Students studying abroad and theEuropean Higher Education AreaBriefing for students’ unions

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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

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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.

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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.

Aaron Porter Liz Williams

Vice President (Higher Education) Block of 15

NUS NUS

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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. ESU’s ‘Let’s

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.”

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UK students studying in other European countries

UK students studying in other European countries

Current trends

The value of students studying and training abroad is widely recognised in the UK. However there is still

a very real struggle in getting students to see the benefits of studying abroad. The number of UK

students participating in the Erasmus scheme was 10,251 in 2007/08 compared to 16,321 European

students coming to the UK.

Since 2000/01 there has been a significant decrease in the number of UK students studying abroad,

although there have been slight increases over the last two years. This compares to Germany which has

seen a rapid increase from around 16,000 to 24,000. The UK also sends significantly fewer students

abroad than Spain, France and Italy – and in recent years Poland has also overtaken us.

By destination country

Looking at the statistics it is interesting to note that whilst there are 31 countries involved in the Erasmus

programme, the top five destinations for UK students are still the traditional, neighbouring, countries:

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):

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:

6

Undergraduate 6,875

Postgraduate 277

Doctoral 83

1. France 3,429

2. Spain 2,267

3. Germany 1,579

4. Italy 772

5. Netherlands 397

1. Languages and philological studies 4,920

2. Business studies and management sciences 1,414

3. Law 802

4. Social sciences 738

5. Art and design 638

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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 1–3 (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.

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1 The Future of Student Mobility, Feb 2008, UK HE Europe Unit 2 Attainment in Higher Education: Erasmus and Placement Students, Nov 2009, HEFCE

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Erasmus Student Charter

The Erasmus Student Charter contains information on the rights and responsibilities of the student

undertaking an Erasmus period. The Erasmus Student Charter will be given, by the home institution,

to each participating student in the Erasmus programme. It lists entitlements such as free tuition and

recognition of studies abroad, and responsibilities of the student such as observing the rules and

regulations of the host institution.

The status of Erasmus student applies to students who satisfy the Erasmus eligibility criteria and who have

been selected by their institution to spend an Erasmus study period abroad at a partner institution in

Europe. Both institutions must have an Erasmus University Charter awarded by the European Commission.

As an Erasmus student, you are entitled to expect:

• 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

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UK students studying in English-speaking countries

Whilst many students study abroad for part of their degree through the Erasmus Programme, some

students study abroad for their whole degree – in Europe, English-speaking countries, or elsewhere. In

2007 UK students studied in many English-speaking countries. The US accounts for 34 per cent of all

UK students studying abroad, with Australia accounting for 6.7 per cent and Canada 8.6 per cent.

Source: OECD

The Open Doors publication from the Institute of International Education

(http://opendoors.iienetwork.org/page/25072/) has statistics on UK students in the US. In academic

year 2007/08, there were 8,367 students from the UK studying in the US (down 0.8 per cent from the

previous year). The UK is the 14th-leading place of origin for students coming to the US, following

Vietnam (8,769).

The majority of students from the UK study at undergraduate level. In 2007/08, their breakdown was

as follows:

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.

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Country of study UK students % of all UK students abroad

Australia 1,687 6.7%

Canada 2,181 8.6%

New Zealand 431 1.7%

United States 8,625 34.0%

Total all destinations 25,359 100.0%

Year Number of students from UK % of total foreign students in US

2007/08 8,367 1.3%

2006/07 8,438 1.4%

2005/06 8,274 1.5%

50.2%

30.5%

6.8%

12.5%

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NUS Student Experience Survey

The recent NUS Student Experience Report looked at students studying abroad. In response to the

question “Have you, or are you planning on studying abroad as part of your course?” 16 per cent

answered that they had considered it or were planning it, and this rose to 20 per cent of those students

in their first year. There is clearly a latent interest that could be tapped to improve the UK’s position. It is

also interesting looking at the response to this question by type of university, with 23 per cent of those at

Russell Group institutions responding that they were considering it compared to 11 per cent at Post-

1992 universities.

Have you, or are you planning on studying abroad as part of

your course? (Sample: 2,430)

Yes* 16%

No 76%

Don’t know 8%

*Yes: Russell Group – 23%

Pre-1992 university – 18%

Post-1992 university/other university – 11%

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).

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%)

10

16%

76%

8%

61%

66%

72%

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).

Why haven’t you, or why aren’t 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%

Wasn’t aware of the opportunity 9%

11

55%

33%

19%

9%

10%

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Students’ unions supporting student mobility

Role of students’ unions

Students’ unions have a key role in student mobility – firstly addressing some of the structural issues

that there may be at an institutional level – such as ensuring that students abroad are supported and

their period of study recognised – and secondly looking at how they can encourage and promote

students to study abroad.

We have highlighted a number of case studies of Erasmus societies which unions have developed to

support students studying at their institution, those studying abroad and to promote student mobility. We

have also highlighted an example from the University of Edinburgh of how the Erasmus society worked

with their institution, embedding a target for Edinburgh students studying abroad as part of their

strategic plan.

Questions to ask your institution

There are a number of issues that the students’ union can address with their institution to ensure that

students have a high quality experience:

1. Is the period of studying embedded within the course and is the period of study recognised?

Do they get a differently named qualification to emphasise any additional time/effort? Are study

abroad periods recognised on the student’s academic transcript?

2. How are credits incorporated into a student’s qualification – if they pass their study abroad period

and are awarded credit points (ECTS) for this, and how does this translate into grading such as a

first, 2:1, 2:2 etc?

3. What support does your institution provide for students studying abroad?

Do they have a named contact within their home institution? How are students studying abroad

supported in the administrative details, such as select course options for the following year or

finding accommodation?

4. How does your institution promote Erasmus?

What efforts does the institution make to illustrate to students what the benefits of a year abroad

can be and to fight common misconceptions about negative aspects of studying/working abroad?

5. Does your institution publicise study abroad opportunities as part of open days and outreach

activities?

6. Is encouraging home student mobility incorporated into the institutional international strategy?

7. Does the institution provide free language courses for those going on study abroad?

If yes, could this be broadened out to all students?

8. Does the institution organise promotional events for students at the institution, such as Erasmus

fairs? Is there funding available from your institution for the students’ union to run these type of

events?

9. Is there an Erasmus/study abroad point of contact in all departments?

How are they publicised?

10. Does the institution highlight the differences there may be in studying in different countries?

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Students’ union support

Students’ unions also have a key role to ensure that students studying abroad are supported whilst they

are abroad. The students’ union can provide students with information about their services even when

they are not on campus – this could include:

• 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.

Why set up an Erasmus society?

Some students’ unions have Erasmus societies, which can be a great way to integrate incoming

Erasmus students and which could be used to help provide information for outgoing Erasmus students

and to promote the possibilities of studying abroad.

Erasmus societies can support students returning from study abroad to reintegrate in their home

countries by keeping in contact with an international environment while they are overseas. These

societies are often set up by former exchange students, often because they had good experiences or

because they felt a lack of help during their exchange. These students also understand better the issues

and challenges in a foreign environment.

The societies are particularly useful for current Erasmus students studying on campus, who often face

problems (and feel abandoned) in their new environments. Erasmus societies can offer help with academic,

social and practical integration processes. This can include organising cultural and social events such as

trips to various places within the country, film nights, buddy group and language projects and international

food festivals and last – but not least – parties. In addition, many societes have introduced mentor systems,

to help international students, mainly in academic and practical integration.

There is a UK Erasmus Student Committee (www.ukerasmus.com) which can come and speak to your

Erasmus society or students’ union about how you can promote student mobility. It can also offer advice

on working with your institution to increase the numbers of students studying abroad. The British Council

also has links with a number of university Erasmus societies, and those interested in setting up their own

society could get in touch via email (Erasmus@britishcouncil.org).

There is also a European network of these societies, the Erasmus Student Network (ESN). ESN is one of

the biggest interdisciplinary student associations in Europe, founded in 1990 for supporting and

developing student exchange. For more information see www.esn.org

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Case study: Robert Gordon University: Erasmus/Exchange Society

How was it set up?

Robert Gordon University (RGU) Erasmus/Exchange was started up in June 2009. Anna

Frankowska and Susannah Nichol set up the society after coming back from an Erasmus trip in

the Netherlands. Having had a great time there with the help of an excellent Erasmus Student

Network (ESN) team, the society was set up to ensure people coming to RGU had a great time

here also.

The European Coordinator, Julia Kennedy, was eager to help with the start up of the society, and

also contacted previous Erasmus students from RGU to help out and sign up to the society. The

Erasmus team had a stand at the RGU Freshers’ Fayre at the beginning of term in order to both

recruit members and increase knowledge of the society as well as promoting the Erasmus

programme. Also, the use of the Facebook group to boost the society and communicate with

students has been very successful, with over 140 members.

Activities

The main purpose of the society is to organise social events. So far it has held a welcome

day/photography competition and a tour of Aberdeen. The welcome day mixed all the Erasmus

students in different groups and the RGU Erasmus/Exchange team individually took them around

the city and took various pictures relating to a chosen theme – eg Scottish culture. Other events

so far have included a stereotype party, Flintstones themed bowling night (over 50 students

attended), a three-legged pub crawl, Guy Fawkes fireworks night and a karaoke night.

Future plans

In the future the society also hopes to take the students on trips around Scotland. The society

organises events and discounts for the students – eg in clubs/bowling nights etc. The society is

linked with the RGU Union, which helps to print posters free of charge for the society as well as

letting it book out rooms and host parties and events.

Case study: Newcastle University Erasmus Society

This year as a society we have around 135 members, the vast majority of whom are Erasmus

students here in Newcastle, though we do welcome British students who have been on Erasmus

or are interested in doing so. We offer our members the opportunity to integrate into British life as

much as possible by allowing them to meet fellow Erasmus students as well as British students.

We organise various types of social events (such as pub quizzes, pub crawls, film nights, salsa

nights etc) and excursions (for example to York, Durham and Edinburgh), which are always very

popular and well attended.

The society is run by our committee. We have five committee members (President, Vice-President,

Treasurer, Secretary and two Event Organisers) and we meet every week at a designated time for

an hour or so to keep up to date with everything and discuss any future plans or activities. I find

that for a society of our size five committee members is perfectly sufficient. Unlike many societies,

our whole committee changes every year (which presents its advantages and disadvantages)

though this is something I will be looking into since the lack of continuity can be a problem. All

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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

Case study: Loughborough Erasmus Students Network

Background information

In 2006, Loughborough University (LU) published its 10 year strategic plan ‘Towards 2016’ –

Internationalisation Development, which aims to give every Loughborough student a truly

globalised experience.

The students’ union (LSU), through International Development Officer, Christina Yan Zhang, and

Prof Chris Backhouse (Director of Internationalisation Strategy) on behalf of the university worked

together to develop the ‘Lufbra’s Going Global’ campaign.

Chris successfully persuaded LU to give £3,000 to LSU to create the Erasmus Society. In 2008,

with full support from both LU and LSU, Loughborough Erasmus Students’ Network was formed

by Adam Greenwood, a British student who did his Erasmus in the Netherlands.

Activities have included:

• Establishing the Erasmus Football Team

Erasmus and UK students are regularly trained. For example, they beat the Afro-Caribbean

society 2–0

• Holding socials and sporting events with other universities

You can organise joint events with other universities to bring Erasmus students together, for

example, the Loughborough Erasmus society organised football matches and socials with the

Nottingham University Erasmus Student Network.

• International Mobility Day.

“This year, 300 students attended the first International Mobility Day held by LSU. This event

showcased the incredibly wide range of international opportunities available to all Loughborough

students as well as current Erasmus students on exchange from partner universities. On offer at

the event were international volunteering projects, representatives from the International Students’

Association, ambassadors from the Erasmus network, the Global Development Group and many

others. In addition to this, students got the chance to learn Chinese or Japanese script writing,

find out about international work placements or sample a variety of international food.” Pawel

Malon, Global Development Officer 2009/10, Loughborough Students’ Union

Christina Yan Zhang, NUS National Executive Council

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Case study: University of Edinburgh

Tandem – Language Exchange Scheme

Tandem, launched in 2007 by Edinburgh University Students’ Association with the help of a

£9,000 grant from the Scottish Government’s Fresh Talent fund, gives students the ability to link

up with native speakers for foreign language conversation exchange. Now with 1,700 users and

over 100 languages, the scheme is entering its third year. In addition to the online match system

(only visible to University of Edinburgh students via the student portal, MyEd), regular speed

dating-style ‘Speed Lingua’ events are held to allow students to find language partners.

Tandem also serves the function of better integrating native English speaking students with the

rest of the university’s population. This is designed to harness the language and cultural diversity

of Edinburgh students and give non-UK students greater exposure to UK culture.

With regard to encouraging outgoing exchange, Tandem is designed to give people the

confidence to speak another language and allow them to meet people who are currently in

Edinburgh on a semester or year abroad, which may help affect their own plans.

www.eusa.ed.ac.uk/tandem

University of Edinburgh strategic plan

Stated target: “To increase the proportion of our students attending another international

institution by 50 per cent”

By having a target of increasing the proportion of students attending another international

institution between 2008–12 the University of Edinburgh states a commitment which will

undoubtedly allow it to get closer to achieving some Bologna Process goals. The strategic plan

does not include specific targets on European mobility, but additional university policy has

changed in 2009/10, which will mean that each department must have an Erasmus advocate,

which along with the university’s circa £40,000 budget for publicising international exchange is set

Setting up an Erasmus society

1. Your students’ union will have rules on setting up a new society. It is important to find these out

as it may result in funding for the society.

2. Identify other Erasmus students to come together to establish the society and identify areas

that you can work on.

3. Speak to the European Office in your institution, as they may be able to offer help and support,

including how you can identify other Erasmus students and possibly even obtain some funding.

4. Consider not just how you can support Erasmus students studying at your institution, but also

how you can encourage UK students to take advantage of the same opportunities and also

how you can support these students when they are abroad.

5. Have fun …

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to help achievement of the 2012 target. Copies of the University of Edinburgh strategic plan

2008–12 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 university’s 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 O’Shea.

Guy Bromley, University of Edinburgh

Case study: University of Bath

Studying and Working abroad for students at the University of Bath

All Departments at the University of Bath offer programmes which provide the opportunity for a

work or study placement, whether in the UK or abroad. The extension of Erasmus grants to work

placements has resulted in increasing the number of students receiving grants by over 50 per cent.

Work placements are well integrated into study programmes. For example, in the Department of

Economics they offer a placement year programme, which some students choose to take abroad.

It is also interesting to note that some overseas students choose to go back to their home

countries to do a placement. These placements are in a variety of organisations – from

government, industry and research organisations, and they integrate practical experience and

theoretical study. About two-thirds of the students in the department participate in placements.

Industrial training is an option on all three programmes in the department and students are

supported by a full-time placement officer, together with economics staff, who find placements

and generally manage the process and ensure that students are properly informed and

supported. As well as across the UK the department offers placements in Brussels, Washington

and Nairobi.

“Attending committees is a very interesting aspect of my placement as I have the opportunity to

gain a unique insight into the functioning of the legislative process in the European Parliament. I

am learning about the institutions of Europe and am developing a real understanding of how the

decision-making process operates between 25 Member States with different approaches to

policy, and sometimes conflicting notions of European integration. In more general terms, I have

found working in Brussels a great experience and have been impressed with the amount of

responsibility and respect I have been given from the outset. I also find it very interesting to be so

closely involved in the interaction between the CBI’s Trade Association members and MEP’s as I

can observe how industry can influence political decisions.

Placement students, Confederation of British Industry, Brussels office

George-K. Charonis, Vice President (Education), University of Bath Students’ Union

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Experiences of Erasmus Students

Home or Away

Following her time in Barcelona as an Erasmus student last academic year, Emma Kelly recounts

her experiences of living, working and studying in the Catalan capital. Emma was awarded the

prize for Regional Winner for England in the British Council essay competition for her entry. This

piece is an edited version of the winning entry.

Contrary to popular belief, the final month was perhaps more testing than the first, saying adios

was definitely more troubling than all the awkward holas and qué pasas I mumbled

embarrassingly in the early days. By August, I had made the linguistic improvements that previous

students had prided themselves on and which I never believed could be true for me;

understanding a lecture in Spanish, making sense of the conversations I subtly eavesdropped on

in the street and working in a Spanish-speaking business. Personally, I had made strong

attachments to the people, culture and, most of all, the city, an emotional attachment that no one

could have prepared me for and one that made the numerous farewells extremely difficult.

Oral classes at university had always been a huge personal challenge. Such classes were a game

of careful seating and furtive glances rather than words – avoiding eye contact with the lecturer as

intently as the ‘I’ of the subjunctive conjugation of ser. The thought of answering any form of

question brought me out in a cold sweat, a cold sweat partially welcomed when I stepped

through the revolving doors of Aeropuerto El Prat and faced the 34ºC heat and the row of black

and yellow taxicabs. It had been less than one hour into my year abroad and not only was I

confronted by the insatiable heat but also my insecurity about speaking a foreign language. I

sensed the year was going to be a learning curve with a steep uphill struggle, from which no

amount of crafty glances around a classroom could save me.

Following the initial period of apartment-hunting, university locating and general settling in my

confidence with Spanish, my self grew as did my agenda Española. The city became a list of

endless opportunities. Being a very cosmopolitan city, Barcelona is filled with streets that are

bustling with a large number of ex-pats, tourists and fellow Erasmus students. Nevertheless, this

has neither tarnished nor diminished the strong Catalan culture that infuses the region. Having

travelled extensively in Spain before my year abroad, I was aware of the traditions of different

regions, particularly the fervent nationalism that País Vasco is known for. I believed Cataluña’s

fame to emanate from the grand peaks of Gaudi’s Sagrada Familia, the deformed depictions of

Dali and, more recently, from its position as a business hub of Spain following the birth of Catalan

multinationals such as Clickair, Vueling and Mango. Yet, as I was soon to learn, Cataluña is also

passionately nationalistic with its own language to learn, fiestas to attend, patrons to worship and

traditions to practise – one for almost every day. Le Mercé marked my first encounter with Catalan

traditions; countless circles of Catalans dancing Sardanes, continuous firework spectacles and

the fusions of music styles as each street was turned into a stage. Less than a week had passed,

and as my eyes were opening to the richness and vibrancy of the people and the culture, my

heart was simultaneously opening to my second home.

Second to the location of any new home are the people and the friendships you make. University

classes functioned equally well socially and academically; through classes, my knowledge of the

language improved and opportunities opened up to practise with fellow classmates, who were

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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 Menéndez

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 country’s 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 Cataluña 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 café 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 España y Viva Erasmus.

Emma Kelly, 2009, BA European Social and Political Studies

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Erasmus Placement – Bologna

I consider my Erasmus placement in Bologna to have been both an academically rewarding

experience as well as a socially and culturally rewarding one. I feel I have returned a more

confident person with a greater belief in my own ability to adapt to new and different

environments.

When I first arrived in Bologna, I was immediately faced with the prospect of acquiring

accommodation with very little Italian. Fortunately, with the help of the University Accomodation

Service I managed to sort out a flat on my second day and was thus prepared to start the

intensive Italian language course provided by the university.

The course required me to attend lessons each day which focussed primarily on improving one’s

spoken Italian as well as working on reading and writing skills. I felt that the course was certainly

worthwhile as it provided me with the opportunity to prepare myself for regularly speaking Italian

as well as enabling me to meet a lot of other Erasmus students. On this course I met some of the

students who I would become good friends with throughout the year.

Once the language course finished, I had to enrol at university and choose my courses for the

first term. It was a daunting prospect as I did not know anyone in my lectures and was initially

quite nervous in approaching Italian students. However, I forced myself to speak to other students

(with frequent apologies for my broken Italian), and became particularly good friends with a girl

with whom I took one of my couses. I am incredibly glad that I made a point of speaking to her

that day as since then I have visited and stayed with her family in Parma and now that I am back

in England we email regularly – a very useful way for me to practice my written Italian.

I enjoyed all of the courses I took, as although initially I understood very little of what was going

on, by Christmas I had noticed a huge progression in my Italian comprehension. Persisting at

university as well as living with Italians helped me feel more at ease and I certainly gained

confidence in speaking to other students. At the beginning of December I started tutoring an

Italian woman and her son in English which was an extremely useful way for me to improve my

Italian further, as well as providing a useful bit of extra cash – Bologna is certainly not the

cheapest city to live in!

On the social side, the University of Bologna has two Erasmus organisations, AEGEE and ESN.

Both of these are run by Italian former Erasmus students who organise cultural events/trips and

parties. When I first arrived in Bologna they set up many welcome meetings which proved to be

useful opportunities to meet other Erasmus students. Throughout the first term I took part in wine

tasting and Italian cooking courses, organised ice skating and ski trips and Italian film evenings.

I also signed up to a ‘tandem’ course, which sets Erasmus students up with an Italian student

wishing to learn their native language and thus giving both of you the opportunity to improve your

foreign language skills. I found this scheme extremely valuable and am now in the process of

trying to set up something similar at UCL.

Returning home for the Christmas break was a very enjoyable but slightly strange aspect as

having been abroad for almost four solid months, I had become very accustomed to living by

myself and the independence was so much greater than I had previously felt in London. I am

extremely glad that I did not choose to return home at any point during the first term as I think it

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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 wasn’t 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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Information sheets for students

Information sheet 1: Benefits of studying abroad

Studying abroad can be an excellent experience and result in significant personal development as well

as making you more employable. There are however still some barriers to studying abroad that impact

on your experience. The key question is whether your time spent studying abroad will be recognised as

an integral part of your qualification and credits given on an equivalent basis to the institution that you

study in the UK – so make sure you ask your university about this.

Some students have concerns about the financial impact of studying abroad. Erasmus students receive

an additional grant (given that after Norway the UK is the most expensive country in Europe according to

the European Commission’s cost of living index, it may even be cheaper to spend a year on Erasmus

than remain in the UK). UK students studying on Erasmus are able to apply for all of the same financial

support they would be eligible for whilst studying in the UK. 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 wouldn’t have to pay any fees

to your home institution. A common fear amongst students is that they may lose their part-time jobs in

UK whilst studying abroad.

The British Council, the National Agency for the Erasmus programme in the UK, and their Erasmus

website www.britishcouncil.org/erasmus, highlights ten reasons to take part:

• 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 – it’s 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

• it’s 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 University’s Europe Office about how you can get in touch with them.

Why study abroad?

Education

Studying abroad will enrich your academic knowledge and skills. You experience different learning and

teaching styles and use different course materials. You will of course have the opportunity to practise

another language or even learn a new language! Studying abroad is about learning more and with a

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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 well-

rounded 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 – you’ll 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 student’s] 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 you’ll 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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Information sheet 2: How does it work?

Studying in another European country is logistically easier than going to other continents, and therefore

usually cheaper. You can very easily get financial and administrative support, so don’t let financial

considerations put you off!

This is a brief list of support programmes that you can look into – your university might offer other

exchange programmes.

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 won’t 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

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Austria Greece Netherlands

Belgium Hungary Norway

Bulgaria Iceland Poland

Cyprus Ireland Portugal

Czech Republic Italy Romania

Denmark Latvia Slovakia

Estonia Liechtenstein Slovenia

Finland Lithuania Spain

France Luxembourg Sweden

Germany Malta 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 Council’s website: http://www.britishcouncil.org/erasmus-other.htm

You can find some information on the Erasmus Mundus students and alumni’s 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

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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

Academic regulations

Once you have arrived at your university you should check out the local assessment regulations such as

those on resits, plagiarism etc.

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Austria Hungary Norway

Belgium Iceland Poland

Cyprus (not North Cyprus) Ireland Portugal

Czech Republic Italy Slovakia

Denmark Latvia Slovenia

Estonia Liechtenstein Spain

Finland Lithuania Sweden

France Luxembourg Switzerland

Germany Malta

Greece Netherlands

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Information sheet 3: Can I study abroad if I have a disability?

In principle, nothing prevents you from studying abroad if you have a disability or special needs. On the

contrary, you might be entitled to extra financial support from Erasmus for example. Students who need

to apply for a special needs allowance should do so through their home university before the start of the

academic year of their stay abroad.

You need to ensure that the Erasmus coordinator of your department is aware of your situation and

provides you with further details as they are responsible for ensuring all the necessary paperwork is

completed and arrangements are made at the host institution. You can also seek more information from

your International/European Office.

For general information, you can visit the following websites:

The European Agency for Development in Special Needs Education: www.european-agency.org

SKILL (National Bureau for Students with disabilities): www.skill.org.uk

Foreign and Commonwealth Office, disabled travellers section:

http://www.fco.gov.uk/en/travelling-and-living-overseas/ta-relevant-to-you/disabled-travellers

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Information sheet 4: Funding

The cost of studying abroad

Some students might think that studying abroad is financially prohibitive. This is not necessarily true if you

study in another European country. First of all, the UK is quite expensive compared to other European

countries, so the cost of living will be cheaper in a lot of countries. Secondly, you are entitled to financial

support in most cases when you study abroad. A lot of countries also have a variety of discounts when

you are a student. So don’t be put off by money – your time abroad might end up being cheaper than in

the UK!

What financial support can I get?

You can find financial support through exchange programmes like Erasmus, but also through other

sources.

As previously noted, as an Erasmus student you can get a grant on top of the loan or grant you already

have obtained, or are about to obtain. This grant is usually given in two different allocations. This grant is

non-repayable, and you don’t have to pay any tuition fee to your host institution if you are not there for the

whole academic year.

Would I be able to work?

Hopefully, you will receive enough financial support that you shouldn’t need to look for part-time jobs to

cover the costs of your living abroad.

However, if you need to look for a job, you should be able to work without any special permit in other EU

countries if you are an EU citizen. Again, this is a general rule and some countries might apply specific

rules, so double-check!

In order to get country specific information about working, you can consult the European Job Mobility

Portal, EURES: http://ec.europa.eu/eures/home.jsp?lang=en

Your Erasmus coordinator and International/European Office should also be able to provide you

guidance. Former Erasmus students and foreign students coming from your destination country should

also be able to give you some advice.

Would I be able to open a bank account in the host country?

If you have a Visa, Maestro or Mastercard debit or credit card, you will be likely to use it when abroad.

Make sure this is possible by contacting your bank, and double-check how much the various charges are.

If you are staying for more than six months, you might want to consider opening a bank account in your

destination country as in the long term, you might lose out with the exchange rate and commission.

If you want to open a bank account, you will usually need to provide documentation such as a proof of

identity (passport), proof of residence, student ID card, and other documentation the bank might require.

This is a general rule that will differ from country to country. Don’t hesitate to contact your home and host

institutions for practical advice before you go.

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Information sheet 5: Recognition of study

Do I get course credit for my time away?

Thanks to the implementation of the European Credit Transfer System (ECTS), your studying abroad as an

Erasmus student is automatically recognised.

The European Credit Transfer System is a student-centred system based on the student workload required

to achieve the objectives of a programme, objectives preferably specified in terms of the learning

outcomes and competences to be acquired. ECTS was introduced in 1989, within the framework of

Erasmus, and is the only credit system which has been successfully tested and used across Europe. Its

full implementation is one of the goals of the Bologna Process, which aims to create a European Higher

Education Area with 46 countries.

Moreover, thanks to the implementation of the three-cycle system (bachelor, master, doctorate) in a lot of

European countries, it is easier to get your degrees recognised when you study or live abroad.

How do I ensure my achievements are recognised?

If you take part in an Erasmus exchange, you need to ensure you get your ECTS Learning Agreement in

place with your Erasmus coordinator.

To see what an ECTS Learning Agreement looks like:

ec.europa.eu/education/programmes/socrates/ects/doc/form2.doc

In the framework of the Bologna Process, universities are also asked to provide the Diploma Supplement

for free to all students. The Diploma Supplement is an extra document added to higher education

diplomas for use in an international context. The university registry is responsible for issuing the Diploma

Supplement.

To see a Diploma Supplement template, you can visit the Europass website:

http://europass.cedefop.europa.eu/europass/home/vernav/InformationOn/EuropassDiplomaSupplemen

t/navigate.action

If you want your language skills recognised or ‘recorded’ on paper before you go or when you come back,

you can also use the Europass Language Passport. It is a document in which you report your language

skills. You can create it online on the Europass website:

http://europass.cedefop.europa.eu/europass/home/vernav/Europasss+Documents/Europass+Languag

e+Passport/navigate.action

Finally, you can also use the Europass Mobility document, which has to be filled in by the home and host

institutions:

http://europass.cedefop.europa.eu/europass/home/vernav/InformationOn/EuropassMobility/navigate.action

In any case, your experience will be recognised thanks to the different recognition tools in place, so your

time abroad will not be a waste of time!

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Information sheet 6: Languages

Do I need to speak another language?

Speaking the language of the country you will go to will obviously be an asset, as you will need to speak

it to socialise and get by in your daily life. Living abroad will clearly help you improve the language skills

you might already have.

However, you don’t need to be a language student to be able to study abroad, and many countries do

offer their courses in English. If you are not bilingual, do not be put off! Just check which language the

courses will be taught in when you investigate your options with your Erasmus coordinator.

Does it matter what course I’m studying?

If you want to do an Erasmus exchange, it doesn’t matter what course you’re studying at all. The

programme is open to students from all disciplines, and not from languages only.

Can I get help to learn the language?

If you are not a language student, there is usually financial support for you to take language classes.

Contact your International/European Office for more information.

If you are planning to study in a country whose language is not commonly taught, you can apply for a

fully sponsored Erasmus Intensive Language Course (EILC) that will be delivered at the host country. For

more information on EILC, please visit

http://ec.europa.eu/education/programmes/llp/erasmus/eilc/index_en.html

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Information for students’ unions: Bologna Process

Bologna Process timeline

Sorbonne Declaration 1998

• This was the first step in agreeing that European higher education systems should be coherent

and compatible.

• Four countries: UK, France, Italy and Germany.

Bologna Declaration 1999

• Thirty higher education ministers of HE signed the declaration to create a European Higher

Education Area (EHEA).

• The EHEA aims to create a competitive higher education zone, encouraging mobility of

students, graduates, academics.

Ministerial summits every two years

• Prague 2001, Berlin 2003, Bergen 2005, London 2007, Leuven/Louvain-la-Neuve 2009,

Budapest/Vienna 2010.

Prague 2001 – Students (represented by the European Students’ Union) and Universities

(represented by the European Universities Association (EUA) and European Association of

Institutions in Higher Education (EURASHE)) officially brought into the process.

Berlin 2003 – Brought together EHEA and European Research Area.

Bergen 2005 – European Standards and Guidelines for Quality Assurance adopted.

2008 – European Quality Assurance Register created.

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”.

Keeping Bologna on track…

Unusually the Bologna Process is a non-binding inter-governmental process that countries voluntarily sign up

to. Due to the non-legal binding nature of the process it is important to keep track of progress. Every second

year, the ministers from the signatory countries meet and discuss the advances, decide on new action lines

and adopt new countries. The most recent meeting was held in Leuven/Louvain-la-Neuve, Belgium 28–29

April 2009.

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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.

European Students’ Union

The European Students' Union (ESU) is the umbrella organisation of 49 National

Unions of Students (NUS) from 38 countries. The aim of ESU is to represent

and promote the educational, social, economic and cultural interests of

students at the European level towards all relevant bodies, and in particular

the EU, Bologna Follow Up Group, Council of Europe and UNESCO. NUS UK

is an active member of ESU.

ESU works to bring together, resource, train and inform national student representatives on policy

developments in higher education at the European level. Since decisions concerning higher education

are increasingly taken at the European level, ESU's role as the only European-wide student platform is

similarly growing. Their work centres around supporting NUS members through organising seminars,

training, campaigns and conferences relevant to students, conducting European-wide research,

partnership projects and campaigns, providing information services and producing a variety of

publications for both students, policy-makers and higher education professionals.

ESU has been central to the Bologna Process since becoming consultative members in 2001. This

engagement has resulted in the shift of emphasis away from the competitive nature of the process

towards the ‘social dimension’ of higher education, promoting HE as a ‘public good’ and emphasising

the importance of mobility of students, graduates and academics.

Bologna Action lines:

• 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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Countries that are signatories to the Bologna Declaration:

European Quality Assurance Register

• 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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Albania Estonia Latvia Russian Federation

Andorra Finland Liechtenstein Serbia

Armenia Macedonia Lithuania Slovak Republic

Austria France Luxembourg Slovenia

Azerbaijan Georgia Malta Spain

Belgium Germany Moldova Sweden

Bosnia & Herzegovina Greece Montenegro Switzerland

Bulgaria Holy See Netherlands Turkey

Croatia Hungary Norway Ukraine

Cyprus Iceland Poland United Kingdom

Czech Republic Ireland Portugal

Denmark Italy Romania

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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.

Do you issue a Diploma Supplement (DS)

to all students completing a programme?

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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29.8% 70.2%Yes No

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UK Team of Bologna Experts

• 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:

• M. Morgane Artacho, Development Advisor – SPARQS (Student Participation in Quality

Scotland – NUS Scotland)

• Prof Tim Birtwistle, ECTS and Diploma Supplement Counsellor, Professor of Law and Policy of

Higher Education, Jean Monnet Chair, Leeds Law School, Leeds Metropolitan University

• Mr Alex Bols, Head of Education and Quality, NUS

• Mr Andy Gibbs, School Director of International Developments NMSC, Edinburgh Napier

University

• Prof Alan Davidson, Dean, Department for the Enhancement of Learning, Teaching and

Assessment, The Robert Gordon University

• Mrs Anne Davies, Head of International Programmes, School of Management, Queen’s

University Belfast

• Dr Nick Harris, Higher Education Expert

• Mr Huw Landeg Morris, Academic Registrar, Swansea University

• Mr John Reilly, ECTS and Diploma Supplement Counsellor, Higher Education Expert

• Dr Graeme Roberts, Senior Associate, Higher Education Academy

• Mr Simon Sweeney, Senior Lecturer in International Business and Governance, Sheffield Hallam

University

• Dr Anthony Vickers, ECTS and Diploma Supplement Counsellor, Reader, The School of

Computer Science and Electronic Engineering, The University of Essex

Student UK Bologna Experts 2009 – 2010

• 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

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