Abstract:

The literature has suggested advantages from Erasmus mobilities for higher education students’ problem-solving and adaptability. However, Portugal registers an unbalanced incoming-outgoing ratio, with more students coming to Portugal than Portuguese students going abroad. Dissemination strategies, institutional valuing, and local support seem important to increase Portuguese students’ participation in mobilities. Attention to incoming students is also needed, taking increased Covid-19-related challenges and specific needs into account. This work describes a strategy developed by two teachers in a Psychology course to support students during their incoming and outgoing Erasmus mobilities. Five incoming and five outgoing students were followed during the school year 2021-22. Relying on literature suggesting challenges that may be experienced at the initial, intermediate, and final mobility moments, the strategy included three structured meetings with the incoming/outgoing students, one final meeting with both groups, and regular e-mail messages to share information and clarify questions. Based on responses to a questionnaire, students felt academically and socially supported during their mobilities, and likely to enroll in future international experiences. As improvement suggestions, students highlighted the need for supplementary classes on written/spoken language at the host institution, the awareness of students and teachers to sustain inclusion, and the central role of academic services and international relations offices to help keeping the process organized. The number of students from the Psychology course applying for outgoing mobility in the school year 2022-23 increased and plans are in motion to locally improve the strategy with the collaboration of students who already participated in Erasmus.

Keywords:

Erasmus experiences, support, higher education.