Study Abroad

Focus Area 1

Foundations and Motivations for Mobility

1.1 Promote a Culture of Mobility

1.1

When should this design principle be considered?

Continuously relevant but particularly before mobility takes place (i.e. when programmes/courses are being drawn up or revised and while the students are in the decision-making process).

It’s about embedding a culture of mobility, so that it becomes a ‘natural’ part of education.

Who should be responsible/involved?

(Select a group to show only the content relevant to it.)

What does this design principle aim to do?

Embed mobility opportunities into the curriculum from the outset of students’ educational journey to foster a culture of mobility.

Encourage staff mobility to foster institutional partnerships and build connections that yield tangible student outcomes, including creditable learning, enhanced employability, and professional identity development.

Use experiences of past mobility participants to inspire new students and support their smooth adjustment into mobility programmes.

What possible actions are recommended?

Clarify the role of mobility within the curriculum/study plan.

Communicate funding availability upfront in all calls and class briefings.

Consider any programme restructuring necessary to accommodate mobility opportunities. Programme teams (curriculum development teams) should ensure that there are clear spaces within the course where students can avail of mobility opportunities (i.e. ensure students do not lose out on essential components of their course, and do not face undue pressure to make up these components when they return).

Identify and actively invite underrepresented student groups who are least likely to go abroad (e.g., first-generation students, students with caregiving or heavy work commitments).

The International Office should i) ensure that staff are informed about mobility opportunities and ii) organise information sessions for staff, outlining application procedures, professional obligations, funding structures etc.

Department and programme heads should encourage staff to consider staff mobility, not only for research but also for teaching purposes.

Identify effective methods for collecting and documenting student experiences during and after mobility programmes, e.g. through ambassador networks.

Share these experiences with outgoing students, e.g. through social media, pre-departure preparation and information meetings for students, and events at the home institution where past mobility participants can share their experiences and advice.

Involve returning students in co-designing and running regular information sessions (e.g. each semester) as well as in reviewing what has worked well, or not, during mobility experiences.

1.2 Promote Mobility as a Growth Opportunity

1.2

When should this design principle be considered?

Ongoing, but especially before mobility takes place

Who should be responsible/involved?

(Select a group to show only the content relevant to it.)

What does this design principle aim to do?

Recognise and promote mobility as a pathway for personal development, fostering adaptability, confidence, and facilitating empowerment.

Recognise and promote mobility as a means to expand students’ professional and musical horizons, enriching their musical experiences and competencies.

What possible actions are recommended?

Identify effective methods for collecting and documenting student experiences during and after mobility programmes.

Build a 'Return & Recognise' loop comprising a structured reflection session on return, transcript check, competence mapping to portfolio/CV, and presentation in a class session.

The home institution can avail of the opportunity of visiting teaching staff / admin staff / students to organise an information session about the visitor’s institution.

Foundations and Motivations for Mobility

Focus Area 1 clarifies the core assumptions and goals that underpin mobility in music teacher education. It focuses on building a sustainable culture of mobility: integrating exchange opportunities into curricula, supporting staff mobility, and amplifying the voices and experiences of returning students. Mobility is framed as a structured pathway for personal, musical, and professional growth, helping your institution make going abroad a normal and well-supported part of study from day one.