Study Abroad

Focus Area 3

Curriculum and Course Design

3.1 Alignment of partner curricula

3.1

When should this Design Principle be considered?

Prior to

Who should be responsible/involved?

(By clicking on a group, role-specific content will be highlighted)

What does this design principle aim to do?

Ensure that partner institutions’ curricula align with students’ academic requirements to minimize the need for major adjustments at a later stage.

Provide clear information about modules including details of language of instruction, workload and grading, thus aiding the transferability of credits and manageing expectations.

What possible actions are recommended?

Collaborate with selected partner institutions to develop pre-approved curriculum equivalencies, mapping students' courses to the academic requirements of the home institution. This will create a database of pre-approved course equivalencies, minimizing the need for adjustments during the mobility period.

Establish joint curriculum planning committees with representatives from both home and partner institutions to review and align programme structures, credit systems, and learning outcomes, ensuring that students can seamlessly integrate mobility courses into their academic trajectory.

Include a remote/alternative assessment clause: where home exams clash with mobility, agree remote attendance or alternative tasks to avoid study extension.

3.2 Student specific Curriculum and Course Planning

3.2

When should this Design Principle be considered?

Prior to and first phase of the mobility period.

Who should be responsible/involved?

(By clicking on a group, role-specific content will be highlighted)

What does this design principle aim to do?

Provide personalized guidance to help students choose courses that align with their academic goals, offering clear information on credit structures and ensuring a balanced workload.

Enable on-site course adjustments to accommodate students’ evolving needs and emerging opportunities.

What possible actions are recommended?

Foster a mindset centred on trust and flexibility

Establish guidelines that facilitate flexibility while clearly defining roles and responsibilities

Use learning outcomes as the focal point for discussions about transfer of credits.

Provide practical examples that demonstrate acceptable flexibility.

Organize an online meeting with the student and representatives from both institutions before finalizing the learning agreement.

Create learning agreements with chosen partner institutions that incorporate flexibility, thus enabling students to modify their course selections, based on their experiences and emerging opportunities during their mobility period.

Appoint dedicated mobility advisors or coordinators at both the home and host institutions who can approve and support on-site course changes

Allow students to incorporate unique local experiences into their curriculum (e.g., attending masterclasses, participating in community projects, or engaging with local musicians).

Provide guidelines for converting local experiences into credit-bearing outputs, such as reflective journals, performances, or teaching demonstrations.

Ensure that student's learning agreement includes the names and contact details of a designated academic and adminsistrative contact person in the host institution. Confirm this information during the three-way pre-departure meeting (see focus area IV).

3.3 Predefined Mobility Packages

3.3

When should this Design Principle be considered?

Prior to (i.e.before mobility takes place), but evaluation and revision is a continous task

Who should be responsible/involved?

(By clicking on a group, role-specific content will be highlighted)

What does this design principle aim to do?

Consider the possibility of designing predefined mobility packages.

Clearly advertise those packages, providing details on timelines, courses, language requirements, and extracurricular activities.

Design mobility packages as bundle of courses combined with co-curricular elements (e.g., ensembles, networking, city/university life). Indicate institutional strengths, while allowing individual tailoring.

What possible actions are recommended?

Discuss the suitability and feasibility of predefined mobility packages (e.g., 15 or 30 ECTS) internally and with international partners

Develop mobility packages that outline specific timelines, course offerings and language requirements for international student music teachers.

Include details on extracurricular activities in the mobility packages, such as cultural exchanges or networking events, to enhance the overall student experience and engagement.

Produce and distribute comprehensive promotional materials (e.g., brochures, websites) that highlight the benefits of each mobility package, ensuring transparency in course options and expectations.

Promote the packages and make them visible through institutional websites, social media channels and other relevant platforms.

3.4 Credit Transfer Processes

3.4

When should this Design Principle be considered?

Prior to and after

Who should be responsible/involved?

(By clicking on a group, role-specific content will be highlighted)

What does this design principle aim to do?

Establish straightforward and efficient procedures for the transfer of credits and paperwork, supported by clear administrative guidelines.

What possible actions are recommended?

Create clear, standardized administrative guidelines for the transfer of credits, outlining the steps, requirements, and necessary documentation for students.

Develop an efficient online system that enables students to easily submit and track their credit transfer applications, ensuring transparency and timely processing.

Provide course descriptions together with the details about credits in English

Maintain continous dialogue between programme heads regarding the transfer of credits, especially when new programmes are being established or existing programmes are being revised.

Curriculum and Course Design

Focus Area III addresses the structural conditions that determine whether mobility is feasible within a music teacher education programme. It focuses on creating curricula that enable rather than obstruct exchange: aligning partner curricula, allowing student-specific course planning, offering predefined mobility packages, and ensuring transparent credit recognition. Mobility is framed here as something to be designed into the curriculum from the start, helping your institution reduce uncertainty for students while preserving academic standards.