle University Erasmus Society . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Case study: Loughborough Erasmus Students Network . . . . . . . . . . . . . . . . . . . . . . . 15 Setting up an Erasmus Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Case study: University of Edinburgh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Case study: University of Bath . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Experiences of Erasmus students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 20 Home or away . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Erasmus placement, Bologna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Information sheets for students: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 31 Information sheet 1: Benefits of studying abroad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Information sheet 2: How does it work? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Information sheet 3: Can I study abroad if I have a disability? . . . . . . . . . . . . . . . . . . . 28 Information sheet 4: Funding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Information sheet 5: Recognition of study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Information sheet 6: Languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Information for students unions: Bologna Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Acknowledgements
We would like to thank the many people involved in commenting and improving this briefing, but particular thanks to Alex Bols, Head of Education and Quality at NUS and a member of the UK Team of Bologna Experts for writing the briefing. Firstly, thanks to the NUS European Coordination Group for their comments and contributions: George Charonis, Vice-President Education, University of Bath Students' Union Jack Clemson, Vice President Academic Affairs, University of Derby Students' Union Emma Di Iorio, Vice President Education, University of Bristol Union Alexander Erdlenbruch, International Students Officer, University of Sheffield Union of Students Mark Grayling, General Manager, Nottingham Trent Students Union Fabian Neuner, President, University of Birmingham Guild of Students Madalena Ngongola, International Students Committee, NUS Andy Patton, International Students Officer, Swansea University Students' Union Phil Pilkington, Deputy General Manager, Coventry University Students' Union Liz Williams, National Executive Council, NUS Christina Yan Zhang, National Executive Council, NUS Aaron Porter, Vice President (Higher Education), NUS Secondly, we would like to thank the many representatives from external organisations who commented on the report including: David Hibler, Irene Aves and Catrin Davies from the British Council; Katie Haines, UK Erasmus Student Committee; Peter Baldwinson, Department for Business Innovation and Skills (BIS); Paul Dowling, Europe Unit; Mohammed Surve, Morgane Artacho, Guy Bromley and John Reilly, UK Team of Bologna Experts. Finally, special thanks to colleagues from NUS Scotland for allowing us to use parts of their Wee Book of Studying Abroad in the briefing as well as detailed comments from NUS Scotland President, Liam Burns.
Foreword
Welcome to this NUS guide to studying abroad and European higher education. This guide aims to provide students unions with information to support students studying abroad and questions to ask institutions about possible structural challenges such as recognition of credit. It also highlights the benefits of students studying abroad and how students unions can publicise these to students. We have also included some useful information sheets targeted at students. The NUS Student Experience Report shows that students receive many benefits from studying abroad, including greater confidence and becoming more self-reliant as well as improved employment prospects. This is also reinforced by discussions I have with employers, who cite the benefit of employing someone who has studied abroad. The Erasmus Programme, which enables students to study abroad, is one of the most high profile European Union schemes, and helps create a greater sense of European identity as well as benefitting the individuals, but the UK has further to go in encouraging UK students to take part in the scheme. There are, however, increasing numbers of students studying abroad in other English-speaking countries. Ministers of education from across Europe have been coming together since 1999 to create a European Higher Education Area which has student, graduate and university staff mobility at its core. These ministers met recently in Belgium at a summit as part of this Bologna Process and highlighted the benefits and importance of studying and working abroad. They set the challenging aim that 20 per cent of students graduating in 2020 should have studied or trained abroad. The 20 per cent target is exceptionally challenging and will take considerable effort, as well as a strategic approach, but even this would leave 80 per cent of students without the experience of studying abroad. We must also think more creatively about how we truly internationalise our institutions and integrate virtual mobility into our curriculum more broadly. We hope that this guide is useful and we look forward to working together to further encourage and support students to study abroad. Finally, we would like to thank the Department for Business, Innovation and Skills (BIS) for supporting this publication and enabling us to produce a printed version.
Introduction
For as long as there have been universities there have been students travelling from different countries to study at them. In 1987 the European Union created the Erasmus programme specifically to support, encourage and promote this. The programme is named after the 15th century humanist theologian from Rotterdam, who himself studied in Paris, Leuven and Cambridge. Since 1987 more than 2 million students have experienced a period of studying abroad and there are currently more than 4,000 higher education institutions in 31 countries that are participating in the programme. Whilst Erasmus is perhaps one of the most well-known programmes of the EU it is interesting to note that higher education is not subject to common European policy. Responsibility for the content and the organisation of studies remains at national and institutional level. Article 149 of the Treaty of Nice outlines that the European Community shall contribute to the development of quality education by encouraging cooperation between Member States through a wide range of actions, such as promoting the mobility of citizens, designing joint study programmes, establishing networks, exchanging information or teaching languages of the EU. Since 1999, through the development of the European Higher Education Area, the so-called Bologna Process, student mobility has received added impetus. Academic mobility of students and staff is one of the core issues and key principles in building the European Higher Education Area. At the Ministerial Summit in Prague (2001) the centrality of mobility was reaffirmed by focusing on the removal of obstacles to the free movement of students, teachers, researchers and administrative staff. The European Students Union (ESU) represents the National Unions of Students from 36 European countries, including NUS UK. ESU is fully involved in the discussions and structures surrounding the Bologna Process and has ensured that the student voice is heard at the centre of the process. ESUs Lets Go campaign around the promotion of student and staff mobility resulted in student and staff events and campaigns throughout Europe. This included lobbying for a target for the number of students studying abroad which was agreed at the Ministerial Summit in Leuven, Belgium in April 2009:
We believe that mobility of students, early stage researchers and staff is important for personal development and employability. It encourages linguistic pluralism. We call upon each country to increase mobility, to ensure its high quality and to diversify its types and scope. In 2020, at least 20 per cent of those graduating in the European Higher Education Area should have had a study or training period abroad.
By subject area The largest number of UK students studying abroad are those students who study languages, which is three times more than the next subject area. This may not be surprising as periods of study abroad have been integrated into language courses, and language is one of the key concerns amongst students about studying abroad (2007/08 figures): 1. 2. 3. 4. 5. Languages and philological studies Business studies and management sciences Law Social sciences Art and design 4,920 1,414 802 738 638
By level of study There is an uneven distribution in the number of students taking up Erasmus opportunities depending on the level of study within higher education: Undergraduate Postgraduate Doctoral 6,875 277 83
Statistical analysis also shows that UK mobile students are more likely to be white, from a high-income family with previous experience of travelling or living abroad, and generally more self-assured and academically capable than their peers.1 This highlights the importance of students unions engaging in encouraging wider participation in mobility programmes. A recent HEFCE publication2 showed that in the 2002/03 cohort the students who studied abroad were more likely to be from higher socio-economic classes. Eighty-two per cent of young Erasmus students and 83 per cent of others who studied abroad came from socio-economic classes 13 (managerial, professional and intermediate occupations). The proportion across all young students in the cohort was 74 per cent. If we are truly to ensure a mobile student body, and meet the 20 per cent aspiration set by ministers, then universities will need to consider how they embed periods of study or training abroad into a wider range of subjects, and also at different levels within higher education. The HEFCE report went on to show that of the 203,275 students who started a full-time first degree course in 2002/03 and went on to gain a first degree within five years, 4 per cent did a period of study abroad, so there is still some way to go to reach the 20 per cent target. Just over half (55 per cent) of the entrants who participated in the Erasmus programme in their first degree studied abroad for a whole academic year. The overwhelming majority of entrants who did other forms of study abroad (96 per cent) did so for a whole academic year. Students who studied abroad had a better profile of degree results. Seventy-five per cent of the Erasmus students received a first or an upper second class degree, compared to 81 per cent for students on other periods of study abroad and 60 per cent of other students from four-year courses. Six months after graduating, Erasmus students were more likely to be engaged in further study but those in employment were substantially more likely to be employed abroad and had above-average salaries.
1 2
The Future of Student Mobility, Feb 2008, UK HE Europe Unit Attainment in Higher Education: Erasmus and Placement Students, Nov 2009, HEFCE
Your home university and your host university to sign a learning agreement with you before you leave.
This agreement will set out the details of your planned studies abroad, including the credits to be achieved.
A transcript of records at the end of your studies abroad, signed by your host university. This will
record your results with the credits and grades achieved.
Full academic recognition from your home university for credits achieved during the Erasmus study
period, in accordance with the learning agreement.
Not to have to pay fees to your host university for tuition, registration, examinations or access to
laboratory and library facilities during your Erasmus studies.
Your student grant or loan from your home country to be maintained while you are abroad.
As an Erasmus student, you are expected to:
Respect the rules and obligations of the Erasmus contract with your home university or your national
agency.
Ensure that any changes to the learning agreement are agreed in writing with both the home and host
university as soon as they occur.
Spend the full study period as agreed at the host university, including examinations or other forms of
assessment, and respect its rules and regulations.
Write a report on your Erasmus study period abroad when your return.
If you have a problem:
Identify the problem clearly and check your rights and obligations. Contact your departmental coordinator and use the formal appeals procedure of your home university. If you remain dissatisfied, contact your Erasmus national agency, in the UK this is the British Council.
www.britishcouncil.org/erasmus
50.2% undergraduate 30.5% graduate students 12.5% other 6.8% OPT (optional practical training)
There are also many mobility programmes for students to study in US and other English-speaking countries as part of their degree. The British Universities Transatlantic Exchange Association (BUTEX, www.butex.ac.uk) represents over 80 higher education institutions in the UK with active transatlantic links and interests, most of which have a variety of individual exchange arrangements with North American universities and colleges.
Yes* 16% No 76% Dont know 8% *Yes: Russell Group 23% Pre-1992 university 18% Post-1992 university/other university 11%
76%
The Student Experience Report went on to ask, What did, or do, you hope to gain as a result of studying abroad? Greater confidence came out as the most cited answer with 76 per cent overall but this masked a significant gender split, with 68 per cent of males responding to this compared to 81 per cent of female students. Other highly cited reasons included better employment prospects (72 per cent), becoming more self-reliant (66 per cent) and better language skills (61 per cent).
72% 66%
What did, or do, you hope to gain as a result of studying abroad? Greater confidence 76% (male: 68%; female: 81%) Better employment prospects 72% (male: 70%; female: 73%) Become more self-reliant 66% (male: 61%; female: 70%) Better language skills 61% (male: 57%; female: 64%) Experience wide/different experiences 3% (male: 5%; female: 3%)
61%
76%
3%
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The Report went on to look at why students had not or were not planning to study abroad, with the highest response being that it was not relevant/applicable to their course (55 per cent), and this links back to the way in which study abroad is integrated into their course. The second highest reason was the concern about financial implications (33 per cent). Part of this will be that students are not aware of the Erasmus grants but there are also very real concerns about losing part-time jobs and accommodation in the UK. Other concerns included lack/uncertain about language ability (19 per cent), worried about having to study for another year (10 per cent) (even if this may not be the case in all examples) and not being aware of the opportunity (9 per cent).
33%
Why havent you, or why arent you planning to study abroad? Not relevant/applicable to my course 55% Concern about financial implications 33% Lack/uncertain about language ability 19% Worried about having to study for another year 10% Wasnt aware of the opportunity 9%
55%
19%
10% 9%
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2.
3.
4.
5. 6. 7. 8.
9.
10. Does the institution highlight the differences there may be in studying in different countries?
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providing information about any developments in the students union, maybe through a periodic
newsletter ensuring that students are able to vote in students union elections ensuring that students are represented through the appropriate course and other committees to ensure that their views are not lost just because they are abroad.
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committee members have already been on Erasmus and I feel it is necessary that some (if not all) committee members have done so, since you can really understand how the Erasmus students feel and what they want after having being in their situation yourself. As a society we belong to the Union Society at Newcastle. The students union gives us a grant at the beginning of the year (how much you receive varies), which helps us to do more things. This, of course, is in addition to the money we receive from people paying to join the society. We charge 5 for membership, something I feel is great value for money considering what we offer; though you would be surprised how many Erasmus students complain about the price. However, for us to organise events we cannot afford for the price of membership to be any lower. Michael Williams, President of the Erasmus Society, Newcastle University
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to help achievement of the 2012 target. Copies of the University of Edinburgh strategic plan 200812 can be found at: http://www.planning.ed.ac.uk/Strategic_Planning/SP2008-12/index.htm Free languages for all Currently, Bath University is the only university in the UK to offer its students free foreign language classes. Edinburgh is soon to get the same. Using the universitys own Institute for Applied Language Studies, and tapping into support from the Individual Learning Account (www.ilascotland.org.uk), which funds accredited courses for EU citizens resident in Scotland, it is hoped that improving students language skills will encourage them to consider going on a year abroad. It is also an additional way of improving the university experience. This was lobbied for by Edinburgh University Students Association and has express support from the university Principal, Tim OShea. Guy Bromley, University of Edinburgh
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either Spanish or an exchange student like myself, with whom I made true and lasting friendships. As a political science student, I had courses that varied slightly from those in London, yet these new courses in philosophy and geography at the Universitat de Barcelona provided new angles to my dissertation research. Furthermore I was able to pursue humanities courses unavailable at UCL, which focused on the Spanish economy, geography and politics. Exposure to Spanish academic journals opened avenues of research into the field of NGOs. Researching for my dissertation led me to discover Club de Madrid, an important Madrid-based NGO. Through correspondence with them I became aware of, and was subsequently invited to, a conference related to globalisation and immigration at Universidad Internacional Menndez Pelayo in Santander. This two-day conference brought me in contact with influential figures in politics. Of particular interest was the ex-President of Cape Verde, Antonio Mascarenhas Monteiro, whose countrys recent immigration agreement with the EU I am researching for my dissertation. The conference has not only provided me with further lines of enquiry for my dissertation but also with contacts for future work in this field. As the academic side of Erasmus was drawing to a close and friends were making plans for work in their home cities, I knew that my job prospects for the summer were to be found in Barcelona. Spanish friends had made me aware of the cliquey nature of Spanish business; to work in a business enchufes (contacts) were a must and despite the endless opportunities the city had to offer, I realised I needed to do some groundwork. The stereotypical English-teacher roles were abundant but I wanted something to challenge me linguistically and personally. Following a speculative email to a financial firm enquiring about internship opportunities, I was invited for an interview at a new business start-up in the heart of the city and succeeded in securing a three month placement at Gild International. Joining the company in the early stages allowed me to leave my own mark on the company through designing and implementing the front desk operating procedures, and brought me in contact with a multitude of business areas. Promoting Gild at ifest 08 [a conference for international business and enterprise held in Barcelona] provided me with a snapshot of the diverse fabric that makes Catalua so visually vibrant and socially alive; the industries, nationalities, cultures and events, the fibres that proudly weave the red and gold bars of the Catalonian flag make me want to return. The Erasmus experience has definitely made a positive contribution academically, professionally and personally. That is not to say it came easily. The options available to me during my year abroad were not handed to me but were the result of maintaining an open mind and attitude, an eagerness to experience the culture, determination to develop and hard work. Looking back fondly on my time in Barcelona, the only regret I have are of those few wasted moments in the early days when I anticipated my return home in a similar way as I now anxiously await my return to Barcelona. I wish I had instead spent it wandering down via laietana, surrounded by the now familiar flurry of caf tables and chairs with the mountains at my back and the sapphire shores drawing me forward to the clear waters and warm sea air; this is the secret to longevity, the Catalans say along with a bottle of sun cream. If this be so, Vivan los catalanes, Viva Espaa y Viva Erasmus. Emma Kelly, 2009, BA European Social and Political Studies
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would have hindered me from really becoming settled in Bologna and adapting to the way of life there. I must admit that I found the first week or two back in Italy after the Christmas break quite hard going (not helped by the constant rain), but I stuck with it and made sure I saw friends regularly and kept myself busy, using my free time before university reopened to get stuck into the work I had to do for my home university. As there was a more limited range of courses available during my second term, I found myself with a lot more free time. However, I used this opportunity to focus more on improving my Italian and I certainly noticed how my language skills developed, particularly my spoken Italian. I continued to attend cultural/social events organised by the Erasmus societies and was lucky enough to go skiing for a second time and learn how to cook tortellini. In April I stayed with my Italian friend Anna and her family in Parma this proved to be a useful test of my language skills and I felt really pleased to have survived a few days exclusively in Italian company. I also used my free time to visit as much of Italy as I could, travelling with a friend to southern Italy to explore Alberobello, Lecce and the Tremeti islands, as well as making frequent trips with my group of fellow English Erasmus students to nearby cities and towns, including Ravenna, Venice and Florence. Throughout my second term I continued to tutor English to the woman and her son and I acquired another student. Furthermore I was contacted by my tutor at the university and asked if I would be interested in helping a colleague of hers who was looking for someone to practise their English with. I agreed and consequently each week I was invited to have dinner with Stefano, a lecturer in geology and his family during which we would spend some of the evening speaking English and some Italian. It was a great way to meet more Italians and have the wonderful experience of proper Italian home cooking. All in all it has been a fantastic experience and although at times it wasnt necessarily easy for example the university system can be incredibly confusing and disorganised, I would certainly recommend the Erasmus exchange, particularly in Bologna, as it has been of such a huge benefit to me. I was lucky enough to have been put in contact with a student from UCL who had previously done an Erasmus placement in Bologna and was therefore able to answer any questions I had. I would certainly recommend trying to speak to a former Erasmus student as there is a lot to prepare for when taking a year abroad and any tips and advice can prove extremely useful. Furthermore, I make enquiries with the University Accomodation Service SAIS before you leave for Italy and book an appointment for as soon as possible upon your arrival in Bologna. By Emma Kislingbury
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stand out in the job market a great addition to your CV return more motivated, independent and confident get a grant and have your tuition fees waived (if you go for the full academic year) it counts towards your degree its not a gap year learn a range of life skills not taught in the lecture theatre access a wider range of subject areas than in the UK improve your language skills gain an international network of friends and potentially meet your lifelong partner! (one in ten students do) discover a different culture and gain an international perspective its really good fun!
What questions should you ask if considering studying abroad?
Does my course offer opportunities to study abroad? Would the academic credits I earn during my study abroad period be recognised as part of my
degree or on my academic transcript? Do they teach the course I want to study in English or are language courses provided before I leave? Are there other students at my university studying in the same country or at the same university? Speak to your Universitys Europe Office about how you can get in touch with them.
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different perspective about your discipline, but also about the world outside the classroom. By living abroad, you acquire non-academic skills and knowledge: you learn about other cultures and people, and develop skills that will be invaluable in your academic and professional life. In other words, studying abroad in another country is about learning more and better, and becoming a discerning global citizen. Employment When you study and live abroad, you develop skills that are very much sought-after by employers: organisation, adaptability, confidence, self-reliance and open-mindedness. Overall, you become a wellrounded person who can prove they can face new and challenging situations in a constructive way. If you study abroad, you become more employable at home and abroad because you will have developed skills beyond technical knowledge in a specific subject. The job market nowadays is an international one, so when you graduate, not only will you be competing with UK graduates, but also with highly-qualified graduates from other countries. In this multi-cultural, multi-lingual European job market, the ability to communicate in another language is highly desirable; and demonstrating that you have lived, studied and worked in another environment enables you to compete more effectively. Developing self-assurance and independence are the keys to a successful career. As less than 5 per cent of the student population participates in Erasmus youll stand out and employers will notice you. Employers are looking for more than just technical skills and knowledge of a degree discipline. They particularly value skills such as communication, team-working and problem-solving. Job applicants who can demonstrate that they have developed these skills will have a real advantage. Digby Jones, Former Director-General, Confederation of British Industry The value of [a students] international experience goes beyond purely the acquisition of language it lies in the ability to see business and personal issues from other than your own cultural perspective. Charles Macleod, Head of UK Resourcing, Pricewaterhouse Coopers Enjoyment Living abroad is also about having the time of your life! It is always an unforgettable experience: you make new friends and live a different life full of discoveries. Not only will you acquire a broader range of skills to offer a future employer, but youll have fun doing it. Erasmus students say it is the best part of their time at university, after all nearly one in ten find their life partner while doing their Erasmus programme. I simply cannot put a price on what I gained from this year. I have not only developed in a huge way as a person but also had so much fun, made lots of friends, found a very fun and interesting job, improved my communication skills greatly, immersed myself completely into the German culture and had the good feeling of having worked hard at the same time. It really is true that you grow up living on your own in a foreign country. Cameron MacInnes, Business Studies, University of Strathclyde/University Manheim, Germany If you want to know more about amazing experiences former Erasmus students had, visit the Erasmus 20th anniversary website: http://www.20erasmus.eu/experiences/browse
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Erasmus
Erasmus is the most popular and successful European Union funding programme. Thanks to the Erasmus exchange programme, you can spend from three months up to a year in one of the 30 other European participating countries and obtain a grant for it. This grant, which you will receive on top of your grant or loan that you might already have, is meant to cover some of your living costs. If you study for part of the year you would pay a portion of your tuition fees (if you currently pay them) to your home institution as opposed to paying them in the host country, but if you go for a full academic year you wont have to pay any fees to your home institution. To be eligible for an Erasmus exchange, you need to be registered as a full-time or part-time student (second year and above, although work placements are eligible in the first year), at a university that has been awarded the Erasmus University Charter. You also need to be a national of a participating country or recognised as a UK resident or as a refugee or stateless person. With Erasmus, you can also do a work placement or work as a language assistant. For more information on the programme, you can visit the website of British Council, which is the UK national agency for Erasmus: http://www.britishcouncil.org/erasmus-student-programmes.htm If you want to know which universities you can go to, get in touch with the Erasmus coordinator of your department and with the International or European office at your university to see what exchange agreements they have with the Erasmus partner countries. Erasmus participating countries Austria Belgium Bulgaria Cyprus Czech Republic Denmark Estonia Finland France Germany Greece Hungary Iceland Ireland Italy Latvia Liechtenstein Lithuania Luxembourg Malta Netherlands Norway Poland Portugal Romania Slovakia Slovenia Spain Sweden Turkey
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Erasmus Mundus
Erasmus Mundus aims to promote European higher education, to help improve and enhance the career prospects of students and to promote intercultural understanding through cooperation with third countries and to contribute to the sustainable development of third countries in the field of higher education. Action 1 provides: Support for high-quality joint masters courses (Action 1 A) and doctoral programmes (Action 1 B) offered by a consortium of European and possibly third country HEIs. Scholarships/fellowships for the third country and European students/doctoral candidates to follow these Erasmus Mundus joint masters courses and doctoral programmes. Short-term scholarships for third country and European academics to carry out research or teaching assignments as part of the joint masters programmes. Action 2 provides: Support for the establishment of cooperation partnerships between European HEIs and HEIs from targeted third countries with the objective of organising and implementing structured individual mobility between the European and the third country partners. Scholarships of various length for European and third country individuals (students, scholars, researchers, professionals). The ability to award scholarships to European individuals depends on the financial instrument used to fund the cooperation activities with the Third Country concerned. To apply for a scholarship, you need to contact the people in charge of the master course directly. For a list of courses, you can visit: http://ec.europa.eu/education/programmes/mundus/projects/index_en.html For more information on the programme, please visit: http://ec.europa.eu/education/programmes/mundus/index_en.html or read the brochure: http://ec.europa.eu/education/programmes/mundus/doc/flyerscholar_en.pdf, or visit the British Councils website: http://www.britishcouncil.org/erasmus-other.htm You can find some information on the Erasmus Mundus students and alumnis website: http://www.em-a.eu/ For information on insurance: http://ec.europa.eu/education/programmes/mundus/student/insurance_en.html For information on visas: http://ec.europa.eu/education/programmes/mundus/student/insurance_en.html Erasmus Mundus participating countries 27 European Union Member States The 3 EEA-EFTA states (Iceland, Lichtenstein and Norway) The candidate countries for accession to the EU (Croatia, Republic of Macedonia, Turkey) Non-European partner countries
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Joint degrees
Joint degrees are degree programmes developed and approved jointly by several institutions from different European countries. Therefore, the studying and exams passed in the given institutions are recognised by the other partner institutions and countries. Students from participating institutions spend part of the programme in the other partner institutions. To find out more about Joint degrees in your institution, talk about it to your teachers, course director and to the International Office of your university.
Other questions
Do I need a student visa? If you are a British citizen, you have European citizenship. Therefore, as a general rule, you do not need a student visa to study in another European Union Member State if you stay for up to three months. Beyond these three months, some countries require that you apply for a residence permit. Other countries might require you to have a visa or a permit. Rules and procedures will vary from country to country, so seek advice from the International/European Office of your institution. Do I have to look for my own accommodation? It is your responsibility to look for your accommodation. You can decide to stay in student halls, in which case you need to seek information and advice from your home and host institutions. You can also decide to look for a different type of accommodation, in which case you need to look at national websites or seek advice from the host institution as to the best way to look for non-university accommodation. This is a decision you need to make yourself by bearing in mind the pros and cons of living in student halls or not. It is up to you to decide what is the best way for you to make the most of your stay in a comfortable manner. You can contact other Erasmus students in your university through the Erasmus or International Society if there is one, or by contacting the Erasmus Students Network (ESN) to get some practical advice from people who have already been there (ESN in the UK: www.esn-uk.co.uk) Do I need a special insurance? You also need to think about getting an extra insurance to cover any accidents, additional medical cover, loss of money, passport, or baggage loss. Some companies, such as Endsleigh Insurance, offer special packages for students undertaking study periods and placements abroad. Shop around and contact your International/European Office as sometimes universities propose insurances. Whether you merely travel or study in another European country, it is essential that you have the European Health Insurance Card (EHIC). It replaces the old E111 form. You can apply for it electronically at https://www.ehic.org.uk or by phone at 0845 606 2030. The EHIC card provides students with access to reduced-cost, sometimes free, medical treatment that becomes necessary during a temporary visit to most European countries. It will cover for state-provided treatment only. It may also be a standard prerequisite of travel insurance and a condition of application to an institution.
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You can find more information on healthcare abroad by visiting the Department of Health website: http://www.dh.gov.uk/en/Healthcare/Healthadvicefortravellers/Gettingtreatmentaroundtheworld/index.htm If you are on any sort of medication, make sure you visit your doctor to discuss your stay abroad and seek advice about your stay. Countries where you can use the EHIC Austria Belgium Cyprus (not North Cyprus) Czech Republic Denmark Estonia Finland France Germany Greece Academic regulations Once you have arrived at your university you should check out the local assessment regulations such as those on resits, plagiarism etc. Hungary Iceland Ireland Italy Latvia Liechtenstein Lithuania Luxembourg Malta Netherlands Norway Poland Portugal Slovakia Slovenia Spain Sweden Switzerland
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What is Bologna?
Apart from being a beautiful city in Northern Italy and home to the first university in Europe, established in 1088, it is also the shorthand for the process of creating a European Higher Education Area. 30 ministers of education from 29 European countries (including the ministers from both Flanders and the French speaking community in Belgium) gathered and signed the Bologna Declaration in 1999, calling for the creation of a European Higher Education Area by 2010. The declaration emphasised this as a key way to promote citizens' mobility and employability and the Continent's overall development. This would be achieved through "harmonising the architecture of the European Higher Education system", including developing easily readable and comparable degrees, adoption of a two cycle system and establishment of a system of credits.
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As of the London Ministerial Summit there are 46 signatories to the process including all of the EU Member States as well as, Albania, Andorra, Armenia, Azerbaijan, Bosnia and Herzegovina, Croatia, Georgia, Holy See, Iceland, Montenegro, Moldova, Norway, Macedonia, Russia, Serbia, Switzerland, Turkey and Ukraine. The European Higher Education Area is open to countries outside of EU membership because higher education is not an EU competence, ie the European Community has no authority over higher education in its member states.
adoption of a system of easily readable and comparable degrees adoption of a system essentially based on two main cycles establishment of a system of credits promotion of mobility promotion of European cooperation in quality assurance promotion of the European dimensions in higher education lifelong learning higher education institutions and students promoting the attractiveness of the European Higher Education Area European Higher Education Area and European Research Area
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EQAR was founded by European Association for Quality Assurance in Higher Education
(ENQA), European Students Union (ESU), European University Association (EUA) and European Association of Institutions in Higher Education (EURASHE) to increase the transparency of quality assurance in higher education across Europe The register is expected to:
promote student mobility by providing a basis for the increase of trust among higher education
institutions reduce opportunities for accreditation mills to gain credibility provide a basis for governments to authorise higher education institutions to choose any agency from the Register, if that is compatible with national arrangements. Website: www.eqar.eu
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Diploma Supplement
In terms of the impact on students one of the key initiatives resulting from the Bologna Process was the establishment of the Diploma Supplement. This consists of an academic transcript, programme/course information, and the description of the national framework and is a useful tool to enable recognition of qualifications in other parts of Europe. Ministers committed to ensuring that it would be issued to all students automatically at the end of their qualification free of charge. There is still much evidence that this is not happening.
Results: Yes 39 (29.8%) No 70.2% (this includes HEIs that issue it to some students or not at all) Source: HEFCE 2009
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14 experts from across the UK, including specialists in ECTS, Diploma Supplement, quality Provide information for institutions and students unions Visits and support for Erasmus coordinators
List of experts Listed below is the team of UK Bologna Experts for 2009 2011. The British Council administers the new team, whose role it is to assist UK higher education institutions implementation of the Bologna Process reforms. There are 14 Bologna Experts in total. They are:
Mr Guy Bromley, Student The University of Edinburgh Mr Mohammed Surve, Student London School of Economics
If you would like a Bologna Expert to visit your institution or students union please contact: Irene.Aves@britishcouncil.org
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National Union of Students 2nd Floor, Centro 3 19 Mandela Street London NW1 0DU t. 0871 221 8221 f. 0871 221 8222 w. www.nus.org.uk
Produced by NUS 01/2010