AEC PUBLICATIONs 2008

handbook

Ten STepS on how To ImplemenT your eraSmuS exchange programme In The FIeld oF muSIc

aec eraSmuS coordInaTorS workIng group

The project ‘Musical Celebration of ERAsMUs 20 and the LLP Launch’ has been funded with support from the European Commis-sion. This publication reflects the views of its authors and the Commission cannot be held responsible for any use which might be made of the information contained therein.

A free copy of this document can be found at www.doremifasocrates.org/coordinators.

handbook

Ten STepS on how To ImplemenT your eraSmuS

exchange programme In The FIeld oF muSIc

aec eraSmuS coordInaTorS workIng group

Design: Janine Jansen, Amsterdam

Contents

Foreword preparaTory phaSe 1. develop a clear international policy 2. develop your international contacts 3. build up internal support 4. develop internal procedures: 4.1 Internalselectionproceduresforstudentswantingtogoonanexchange ordoaplacement 4.2Internalselectionofteacherswantingtogoonateachingexchange 4.3Internalselectionofstaffwantingtorealizeatrainingabroad 4.4Internalselectionandplacementproceduresforincomingexchangestudents 4.5Internalselectionofincomingteachingexchanges 4.6 Internalselectionofincomingstaffwantingtorealizeatrainingatyour institution 5. develop external procedures ImplemenTaTIon phaSe 6. public relations 7. assist internal applicants 8. assist external applicants: 8.1 Ifanapplicationfromanincomingstudentarrives 8.2Ifaproposalforanincomingteachingvisitarrives 8.3Ifaproposalforanincomingstafftrainingvisitarrives 9. The exchanges/visits are taking place exIT, reporTIng and eValuaTIon phaSeS 10. assessment and evaluation: 10.1 Individualincomingstudent 10.2 Individualoutgoingstudent 10.3 Individualteacherexchanges 10.4 Individualstaffvisit 10.5 OverallevaluationoftheERASMUSexchangeprogramme coda

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FoReWoRD

The following ‘Ten Steps’ are designed to help European institutions in the field of professionalmusictraininginhighereducationtodevelop,implement,andsustaintheirexchangeactivitiesintheframeworkoftheERASMUSProgramme,thechapterforhighereducationintheLifelongLearningProgrammeoftheEU.Thislistdoesnotpretendtocovereverypossibility:individualinstitutionsmayneedtoadjusttheorderoraddadditionalcomponents,dependingonspecificsituationsandneeds.Somepointsmightappeartobeobvious,otherslessso:thislistissimplyanattempttogiveguidance,especially to thosewith littleornoexperience. Itwillalsoserveasapractical resource fornewmembersofstafftakingoverthetaskofdealingwithinternationalexchanges.Onecharacteristic,however,makesthisadvisorypaperunique: itaddressesthespecialcharacteristicsandneedsofprofessionalmusictraining.

ThemainactivitiesintheERASMUSexchangeprogrammecanbesummarizedasfollows:• Themobilityofstudents,teachingstaffandotherstaffthroughstudyandtrainingperiods,and

IntensiveProgrammes• Multilateralprojectsforcurriculumdevelopment,themodernisationofhighereducationandthe

supporttolargenetworks

Theseactivitiescantakeplaceatdifferentlevelsofintensity:theycanrangefromsmall-scalebilateralone-to-oneexchangeswithaninformalcharactertolong-lastingcooperationinitiativesthatincludeseveraltypesofactivitiesandaresupportedbyformalagreements.Theneedsandcapacitiesoftheinstitutionsinvolveddeterminethetypeofactivityandthelevelofintensity.Pleasenotethatfortheorganisationofmobility(OM)financialsupportcanalsobereceivedintheframeworkofERASMUS.

These ‘Ten Steps’ are intended for institutions interested in initiating a broad range of activities,something beyond incidental exchanges. This does not mean that informal exchanges are lessvaluable.However,forinstitutionswishingtobeengagedinactivitiesthatdemandamorestructuredapproach,suchasregular,long-termstudentexchanges,thetenstepsprovideausefulsetofissuesandquestionstoconsider.

Please note that this handbook mainly deals with the exchanges of students and staff in musicperformanceprogrammes.Inrelationtoexchangesinmusicteachertrainingprogrammes,manyofthetenstepswillalsobeapplicable,butadditionalcarewillhavetobetakeninrelationtotheacademiccoursesthatmusicteachertrainingstudentswillneedtofollow.Thismeansthatitisparticularlyimportanttofinalisethenegotiationsrelatingtothecompletionofthelearningagreement(seestep5)beforethestudentleavesfortheexchange.

Thehandbook‘TenStepsonHowtoImplementYourErasmusExchangeProgramme’canbedividedintothreephases:thepreparatory, implementation,andexit(reportingandevaluation)phases.Thetargetaudiencesforthislistofpracticalstepsareadministrativeorteachingstaffdealingwiththe

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ERASMUSProgrammeinEuropeanprofessionalmusictraininginstitutions,theso-calledERASMUSorInternationalRelationsCoordinators(IRCs).Althoughtheinternationalpolicyoftheinstitutioningeneralwillbetheresponsibilityoftherector,dean,director,orprincipal,thepracticalaspectswillbeusuallydelegatedtoanotherstaffmember.

AfirstversionofthistextwasdevelopedforthefirsttimeintheframeworkoftheERASMUSThematicNetworkforMusic ‘Polifonia’1.Thisproject,coordinatedbytheMalmöAcademyofMusicandtheEuropeanAssociationofConservatoires(AEC),hadasthemainaimtostudytheimplicationsoftheBolognaDeclarationProcessforprofessionalmusictraininginEuropeanhighereducationand,inadditiontoitsworkfocusingonhighereducation,tocollectinformationonmusiceducationlevelsotherthanhighereducationandonthemusicprofession.AsmobilityisoneofthemainissuesintheBolognaProcess,this‘TenSteps’handbookwasdevelopedwiththeaimtosupportandpromotethemobilitybetweeninstitutionsforprofessionalmusictrainingatEuropeanlevel.

Subsequently, the document was updated and substantially expanded in the framework of theSOCRATES Dissemination project ‘Musical Celebration of the 20th Anniversary of the ERASMUSProgrammeandthelaunchoftheLifelongLearningProgramme’,whichwascoordinatedbytheAEC.Thisdisseminationprojectsaw,inadditiontoashortrevivaloftheERASMUSChamberOrchestra(oneofthemostsuccessfulERASMUSIntensiveProgrammesinmusic)tomarkthe20thanniversaryofERASMUS inamusicalway,alsoareflectionandassessmenton thecurrentstateofmobilityin the professional music training sector. Based on this assessment, it was decided to update,furtherexpandandtranslatethisimportant’10Steps’documentwiththeaimtosupportinstitutionswiththedevelopmentofERASMUSactivities,especiallyinthosecountrieswheretheparticipationin theERASMUSProgrammewas found tobe low in theabove-mentionedassessment.The textwassubstantiallyeditedtotherealityoftheLifelongLearningProgrammeandalargeamountofadditionalinformationwasaddedby2highlyexperiencedinternationalrelationscoordinators:MrsSabineRothattheUniversityofMusicandPerformingArtsinViennaandMrsRimaRimsaiteattheLithuanianAcademyofMusicandTheatreinVilnius.Thedocumenthasalsobeencirculatedtoseveralotherinternationalrelationscoordinatorsforfeedbackandcomment.TheAECwouldliketoextenditssinceregratitudetoMrsRoth,MrsRimsaiteandall those internationalrelationscoordinatorsthathavecontributed to the finalversionof thisdocument,andto theEuropeanCommission forsupportingthiswork.

This handbook can be downloaded in English, German, French and Spanish on the ‘DoReMiFa-SOCRATES’website2,whichisaimedatthepromotionofanddisseminationofinformationonEuropeancooperationinprofessionalmusictrainingintheframeworkoftheSOCRATESandLifelongLearningProgrammes.Thiswebsitehasasubstantialsectionwithdocumentsandpracticalinformationforinternationalrelationscoordinatorsinthefieldofmusic.

1 Moreinformationaboutthisprojectcanbefoundontheextensiveprojectwebsitewww.polifonia-tn.org.

2 Seewww.doremifasocrates.org.

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InstitutionsinterestedincollaborationandexchangeswithinstitutionsintheUnitedStatesshouldbeinformedthatasimilar‘TenSteps’documenthasbeendevelopedwithaspecificfocusontransatlanticexchanges in professional music training in the framework of the EU/USA project ‘Music Study,Mobility,andAccountability’.Thisdocumentcanbedownloaded fromtheextensive ‘MusicStudy,Mobility,andAccountability’projectwebsiteathttp://msma.arts-accredit.org.

Thehandbook ‘TenStepsonHowto ImplementYourErasmusExchangeProgramme’shows thecontinuouscommitmentoftheEuropeanAssociationofConservatoires(AEC)topromoteEuropeanmobilityandcooperation.ThishasalwaysbeenoneofthemainobjectivesoftheAssociationandonethathasbeensupportedbyvariousactivitiestheAEChasinitiated,rangingfromtheorganisationoftheAnnualMeetingforInternationalRelationsCoordinatorsinEuropeanConservatoiresandthedevelopmentof informationdocumentsandwebsites, to thesuccessfulestablishmentofseveralEuropeanprojectsfundedbyEUprogrammes3,suchastheERASMUSThematicNetworkofMusic‘Polifonia’,whichwasselectedbytheEuropeanCommissionasan‘ERASMUSSuccessStory’inMay2007.

3 SeeformoreinformationontheAECanditsactivities:www.aecinfo.org.

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PRePARAtoRY PHAse

Preparation iscritical tosuccess.Fivestepsaredevoted to it.This reflectsacentralprinciple ininternationalexchange:oncestudents/teachersstart to travel,mostofyourworkwillhavetobecompleted.

1 DeveloP A CleAR InteRnAtIonAl PolICY

Adiscussionatseniormanagementlevelshouldtakeplaceaboutwhyyour institutionwouldliketobeengagedininternationalcooperation.Carefullyweightheprosandcons,byconsideringhowvariouspossibilitiesmightaffectyourinstitutionanditspersonnel.Itwillhelpifyourinitiativecanbelinkedtotheoverallobjectivesandgoalsoftheuniversityorthehighereducationinstitutionofwhichyourdepartment/faculty isapart.Listedbelowareseveralof themanybenefitsof internationalexchanges.

Enrichment of the internal culture at institutions

The presence of foreign students and/or teachers provides institutions with an ability to expandinternalcultures:opinionsdevelopedbystudentsandteachersonlocal,regional,andnationallevelscanbeenhancedbyideaswhichbenefitfromtheperspectivesofculturaldiversity.Encounters(andsometimesevenconfrontations)withunfamiliarmusicalculturesandcontent,newstylesofplayingandinterpretation,andespeciallydifferentpedagogicalapproaches,canenrichthephilosophiesandpracticesofthereceivinginstitution.Furthermore,thecommunityinyourinstitutionswillreflectonasmallscaletherealityoftheincreasinglyinternationalmusicprofession.

Enhancement of an institutions external image

Anactiveandengagingportfolioof internationalactivitiesmayassist institutions toattractmorereadily potential students, teachers, and may heighten the perception of local communities andsupportofinstitutions.Opportunitiesforstudentmobilitymayalsoassistinstitutionswhosestrategicplanfocusesonincreasedenrolment.Offeringstudyabroadoptionsinlesspopulatedmusicareascouldservetoreinforceinterestinsuchareasandthereforeattractstudentswhomightnototherwisebeinterested.AreviewofstudentactivityafterparticipationintheERASMUSexchangeprogrammeshowsthatstudentswhohavespentashortstudyperiodabroadwithinanexchangeprogramme,oftenreturnasregularstudentsaftergraduationintheirhomeinstitution.

Benefits to students

Keybenefactorsofstudentexchangearethestudents.Thosewhotravelabroadwillhaveauniquechancetogetacquaintedwithdifferentcultures,musicaltraditions,languages,teachingapproaches,butalsowithchallengingsituationsandinternationalissues.Theseexperienceswillnotonlyhavepositiveeffectsonthedevelopmentofthestudentasamusician,butalsoonthedevelopmentofthestudentasanindividualcontributortosociety,providingabroaderperspectiveoftheworldandits

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multitudeofculturesanddiversity.Havinganopportunitytoattendaforeigninstitution,studywithmasterteachers,livingandassimilatingintoaforeignculture,beingexposedtodifferentlanguagesmay assist students to develop inner strength, cultural understanding, and respect for differentvaluesandmethodologies.Moreover,suchparticipationmayprovidethestudentwithanewfoundperspectiveofhishome-basedprogramandcountry,hopefullybroadeninghisorherperspectiveoftheworldatlarge.

Europeanexchangemaynotbeanappropriateoptionforallstudents.Institutionsandthestudentsthemselvesshouldensurethattheyhavetheabilityanddesiretobenefitfromexchange,andthetemperamentanddispositiontoembracediversityofthoughtandculture.

Student exchange can sometimes be a good way to strengthen the morale of ‘lost’ students orstudents who are having temporary difficulties. Department heads, in cooperation with majorsubjectteachers,mustplayanactiveroleindiscerningthebestcourseofaction.Allinstitutionsandfacultymembersshouldbeabletoassessduringintermediateexaminations,forexample,whetherastudentwouldbenefitfromspendingsometimeabroad.Often,whenstudentsarehavingdifficulties,theyabandontheireducationalpursuits.Thismaynotalwaysbethebestcourseofaction.Astudyperiodabroadcouldhelppreventtheseprematuredepartures,sparkingrenewedenthusiasmforthestudyofmusicandimportanceofeducation.Itisimportantthatheadsofdepartmentpointoutthepossibilityofstudyingabroadifthisisappropriatefortheparticularstudent.

StudentsnotinvolvedinEuropeanexchangeopportunitiesmaybenefitfromparticipationatthehomecampuswithstudentsfromothercountries.Exchangeopportunitiesshouldbetwo-way,embracingthegiveandtakethateachpartyintheexchangehastooffer.Benefitsofinternationalexperiencesbybringinginforeignstudentsandteachers,andorganisinginternationalprojectsforthosestayinginthehomeinstitutioncanbeinvaluable.

Benefits to teachers

Many of the tangible benefits realized by students are the same as those available to teachers.TeachersparticipatinginEuropeanexchangehavetheopportunitytoenhancetheirownknowledgeandskillsthroughbeingincontactwithideasofpeoplesandinfluencesofdiversecultures.Inthiscontext, it isworthwhileandbeneficial tothehomeinstitutiontoofferteachersexchangeabroadopportunitiesintheframeworkoftheirowncontinuingprofessionaldevelopment.

Anotherbenefitofsendingteachingstaffonexchangesistheopportunityforexpandedinternationalexposure,withpositiveeffects intermsofstudentrecruitmentandinstitutionalreputation.Someexcellentteachersfailtoattractforeignstudentssimplybecausetheyarenotknownoutsidetheirowncountryorregion.Exchangevisits,includingmasterclassesatforeigninstitutions,maybroadenthese teachers exposure and therefore, enhance their international reputations. Such practicescouldresultinheightenedstudentinterestinaparticularteacher,consequentlyleadtoinstitutional

realization of expanded enrolment. Faculty exchanges may become a conscientious part of aninstitutionalpolicytobuildorreinforcecertainareasofstudy.

Visitingteachersareimportantaspectoftheinternationalcharacteroftheentireinstitution,givingstudentsandteachersnotabletotravelthebenefitofcontactwithnewperspectivesandimpulses.ExperienceswiththeERASMUSexchangessituationseemtoindicate,however,thatfewinstitutionsofhighereducationhavesucceededincombiningtheirprogrammesforguestteachersandmasterclasses with the activities in their exchange programmes. There are many reasons: complexity,thenatureofpersonal interactionamongvariousmusicspecialists,availability,preparatorytime,andorganizationalstructuresandculturesallarefactors.Departmentheadsandstaffareusuallyresponsible for the guest teachers/master classes, while ERASMUS or international relationscoordinators make arrangements for students and teachers who participate within exchangeprogrammes. If the master classes can be organised to take into account the framework of theERASMUSexchangeprogramme,severalcontentandfinancialadvantagescanbegained.

Visitingartistseriesandguestlectureswithinthecontextofforeignexchangemayprovideextensivebenefits from new opportunities they create. Through lectures and meetings, guest teacher candevelopcontactswithwellestablishedlocalteacherswhomaybeabletorepaythevisitintheguestteacher’scountry.Theexchangeprogrammemayfinanceareciprocalvisit.Moreover,thestudentsofthelocalteachermaydecidetospendastudyperiodabroadattheguestteacher’sstudio.Iftheteacherscandevelopandcultivateanongoingrapport,theycanfreelydiscusstheprogressofthemutualexchangestudent,focusingspecificallyonthestudentandnotassociatedworriessuchaslossofstudent fromaprivatestudio.Thusamuchcloserandmorepermanentcontactbetweentheguestteacherandlocalteacherisestablished.Studentsmayespeciallybenefitfromaregularguestteacher,whopossiblyvisitsonceayear.Forexample,theguestteacherwillhaveadifferentperspectiveonstudentprogressbecauseofthepassageoftimebetweenlessonsorevaluations.

Inviting well-known artists to give master classes provides many attractive benefits. A formalexchange programme may provide few opportunities for this type of interaction; however, suchinitiativescanbeencouragedconcurrently.Althoughthevisitsoftheseartistdonotusuallyresultinthepossibilityforanexchangeofstudentsorteachers,suchvisitscanbeusefulinmanyrespectsincludingtheexchangeofculture,thoughtandideaathighestlevelofintellectualdiscourse.Examinationcommittees,juries,orboardsmayalsobenefitbyinvitingexternalexpertsfromabroadtoprovidebroaderperspectivesandwhosecostsmaybecoveredbyanexchangeprogram.

Benefits to Curriculum

Oneofthemainbenefitsofstructuralinternationalcooperation(asopposedtoincidentalinternationalactivities) could be lasting positive effects on the development of study programs. By comparingcurricularcontentandteachingmethods,newinsightsandperspectivesmaybegained.InEurope,jointcurriculumdevelopmenthasbeenpursuedthroughEuropeancooperationprogrammesandthroughbilateralrelationshipsoutsidetheframeworkoftheprogrammes.Manylastingdevelopments

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havebeenrealizedintermsofnewmodules,newteachingtechniques,andevenentirelynewstudyprogrammes.Thelatestdevelopment inthisareaistheestablishmentofthefirst jointEuropeanprogrammesinthefieldofmusicattheMasterandPhDlevel.Theseareintegratedprogrammesdevelopedbysmallconsortiaofinstitutionsthatincludesubstantialmobilitycomponentsandafar-reachingcooperationintermsofcontentandtheorganisationofthestudyprogramme.TosupportthisuniquepossibilityprovidedbyEuropeancooperation,theAEChaspublishedahandbookentitled‘HowtodevelopaJointMasterinMusic?’4incooperationwiththePrinceClauseConservatoireinGroningen,whichisthecoordinatoroftheJointEuropeanMasterProgramme‘MusicalMasterforNewAudiencesandInnovativePractice’5.

Financial Benefits

Setting up structural links with one or more partner institutions through ERASMUS might alsoprovidefinancialbenefits.Bydevelopingacooperationagreementtowhichboth institutionshaveto contribute financially, costs of the various activities can be shared and therefore lessened foreachparticipatinginstitution.Typically,theincidentalmasterclassesarethemostexpensiveofall:usuallythehostinginstitutionhastocoverallcosts,rangingfromtravelandsubsistenceexpensestosometimesheftyteachingfees.

Decidewhatkinds of activitiesyouwouldliketoandcanbeengagedin.Wouldyouliketo:exchangestudentsor teachersorboth,sendstudents forplacements inprofessionalmusicorganisations,trainyourstaffthroughtrainingvisitsorbyinvitingtrainersfromprofessionalmusicorganisations,initiateamultilateralprojectordeveloponeormoreaspect(s)ofyourcurrentstudyprogrammewithforeignpartners?Wouldyouliketodoalltheseactivitiesatthesametimeorinaseries?Setgoalsoveranumberofyears,preferablystartingsmallandexpandingeachyearasaspirationsandconditionswarrant.Workaccordingtoaplan.

Decidespecificallywith whomyouwouldliketocooperate.

a) Makeaninventoryofallinternationalinformalpersonalcontactsthatalreadyexistamongyourteachingfaculty.Yourteachersmayhavepersonalcontactsininstitutionsabroadthatmightbeusefulwhenshapingyourinternationalcontactsandactivities.ItisalsoimportanttomentionthatthenewERASMUSprogrammeintheLifelongLearningProgrammeoftheEUoffersstudentstheopportunitytorealiseplacementsinprofessionalmusicorganisationsabroad,inadditiontothenormalstudyabroadperiodinanotherhighereducationinstitution.Itcanthereforebehelpfulthatmanyteachershavecontactsoninternationallevel,butbewareofthefollowing:

• Individualswhoseeinternationalexchangesprimarilyasawaytopromotetheirownmasterclasses,performanceopportunities,orresearchagendasabroad.TherecanbeproblemsofsensitivitytotheexchangeprinciplesandoperationalplansofyourERASMUSactivities.

4 Thishandbookcanbefoundatwww.doremifasocrates.org/coordinators.

5 Seeformoreinformationwww.jointmusicmasters.org.

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• Ascopeofactionthatisbeyondyourcapacitytomanage.Makeprioritiesaccordingtoyourinternationalpolicy.Focusyoureffortsonspecificcountriesorregions.However,ifateacheroffersan interestingcontact inacountrywitha lowerpriority in your internationalpolicy,alwaysconsideritcarefully.

b) Itcanalsobehelpfultousecontactsthatalreadyexistinthecommunityinwhichyourinstitutionislocated:contactsintheframeworkoftowntwinningandcontactsthroughlocalethnicpopulationorbusinessnetworkscanturnouttobeveryuseful.Anothervaluablesourceofinformationcouldbealumniwhohavemovedabroad.

c) Italsomaybeimportanttoinformyourselfinmoredetailaboutthenationalsystemforhighermusiceducationofthecountryinwhichyourpotentialcooperationpartnerislocatedwiththeaimtogainunderstandingofhowthisinstitutionisworkingandinwhichstructureitisplaced.TheAEChasdevelopedsuchnationaldescriptionsofprofessionalmusictrainingsystemsandmusicteacher trainingsystems in30Europeancountries,whichcanbe foundontheAEC ‘Bologna’website6.

Considerthe number of partner institutions and/or professional music organisationsyouwouldliketoworkwith,butberealistic:rememberthatsomeinstitutionsmightnotbeinterestedinyetanothercooperationpartner,astheymighthaveseveralalready.Theymaynotbewillingtoaddyourinstitutiontotheirportfolioofinternationalactivitiesunlessyouhavesomethingthatintereststhem,suchasspecificexpertise,aspecificteacherorpromisingbusinessconnections.Trytoinformyourselfabouttheinstitutionsandprofessionalmusicorganisationsabroad.Thefollowingcriteriawillhelpyouinyourresearchonprospectivepartnersforcooperation:

• Purposes:mission,goals,andobjectives• Size• Local,regional,national,orinternationalprofile• Educationalstructure:kindsofdepartments,courses,curricula,etc.• (Artistic)character:kindsofmusicalactivities,levels,approaches,styles,etc.• Theuniquesellingpointsofyourinstitutionandtheextenttowhichtheyareorcouldbeofinterest

toaparticularprospectivepartner

Ideally,yourinstitutionwillhaveamixedportfolioofpartnerswithavarietyofsizes,profiles,and(educational)approachesinordertoprofitfromthetheirvarioustypesofexpertiseandbackgrounds.However,experiencesshowthat,ingeneral,similarinstitutionsworkbettertogether.

Consideranumberofissues associated with level and qualityfortheexchangeactivities:

6 Thesenationaldescriptionscanbefoundatwww.bologna-and-music.org/countryoverviews.

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• Specificsubjectmatter,repertories,techniques,technologies,disciplines,orissuesofcontinuingeducationand/ormatterstobeaddressedoutsidetheformalcurricula,includingtheneedsofyourteachingandadministrativestaff.

• Personnelresponsiblefordeliveringinstruction,evaluatingresults,andoverseeingthefulfilmentofgoalsandobjectives.

• Content,methods,andperspectivestobeusedtoreachgoalsandobjectivesregardingsubjectmatter,techniques,technologies,disciplinesorotherissues.

• Specificexpectationsregardingbreadthanddepth,includingdegreeofspecialization.• Expectationsregardingproblemsettingandsolving.• Aspirationsforspecificartisticandintellectualengagement.• Basedonthefirstfiveitemsinthislist,thespecificlevelofcompetencethatisexpectedwiththe

contenttobestudiedupon(a)entryand(b)completion.• Mechanismsusedtoassess(student)achievementsandcompetenciesagainstexpectations.• Means for reporting and documenting expectations and achievements for students, teachers,

staffandexpertsreturningtotheirhomecountryafteranexchangeorplacement.• Guidance,counselling,ormentoringservicesavailabletoensurethatstudentsstayontrack.

Doresearch on existing examples of good practice.AvoidreinventingthewheelbycontactingcolleagueswhoalreadyhaveexperiencewithERASMUSexchanges(forexample:universityofficesatcentralleveloflargeuniversitiesorhighereducationinstitutions,colleaguesatotherinstitutionsthathavealready established such an exchange programme or organisations specialised in establishingnetworks with professional organisations for organising student placements) and look for usefulwebsites.Consultexistingdocumentsandpublications,suchastheDoReMiFaSOCRATESwebsiteoftheAEC7.

Makesurethatabudgetisallocatedtointernationalprogrammedevelopment.Internationalworkistimeconsumingandthereforerequiresresources,particularlystaff.Atthesametime,duringthepreparatorystage,experienceshowsthatthebudgetfortravelneedsnotbeveryhigh.Duringthispreparatorystage,youmustalsostartexploringpossibilitiesforfinancialsupportfortheexchangeactivities themselves: collect information about the ERASMUS Programme, but also on national,regional(suchastheNORDPLUSProgrammefortheNordiccountries8andtheCEEPUSProgrammefortheCentral-Europeancountries9)andinternationalcooperationprogrammes(suchasERASMUSMUNDUS10)thatcouldbeusedtofinanceyouractivities.Inanycase,alwayskeepinmindthattheERASMUSProgramme(similartomanyotherprogrammes)willnevercoverallyourcostsandisbasedontheco-financingprinciple.Itwillthereforebenecessaryforyourinstitutiontoreservesomebudgetfortheinternationalexchangeactivities.

7 Seewww.doremifasocrates.org.

8 Seeformoreinformationhttp://www.nordplusonline.org/.

9 Seeformoreinformationhttp://www.ceepus.info/.

10 Seeformoreinformationhttp://ec.europa.eu/education/programmes/mundus/index_en.html.

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Assesspossibilitiesinyourowninstitutionandthecommunityinwhichyourinstitutionislocatedregardingpractical issues.Willhousingbeavailableforexchangestudents,teachersandexperts?Whatkindsofsupportmechanismsforinternationalworkarealreadyinplace,forexampleatthecentraluniversityorhighereducationinstitutionlevel,thedepartmentalleveloratthelevelofpublicbodies(embassies,culturalorganisations)?Whataretheviewsofthestudentadministrationofficersoninternationalexchanges?Isthereanorganisationlocallythatcouldhelpyouwithsomepracticalsupportindevelopingandoperatingexchanges?Whatsupportisthereforlanguagestudy?

Whenyoudecide toparticipate in theERASMUSProgramme,your institutionhas toapply to theEuropeanCommissionforanERASMUS University Charter(EUC)11,whichistheentryticketforhighereducationinstitutionstoparticipateintheLifelongLearningProgramme(LLP)oftheEU.TwotypesoftheEUCexist:a Standard and an Extended Charter.

When your institution has applied for and has been awarded the Standard EUC, it will give yourinstitutiontheright:

• Toparticipate in thecentralised actionsof theLifelongLearningProgrammeuntil2013.Thesecentralisedactionsaremainlymultilateralprojects,suchascurriculumdevelopmentprojects,networks,projectsforthemodernisationofhighereducation,virtualcampusesandaccompanyingmeasures12.

• ToapplytoyourNationalAgency(NA)forfundingforthedecentralised (mobility) activities:thesearestudentmobility[SMS],teachingstaffassignment[TA],stafftrainingmobility[STT]andIntensiveProjects[IP].Somesupporttotheorganisationofmobility[OM]isalsoprovidedintheERASMUSprogramme.

Whenawardedthe Extended EUC,yourinstitutionhastherighttoparticipateintheactionslistedaboveand,inaddition,toapplytotheNationalAgencyforfundingofthestudentmobilityforplacements[SMP]inprofessionalcompanies,trainingorresearchcentresandotherorganisations.

The EUC application form,whichcanbemadeon-lineonlyandmustbesubmittedintwolanguages(your national language and one of the three official EU languages - EN, FR or DE), asks forsomestatisticaldataonyour institution, informationabout thecompliancewith the fundamentalLLPprinciples,andincludesquestionsontheorganisationofmobility.TheapplicationfortheEUCalsorequiresdevelopingaso-calledEuropean Policy Statement [EPS]foryourinstitution.ThisisanintegralpartoftheEUCapplicationandshoulddescribethefollowingissues:

• Yourinstitution’sstrategy,objectivesandprioritiesforERASMUSandotheractionsinthecontextof the LLP activities of your institution, the visibility of your international activities, EUC andtheEPS,and informationabout thecompliancewithnon-discriminativeobjectives (max.3000characters).

11 Seeformoreinformationhttp://eacea.ec.europa.eu/static/en/llp/Erasmus/index_en.htm.

12 Seeformoreinformationhttp://ec.europa.eu/education/programmes/llp/erasmus/index_en.html.

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• Informationaboutthequalityofacademicmobilityactivities(max.2000characters).

• Information about the quality of student placement activities to be completed by institutionsapplyingforanExtendedEUC(max.2000characters).

InansweringthesequestionsyoushouldsetouttheoverallERASMUSco-operationplanincoherencewiththestrategydefinedinthemissionstatementoftheinstitution.TheplanconcernsnotablyyourERASMUSactivities,suchastheinvolvementofyourinstitutioninstudentandteachingstaffmobility,curriculumdevelopment,co-operationprojectsandnetworks.Internationalrelationscoordinatorshaving todevelopsuchanEPS for the first timeareadvised tocontactcolleagues in institutionsalreadyhavingbeenawardedaEUCinthepastoraddressthemselvestotheAECtoobtainexamplesofexistingEuropeanPolicyStatements13.

Once your application is approved by the European Commission by email (and later by a formaldocument)andyourinstitutionisawardedanEUC,youcanstartwith:

• Negotiating with potential partner institutions to sign so-called Inter-institutional or Bilateral

Agreements(seesection2)

• Negotiatingwithprofessionalmusicorganisationscompaniesorconsortiatoagreeonstudentplacementsand/ortrainingofyourstaff.Insomecases,consortiaorganiseandmanagestudentplacementsactingonbehalfofseveralpartnerHEIsandhelptoplacethestudentsthroughtheirownnetworksabroad.SuchconsortiamayincludeagroupofHEIsoranetworkofHEIsaswellasassociations,traininginstitutions,enterprises,publicbodies,ChambersofCommerce,etc.Forthemoment,suchconsortiainthefieldofmusicexistsdonotyetexist.

• Applying to your ERASMUS National Agency (NA)14 for funding for the decentralised ERASMUS

mobility actions(suchastheabove-mentionedOM,SMS,SMP,TA,STTandIP)bysigningaso-calledMobility ContractwiththeNAbetween1Marchand31Mayofthatyear;pleasenotethatexactdeadlineswillvaryfromcountrytocountryandarecommunicatedingoodtimebytheNAs.Consequently,youwillbereceivingaseparatedocument(Contract with the Beneficiary)forthegrantedactions.Inthisdocument,theNAwill(amongothers)informyouabouttheallocationofthegrant,itsfinancialmanagementrulesanddeadlines,andgiveyousamples(draftdocuments)ontheimplementationoftheaction(s),includingrightsanddutiesofbothpartiesandothers.

• Applying to theEuropeanCommission for theabove-mentioned centralized ERASMUS actions.Please note that for institutions interested in setting up a joint curriculum project in theframework of ERASMUS, the AEC has developed a Handbook for the Development of a JointMasterProgrammeinMusic15.

13 AlistofhighereducationinstitutionswhichareEUCholdersin2007canbefoundathttp://eacea.ec.europa.eu/llp/erasmus/

index_en.htm.

14 ForalistofallERASMUSNAs,pleasevisitthelinkssectionoftheDoReMiFaSOCRATESwebsiteatwww.doremifasocrates.org.

15 Thisdocumentcanbefoundatwww.doremifasocrates.org/coordinators.

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2 DeveloP YouR InteRnAtIonAl ContACts

OncetheinternationalpolicyisdevelopedandyourinstitutionhasbeenawardedanEUC,youarereadytobegin or continue your search for suitable partner institutions.Youcaninformyourselfaboutpotentialinternationalcooperationpartnersthroughthefollowingmeans:

• Yourowninternalinventoryofalreadyexistingcontactsinyourinstitution.

• Meeting representatives of other institutions at events that bring together large groups ofconservatoireofficials,suchastheAnnualCongressandtheAnnualMeetingforInternationalRelationsCoordinatorsorganisedbytheEuropeanAssociationofConservatoires(AEC)16.

• Visitwebsiteswithusefulinformationoninstitutionsyouareinterestedin.LinkstowebsiteswithusefulinformationonindividualmemberinstitutionscanbefoundonthewebsiteoftheAEC.

• Your external contacts with public and private bodies like embassies, cultural associations,careercentres,professionalmusicorganisations,researchcentresandotherrepresentativesofworkinglifeconcernedwithlifelonglearningissues.

Onceoneormoreorganisationshavebeenchosen,afirst formal contactshouldbemade,usuallybyexchanginglettersandinformation(brochures,studyguides,recordings,etc.)attheleveloftheseniormanagementortheheadoftheinstitution.Thisformalcontactwillindicatetheinterestofthepartnerorganisation.Ifclearlynointerestisshown,itiswisetolookforanalternativeimmediately.

Asanextstep, institutionsarestronglyencouraged to arrange visits toestablishcloserpersonalcontactswithcolleaguesintheinstitutionsandprofessionalmusicorganisationsabroad.Itisvitalto stress that successful international relations between institutions are strongly dependent onthe personal relations between conservatoire and organisational leaders, international relationscoordinators/officers,orteachersandexperts.Doinvestinthispersonalconnectionbymakingavisittotheorganisationor,ifbudgetsandtimearelimited,meetinpersonduringanotheroccasion,suchasacongressorasimilarevent.Anothergoodwaytoestablishafirstcontactistosendastudentensembletogiveaperformancecombinedwithavisit.

Fora first visit,itisimportanttopreparewellinadvance,particularlytoensuremeetingswithkeypeople.Relevantprintedinformation(brochures,studyguides,recordings,etc.)shouldbeexchangedbeforehand.Duringafirstvisit,makesureyou:

• Askforappointmentswithasmanypeopleaspossible:officialsdealingwithinternationalrelationsatalllevels(notonlydepartmentallevel),headsofdepartment,teachers,seniormanagersofthecompany,etc.

16 PleasevisittheAECwebsitewww.aecinfo.orgformoreinformationabouttheseannualevents.

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• Trytomakeanappointmentwiththedirectororamemberoftheseniormanagementstaffintheorganisation,evenifyouarenotadeanorprincipalyourself.Knowingtheseniormanagementmightbeusefulinthefuture.

• Alwaysaskforatourofthebuilding,soyoucangetan impressionofthelocal infrastructure(concert hall, library, studios, practice facilities, student facilities, infrastructure, workingconditionsetc.).

• Attendperformancesofstudentsand/orteachers(ifavailable)orobserveworkinprocess.Visitsshouldpreferablybeheldduringaperiodwhentheorganisationisinfulloperation,sothatanimpressioncanbegainedregardingtheoveralldynamismoftheinstitutionorprofessionalmusicorganisation.

• Try to exchange questions beforehand and inform yourself in which field you are particularlyinterestedinforafuturecooperationsothatyouandyourcolleagueinthevisitedinstitutionorprofessionalmusicorganisationareabletogiveanswerstothesequestionsduringthevisit.

• Makeclearthatyouhavevitalinterestincooperationtoavoidtheimpressionofrealizinga‘pro-forma’visitwithoutanyconsequencesbut‘stealingtime’fromthehostinstitutionorprofessionalmusicorganisation.

Whenhavingdiscussionswithyourcolleaguesduringthevisit,takenoteofthefollowing:

• Make sure that both partners profit from your visit: offer information material on your homeinstitutionandexchangeinformationongeneral(e.g.countryrelated)andparticular(specifictoyourinstitution)issues.

• Exchangeinformationoncurriculummatters:howisyourinstitutionsimilartoanddifferentfromthepotentialpartnerinstitution?Ifthereisaninteresttofollowacademiccoursesaspartofthestudyabroad:howwillthisbedealtwithduringtheexchange?

• Discussthetypesofactivityyouwouldliketoinitiate.

• Findoutwhetherandwithwhatresultssimilaractivitiesalreadywereimplemented.

• Askaboutpracticalissues:housing,useoflanguage,finances,selectionprocedures,semestertiming including holiday periods, and recognition issues. Detailed information about housingarrangementsforexchangestudentsiscritical.

• Ifbothpartiesexpresstheir interest inworkingtogether,discussifandhowyouwouldliketoformaliseyouractivity.Forexample:Hasthe institutionbeenawardedanErasmusUniversity

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Charter(EUC)bytheEuropeanCommission?Whowillbesigningtheformalbilateralagreement?Will the student placements be organized with the help of any consortium or with a singleenterprise?Whowillberesponsibleforsigningthetrainingagreementforthestudentplacementsandtheworkingplansforthestafftrainings?

• If you visit the professional music organisation and discuss your student placements, clearlydiscusswhichtaskswouldmatchthestudent’sinterestandgivethestudenttheopportunitiestodeveloprequiredprofessionalandworkcompetencies,askaboutrequestedvisa/workpermitsandinsuranceissues(health,liability,socialsecuritycover),possibleplacementperiods,monitoring,andrecognitionrequirements.

• Agreeonaclearstructureofcommunication:adirectcontactbetweenonlytwoofficials(oneoneachside)andresponsibleforaparticularexchangeworksbest.Ifanofficialinoneinstitutionhastodealwithseveralofficialsintheotherinstitution,thingsmightgetcomplicatedandmistakescouldbemade.

• Alwaystakeculturaldifferencesseriously:thepartnerinstitutionwillworkdifferentlyfromthewayyoudoinyourhomeinstitutionor inenterprisesthathaveasimilarprofile inyourhomecountry,whichisexactlythereasonwhyyouwanttosendstudentsorteachersorstaff.Beverysensitivetoculturaldifferencesandavoidjudgementalremarksorunfavourablecomparisons.

Usually,afirstpersonalvisitformsagoodbasisforfurtherdevelopmentofthecollaboration.However,berealistic:if,afteryourdiscussions,youhavethefeelingthattheinstitutionororganisationisnotreallyenthusiasticaboutworkingwithyou,considerlookingforanotherpartner.Findingapartnercommittedtocooperationfromthebeginningisthekeytosuccess.

At thisstage, it iscritical to startdeepening mutual trust.Themost important factor inachievingoverallprogrammesuccess,andindevelopingsuccessfulrecognitionofstudyortrainingperiodsabroad,isestablishingstrongprofessionaltrustbetweenpartners.Thinkofthefollowingissues:

This matter requires coordination and reciprocity among faculty colleagues and programmeadministrators;aswellasbetweenleadershipandconcernedexperts.

Trustisbuiltonaclearunderstandingofoneanother’seducational,artisticandprofessionalgoalsand contexts; it is based on mutual basic knowledge about assessment procedures, credit pointsystems,educationalmethods,aswellasontheprofileoftheenterprise.

Regularcontactbye-mailandtelephone isessential; telephonecallsaremorepersonal thane-mails.Participantsalsoneedtohavebackgroundknowledgeregardingtheculturalandhistoricaldifferences among countries, differences that shape institutional and individual thinking andpractice.

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If information and aspiration sharing, programmatic investigations, and trust building have gonewell,institutionsareencouragedtodevelopaBilateral or Inter-Institutional agreement or (in cases

of work placements) a working plan or training agreement. Somenegotiationaboutthecontent isusuallynecessaryandoncebothsideshaveagreedonthecontent,theauthorisedofficialsshouldsigntheagreement.Amodelbilateralorinter-institutionalagreementform,developedbytheAECforusebyprofessionalmusictraininginstitutions,andsamplesoftrainingagreementscanbefoundinthesectionforinternationalrelationscoordinatorsintheDoReMiFaSOCRATESwebsite17.

Forallmobilityactivities(SMS,SMP,TA,STT)betweentwoeligiblehighereducationinstituteswithEUCsavalidBilateralorInter-Institutionalagreementisaconditio sine qua non. Eachofthetwopartnersisadvisedtoholdanoriginalofthedocument.Inordertoavoidextrawork,itmakessensetoagreefirstonthecontentsoftheagreement(numberofstudentsandteacherstoexchangebilaterallyorunilaterally,amountofmonthsforthestudyabroad,deadlinesforsubmittingstudentsapplicationtopartnerinstitution,minimumnumberofteachinghoursduringthevisit,etc)andthenfillintheform.Ideally,theBilateralagreementismadeoutintwooriginalsbyoneofthetwopartners,whothensendsthetwooriginals(afterhavingthemsignedandsealedbytherepresentativeofhis/herown institution) to the partner with the request to have the agreements signed and sealed. Thispartnersubsequentlysendsbackoneofthetwodocumentstotheinstitutionthatoriginallymadeouttheagreements.

Ifmobilityisplannedtotakeplacebetweenahighereducationinstituteandaprofessionalmusicorganisation(forexampleincaseofSMPandSTTactivities),asarulethesendinginstitutionisthehighereducationinstitute.Thereforethehighereducationinstituteisadvisedtoworkoutadraftoftherelevantcontract(forSMPatrainingagreementandforSTTaworkingplan)andfillinfromitssidehowtheactionshouldbeideally implemented.Afterreachinganagreementaboutformandcontent of the contract document with the receiving professional music organisation, the officialpapermustbesignedbyallthreeparties–thestudentorstaff,thesendinginstitutionandthehostinstitution/professionalmusicorganisation.TheTrainingAgreementisanessentialdocumentandincludesatrainingplan(orjobdescription)andthequalitycommitmentonmobility.Thecommitmentcontainsqualitystandardstobeknownandrespectedbyallpartiesanddescribesthetasksofthesendinginstitution,thehostenterpriseandthestudentwithregardstotheprogramme,monitoring,mentoringarrangements,validationandrecognition,preparationofstudents,languagelearningandlogisticsupport.

IncaseofStaffTraining(STT),thehighereducationinstitutemayalsowishtoinviteanexpertfromaspecializedprofessionalmusicorganisationtoholdatrainingcoursewithinthisaction.Inthiscase,alleligiblecostswillbecoveredbytheinvitinghighereducationinstituteandthenecessarypaperworkwillhavetoberealisedbytheinstitutionaswell.

17 Thisdocumentcanbefoundatwww.doremifasocrates.org/coordinators.

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Whenyouhaveconcludedtheagreementswithyourpartners,whenyourapplicationtoyourNationalAgency for funding for decentralized ERASMUS actions has been approved, and the respectivefinancial contract with your National Agency has been signed, you may start implementing yourERASMUSstudents,teachersandstaffmobility,aswellasotherprogrammeactivities.

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3 BuildupinternalSupport

In order to implement successfully your planned and prepared internationalisation activities, it could be helpful to have some advice on how to build up internal support and to develop the subsequent internal and external procedures. In the following chapter we discuss how to develop internal support for your activities.

It is critical to build broad support within your institution for the international activities you agree to pursue. Think of the following strategies:

Make sure you have the full backing of the senior management for the details as well as the concept, especially if support was given in earlier stages, when the institution’s international relations policy was developed.

In addition to obtaining the backing of senior management, engage as many faculty members and heads of departments as possible to develop an institutional culture that supports exchange at departmental level. Programme success and sustainability, as well as student involvement, require a critical mass of faculty committed to a culture of internationalisation in your institution. Find allies. Convince students, teachers and staff of the benefits mentioned in Step 1.

Do not be afraid of opposition or scepticism. Here are some typical responses from students, teachers, and administrative staff regarding an international exchange programme:

• “Why these international programmes: aren’t we already international enough?”

Because a conservatoire has many foreign students, it does not necessarily have an active international exchange policy. Just as it is important to receive students, it is also important to be able to send out students, teachers and staff.

• “Exchanges do not work in professional music training because of its highly individual character!”

The individual character of professional music training can make working with exchanges more complicated, especially with regard to long-term exchanges. However, students and teachers have been exchanged between conservatoires for many years. This shows that the exchanges can work and produces a basis for confidence in higher levels of cooperation among institutions.

• “Our students come to study with a specific teacher, so they are not interested in studying abroad.”

Although it is true that students often come to study with one particular teacher, this should not necessarily mean that in the course of their studies (three, four, five or even six years) they should not be stimulated to go abroad for a study period. It is healthy for students to have contacts with different approaches and perspectives.

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• “How can we control what the student is doing when he/she is abroad? We cannot support academic

tourism!”

Studentexchangesarebasedonmutualtrustamongparticipatinginstitutions:beforethestudentissentsomewhere,theinstitutionsmustbeinclosecontactaboutthecontentofstudyperiod.Theinstitutionsshouldalwaysbeabletoshowwhatisbeingstudied,howparticipatingstudentswillbeevaluated,andhowtimeabroadwillbespent.

• “Our institution cannot support another administrator dealing with an exchange programme!”

Itistruethatexchangeprogrammescanproduceadditionaladministrativeburdens.However,anadditionalfull-timeadministrativeofficialisnotalwaysnecessary,exceptforlargeinstitutions.Often,theofficialsdealingwithexchangeprogrammesareteachingoradministrativestaffwithotherduties.

• “The student will never come back!”

Normally,studentsreturntotheirhomeinstitutionaftertheperiodabroad.Infact,experiencesseem to indicate that exchange students return, graduate, and then sometimes enrol in theforeign institution at a later stage as a regular student. In some countries, where studentnumbersaredroppingandwhere thereare fears thatparticipation inexchangeprogrammeswilllowerthenumbersevenfurther,studentmobilitybecomesanissue.Ifastudentsuddenlydecidestotransfertoadifferentinstitutionathis/herowninitiative,thehomeinstitutionsimplyloses;however,ifstudentsarewideningtheirhorizonswithinanexchangeprogramme,thehomeinstitutionkeeps them,since theexchange isorganizedby thehome institutionandstudentsremainregisteredthere.StudentsarealsoencouragedtoreturntothehomeinstitutionafterthestudyabroadperiodaccordingtothebasicprinciplesoftheERASMUSprogramme.

• Why should students go abroad for a study placement? Can’t he/she do this here?

Aworkplacementabroadgivesyoungpeopleimportantexperiencesofcombiningliving,studyingandworkingabroad.Workexperiencesarenotonlyenjoyablebutalsoincreaseknowledgeandpracticalskills,improveunderstandingofthesocialcultureinthecontextofworkexperiencesandthusenablestudentstocompetemoresuccessfullyinthegloballabourmarket.

Anothervitalpointisto make a clear connection to existing activities within your institution.Asabasicprinciple,thereshouldalwaysbeaclearconnectionamonginternationalactivities,existingstudyprogrammes,andregularactivities.Ifthisconnectionisnotachieved,theinternationalprogrammeactivitieswillalwayshavethereputationofbeingluxurious,expensive,andnotreallynecessary.

Makesureassoonaspossiblethatthe international activities become part of regular activitiesorpartofalreadyscheduledoperationsandprojects,suchasensemblesormasterclasses.

Useall public relation toolsatyourdisposaltodisseminateinformationaboutyourplansandexpectedoutcomes. Discuss your plans with students, teachers and administrative staff and ask for theiradviceandopinions.Adjustyourplansasnecessary.

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4 DeveloP InteRnAl PRoCeDuRes

Havinginformedeveryonewhatisabouttohappen,nowisthetimetothinkcarefullyaboutinternalprocedures.Thefollowinginternalproceduresarerelevant:

4.1 Internal selection procedures for students wanting to go on an exchange or do a placement

Incollaborationwithyourpartnerorganisationsabroad,developa standard applicationprocedure,exchange, respectively update your application deadlines and specific requirements and makesurethattherulesrelevantfortheERASMUSprogrammearerespected.Althoughproceduresandrequirementswillvary,astandardapplicationshouldcontainthefollowingcomponents:

• AstandardERASMUSstudentapplicationform(obligatory)• Atranscriptofpreviously finishedcoursesorqualificationsobtained,alsocalledTranscriptof

Records(obligatory)• ALearningAgreement(obligatory)• ACurriculumVitae(ifrequired)• A audio or video recording or portfolio showing the artistic qualifications of the applicant

(obligatory),includingaconfirmationoftheauthenticityofthematerial(ifrequired)• Aletterofmotivation(ifrequired)• Letter(s)ofrecommendation(ifrequired)• Aplacementapplicationform(ifrequired)

If there are any specific regulations in relation to the choice of study subjects (e.g. specificinstruments),studyyearorapreferencegiventoaliveauditioninsteadofarecording,makesurethatthisinformationiscirculatedintime.

Cooperationpartnersarestronglyadvisedtousethesameapplicationformforbothinstitutions:forstudyexchangesitisstronglyrecommendedtousetheAECmodelstudentapplicationformandtheAECmodellearningagreementform.Theseformscanbedownloadedinthesectionforinternationalrelations coordinators of the DoReMiFaSOCRATES website18. Ensure that students, teaching andadministrativestaffinyourinstitutionarefamiliarwiththeseformsandknowwheretofindandhowtousethem.

Cooperationpartnersconsideringstudentplacementperiodsareadvisedtoagreewiththeirpartnersorwiththeconsortiumontheuseofaplacementapplicationform,thelevelofstudentperformanceandapplication requirements, theplacementprogramme,monitoringofactivities,andusing thestandardTrainingAgreement19.

18 Seewww.doremifasocrates.org/coordinators.

19 Seewww.doremifasocrates.org/coordinators.

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Onceapplicationsfromstudentsarereceived,aninternalselection oraconfirmation proceduretakesplace.Eveniftheactualnumberofapplicationsisquitelow,alwaysbecarefulinmakingchoices.Prepare information about internal requirements for outgoing ERASMUS candidates for studypurposesorforplacementsinwhichyoudescribetheformaleligibilitycriteriaforanexchange(e.g.studyyear,nolossinprogress,knowledgeofforeignlanguages,etc),andtheinternalapplicationandselection/confirmationprocedure(s)withtheirtimeline.

MakesurethatyourinstitutionhasimplementedtheEuropeanCreditTransferandAccumulationSystem(ECTS)andisreadytousetherelevanttoolsliketheECTScoursecatalogue,theLearningAgreementformandtheTranscriptofRecordsform.ECTSisausefultoolforfacilitatingERASMUSstudentexchangesandareliablemeans forqualifiedrecognitionofstudyandplacementabroadperiods.Asmentionedabove,theAEChasdevelopedmodelECTSformsforuseinthehighermusiceducationsector,whichcanbedownloadedinthesectionforinternationalrelationscoordinatorsoftheDoReMiFaSOCRATESwebsite20.IfyourinstitutionisnotusingECTSyet,youarestronglyadvisedtostartthenecessaryinternalprocedurestodescribeyourstudymodulesandlearningoutcomes,todevelopvalidtranscriptofrecordsandtomeasurethestudentworkload.More informationonthisissuecanbefoundintheECTSUser´sGuideoftheEuropeanCommission21.TheAEChasalsodevelopedahandbook for theuseof creditpoints inhighermusiceducation ingeneral,entitledHandbookfortheUseandImplementationofCreditPointsinHigherMusicEducation22.

IntheERASMUSProgramme,studentplacementsareconsideredtobepartof theregularstudycourse. As such, they have to be treated likewise: formal requirements have to be respected,selectionorconfirmationprocedure/sadopted,monitoringoftheundertakenactivitiesorganised,thequalityoftheplacementevaluated,andfinallyECTSpointsawarded.Examplesofplacementsofmusicstudentscouldbe:musictherapystudentplacementperiodsinahospital,musictechnologyorsounddesignstudentplacementsinaresearch/technologycentreorinappropriateprofessionalcompanies, and placements for music pedagogy students in international music schools, formusicologyorethnomusicologystudentsinresearchcentresandlibraries,formusicmanagementstudentsinconcertagencies,festivalsormusicassociations,andformusicperformancestudentsinensemblesandorchestras.

Oncethestudentispre-selectedorconfirmedforanERASMUSexchangeorplacement,start the

external application procedurewiththepartnerinstitution/s.Indoingso,considerthefollowing:

• Whoneedstoapprovethestudent’speriodofstudyorworkplacementabroad?Normally,theprincipalstudyteachermustapproveinanycase,butisadditionalapprovalfromseniorman-agementrequired?Hereitisimportanttoworkoutinternallyaprocedurethatinvolvesallinterestedparties(student,maininstrumentteacher/s,headofdepartment/institute)and(academic)bodies

20 Theseformscanbefoundatwww.doremifasocrates.org/coordinators.

21 Thisdocumentcanbefoundathttp://europa.eu.int/comm/education/programmes/socrates/ects/doc/guide_en.pdf.

22 ThisdocumentcanbefoundinEnglish,GermanandFrenchatwww.bologna-and-music.org/creditpoints.

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(registrar, dean, department for studies and examination, international relations coordinator). Theprocedureshouldbeefficient,transparentandapplicableforalltypesofmobilitywithintheERASMUSprogramme.

• Is the student in the appropriate phase of his/her study to spend time abroad? Acknowledgethatitmightnotbetherightmomentforthestudenttogo.Theopinionoftheteacherwillbeimportantinthisregard.

• Doesthestudentpossesssufficientlanguageskillstomanageinacountrywherethestudents’nativelanguageisnotthemainlanguage?Iftheanswerisno,investigateifthereissomethingthatcanbedonebeforethestudentleaves,orifthepartnerinstitutionabroadoffersshortintensivelanguage courses before or upon arrival. Take also in consideration the European IntensiveLanguageCourses(EILC)organizedforlesstaughtlanguages23.

• Arethewishesofthestudentinrelationtothedestination,thestudyortheworkprogrammerealistic and appropriate? Consider differences in study programmes of both sending andreceiving institutionsandmakesure that theoutgoingstudent followsasimilarorequivalentstudycourseandcycle.

• Isyourstudentreadytoworkinanprofessionalmusicorganisationabroad?Doeshe/shepossesstheskillsrequiredfortheparticularworkingexperienceoffered?Isthework/trainingprogrammeofferedby thecompanyrelevant for thedevelopmentof thecompetencesrequiredbyher/hisstudyprogramme?

• TheLearningAgreementisanimportanttool,whichallowshomeandhostinstitutionstoagreebeforehandonthestudent’sstudyprogrammewiththehelpof therelevantacademicbodies;itisaformaldocumentonwhichtheexchangestudentcanrelyduringtherecognitionprocessfollowingtheErasmusstudyabroad24.

• ForthesamepurposesasdescribedaboveinconnectiontotheLearningAgreement,inthecaseof placements a Training Agreement must be made and signed by all three involved parties,namelythetrainee/student,thehomeinstitutionandthehostinginstitutionorenterprise.Incaseplacementsareorganisedwiththehelpofaconsortium,additionalagreementsbetweenhomeinstitution,hostinstitutionandtheconsortium.

• Makesure theexchangestudent’squestionsaboutpractical issues,suchasaccommodation,health insurance, residence permit and/or visa and others, are answered, and provide him/herwithsufficientinformationonstudying/practicingfacilities,activitiesofthestudentsunion(mentorsystem,pick-upservice,internationalstudentcard)andmore.

23 Forfurtherinformation,pleasecontactyourNationalAgency

24 FormoreinformationontheLearningAgreement,seechapter5.

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• In addition to musical and instrumental skills, does the student possess sufficient personalattributesandsocialskillsto‘survive’thestudyorplacementperiodabroad?Notallstudentswillbeabletohandlethechallengesconnectedtoamobilityperiodinaforeigncountry.

• Willthestudentbeabletoserveasan‘ambassador’ofyourinstitutionabroad?Thiscouldbeanimportantpoint,asyoucertainlywanttosendoutstudentswhocanmakeagoodimpressionforyourinstitutioninmanyways.

• Trytoforeseeallthepossibleconflictinginterests.Astudentexchangecouldbeopposedbyateacherorby theseniormanagement.Teachersmay takeaverypersonalpositionregardingstudentexchanges:“I have invested so much time in the student and now he/she wants to go on an

exchange to another teacher!”Seniormanagementequallymayhaveotherinterests:thinkofthatgoodbassoon,viola,andbasstrombonestudentyoudesperatelyneedforyourorchestralorbigbandconcertswhohassuddenlyindicatedinterestinanexchange.Whattodo?

Astudentexchangeshouldprimarilybenefit thedevelopmentof thestudent.Since teachersandinstitutionsdonot‘own’students,denyingastudentanexchangepossibilitycanbecounterproductive.Thestudentmightsimplyleaveyourinstitutionandnevercomeback.Afterstudyabroadinthehomeinstitution’sprogramme,thestudentwillreturn(ashe/shestaysregisteredinthehomeinstitution),havinglearnedalotandusuallybeingmorecommittedtothehomeinstitutionthanifthepossibilityhadbeendenied.

Once the student is selected for an ERASMUS exchange by the hosting partner (the letter ofacceptanceisreceivedandthelearningagreementissignedforstudyabroadexchanges;trainingagreementandqualitycommitmentaresignedforplacements),anERASMUS financial agreement

hastobesignedwiththeselectedoutgoingstudentforallocationandpaymentofher/hisERASMUSgrant.Theauthoritythatsignsthisagreement(thiscouldbethesendinginstitutionortheNA),aswellastheamountofthisgrantvariesfromcountrytocountry.Theamountalsodepends(amongothers)onthenumberofyourprojectedmobilityflowsandperiodsagreeduponinyourbilateralorinter-institutionalagreementsandinthemobilitycontractwithyourNationalAgency.Finally,itisalsodirectlyrelatedwithyourpastperformanceinyourpreviousERASMUSactivitiesandis,lastbutnotleast,alsoinfluencedbythenationalstrategy(theso-calledNationalPlan[NP])oftheLLPProgrammeinyourcountry.Forinformationabouttheexactamountsofthegrants,pleasecontactyourERASMUSNationalAgency.

TheeligibleperiodforbothtypesofERASMUSstudentmobility(SMSorSMP-studyorplacement)isfrom3to12months;combinedmobility(studyandplacementmobility)isalsoeligible.AsinglestudentmaytakeanadvantageofbothtypesofERASMUSmobility–SMSandSMP.ThetotaloftheERASMUSmobilitygrantperiodshouldnotexceed24months.

AnERASMUSstudentorplacementgrantshouldbepaidtotheERASMUSstudentbeforehe/sheleavesforthestudyperiodabroad,althoughsomeinstitutionspayan80%instalmentatdeparture,withtheremaining20%beingpaidafterthereturnofthestudent.

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4.2 Internal selection of teachers wanting to go on a teaching exchange

Teachers might be interested in your ERASMUS programme, as they are often eager to travel.Thequestion,“Can you organize master classes for me abroad?”willbeoftenaskedtointernationalexchangeofficials25.AlthoughitcouldbeapartofyourERASMUSprogrammetoorganizeteachingabroadfortheteachingstaff,thisdoesnotnecessarilyhavetobeintheformofahighprofileandwell-paidmasterclasses,especiallyiforganisedintheframeworkoftheERASMUSprogrammeasateachingassignment[TA].Thereforeinternationallyfamousteachersmightbelessinterestedinthiskindofexchanges.Thinkmoreofexcellentteachers(forexample:youngassistants)whohavenotyetreached‘celebritystatus’,butwhoareneverthelesschallengedbytheideaofteachingatadifferentinstitutionforaspecifiedperiod.

It is important to realise that during an ERASMUS exchange teaching fees are usually not paidatall;oftenonly travelandaccommodationcostsarecoveredorreimbursed.However,at times,evenrenownedmusiciansarewillingtoteachacolleague’sclassforadayorsowithoutreceivingafee.Sometimesexchangespresentasolutiontotheproblemthatdevelopsforinstitutionswhenteachersareontour:asubstituteteachercanbearranged,whosetravelandaccommodationcostsarecoveredbytheexchangeprogramme.However,itisvitaltobeclearabouttheseunfavourablefinancialconditionsatanearlystage.Dorememberthatco-financingisa“conditiosinequanon”intheERASMUSteachingmobilityprogramme,astheERASMUSgrantwillnotcoverallyourcosts.Carefullyconsiderthereforeyourfinancial,structuralandpersonnelresources.

ThemainminimumrequirementsfortheimplementationofateachingmobilityunderERASMUSare:a‘contract’tobesignedbetweenteacherandhomeinstitution,aminimumamountofatleast5teachinghours,therequirementthattheteachingexchangeshouldbeintegratedinthecurriculumofthehostinstitution,andvariousobligationsofreportingbackorconfirmingandpublicisingtheactualrealisationoftheexchange. Inaddition,sincethestudyyear2007/08aso-called ‘teachingprogrammeorteachingplan’mustbemade,andsignedbythehomeandhostinstitutions,andbytheteacherhim-/herself.AllERASMUSteacherexchangesmustbebasedonavalidBilateral/Inter-InstitutionalAgreementsignedbytwoEUCholders.

Bepreparedthatnotallteachingexchangesyouaresuggestingtoyourpartnersabroadaregoingto be realised in the end. It might occur that partner institutions are not showing the expectedenthusiasmforthepersonorthesubjectthatyouareofferingtoexchange.

Wheneveraninstitutionsendsoutateacherinanexchangeprogramme,considerhowtheinstitutionwillbenefit:

• Willtheteacherexchangebereciprocal,andifso,withinwhatkindoftimelimit?• Will the teacher exchange lead to other activities, such as student exchanges or common

projects?

25 ForalistofFrequentlyAskedQuestions(FAQs)forteachersinterestedinanexchange,pleasevisitthesectionformusicteachers

oftheDoReMiFaSOCRATESwebsiteatwww.doremifasocrates.org/teachers.

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• Can the exchange be part of a larger continuing professional development or a researchassignmentfortheteacher?

• Cantheexchangebeconnectedtoaspecifictaskinrelationtocurriculumdevelopment?• Cantheexchangepromoteacertainstudio,department,ortheinstitutionasawhole,possibly

attractingfuture(exchangeorregular)students?Atthesametime,besensitiveabout‘recruitment’aspectsof such teacher visitsandconsiderpossibleconsequences for the reputationof yourinstitutionandthemaintenanceofmutualtrustwithyourpartnerinstitution.

• Whatarethefinancialarrangements?

Answeringsuchquestionsmightdefinethecharacterandlengthofteachingstaffexchange.Experienceshowsthatteachersofperformancemostlyfavourshortvisits,becausetheyaccommodateteachingandotherprofessionalengagementsbest.

Institutions interested inestablishing thiskindofexchangeactivitiesarehighly recommended toprovidetransparentandwell-advertisedinformationabouttheinternalselectionprocedures,aswellasaboutadditionalfinancialmeansforco-financingoutgoingteachingstaff(ifavailable).

4.3 Internal selection procedures of staff wanting to realize a training abroad

The new generation of the ERASMUS programme in the LLP also offers a continuing educationcomponent, the so-called ’Staff Training’ (STT) for teaching and other types of staff of highereducationinstitutionsandprofessionalmusicorganisationsforthepurposeoftraining.Accordingtotheguidelinesofthisnewactivity,theselectionofthestaffshouldbedoneonthebasisofaworkplansubmittedbytheapplicant.Theessentialelements inthisworkplanshouldbe:overallaimandobjectives,expectedresultsintermsoftrainingorlearning,activitiestobecarriedoutand-ifpossible-aprogrammeoftheperiod.

InviewofthefactthatthegrantawardedbytheNationalAgencycanonlybeacontributiontotheactualtravelandsubsistencecostsofastafftrainingperiodabroad(similartotheTAactivities),thesendinginstitutionwillhavetoprovideco-financing.Inthatlight,everyinstitutionwillhavetodecideonhowtoorganise its internalselectionand/orconfirmationprocessofvaluablecandidateswhoqualifyforastafftrainingperiodabroad.Itisstronglyadvisedtoworkoutaclearandtransparentprocedure.

Beawarethatthebest‘advocate’foratraininginitiativeistheapplicanthim-/herself.Staffinterestedinsuchtrainingperiodsshouldthereforebeencouragedtoestablishedcontactswiththerelevantorganisationsorinstitutionsthemselvestodiscusscontentandpracticalplanning.Ideally,thestaffmembershouldincludeaconfirmationofthetrainingperiodwiththeabove-mentionedworkplan,whichhastobesignedbyallthreeinvolvedparties:thestaffmember,thehomeinstitutionandthehostinstitutionororganisation.

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Wheneveran institutionsendsoutastaffmember inanexchangeprogramme,considerhowtheinstitution(ortheoutgoingstaff,his/hercolleagues)willbenefit:

• Canthetrainingbepartofalargercontinuingprofessionaldevelopmentofthemobilestaff?• Canthetrainingbeconnectedtospecificneedsintheinstitution’sdevelopmentortoparticular

futurechallenges?• Willthetrainingleadtootheractivities,suchas(common)pilotprojects?• Canthetrainingleadtore-consideringcertainaspectsoftheprofessionalformationandstarta

discussiononre-defininglearningoutcomesintheformaleducationprocess?• Whatarethefinancialarrangements?

Answeringsuchquestionsmightinfluencethecharacterandlengthofapprovedstafftrainings.Asinthecaseofteachingmobility,staffgoingforatrainingperiodabroadwillbeinfavourofshortvisitsaswell,astheyaccommodateregularprofessionalcommitmentsandotherengagementsbest.

Itisimportanttorealisethattheorganisationofprofessionaltrainingperiodsdemandsadditionalpreparationbythehostinstitutiontoreachsatisfyingresults.Thereforeaconcreteapplicationwithclearly defined aims and described planned activities will be considered as being helpful by thereceivinginstitutionorprofessionalmusicorganisation,andcreateanatmospherethatallowsforunlimitedexchangeofinformationandopendiscussion.

4.4 Internal selection and placement procedures for incoming exchange students

It isessentialtodevelopatransparentprocedure,whichwillensurethatwheneveranapplication

packagearrivesfromthepartnerinstitutionabroad,theinstitutionwillbeabletonotifythepartnerinstitution inarelativelyshort timewhetherornot thestudentcanbeaccepted.Relevant issuesare:

• Doesthestudentshowsufficienttechnicalandmusicalabilitytobeadmittedtoyourinstitution?Even when a strong mutual trust has been developed between the partners, institutions areadvisedtoaskforaudioorvideorecordingsofthepotentialexchangestudents; liveauditionsshouldbeaskedonlyinexceptionalcasesorifaskedforbyapplicant.Decisionsmustbemadeaboutwhowillassesstheserecordings:willanindividualteacheroraselectioncommitteedothis? Ideally, institutions are advised to involve both individual teachers and the responsibleacademicandmanagementstaffindecisionsaboutstudentplacements.

• Ifthestudentasksintheapplicationformforaspecificteacher,willthisteacherhavespaceinhis/herstudioandbewillingtoacceptthestudent?Ifnot,analternativeshouldbeofferedandtheapplyingstudentshouldbenotifiedaboutthisassoonaspossible,andcertainlybeforearrival.

• Howareinternalplacementproceduresorganized?Asaresultoftheindividualcharacterofmusictraining,problemsoftenoccurwithstudentexchangesbecauseofthenumbersofstudentsina

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certainclassorstudio.Thisisespeciallyrelevantininstitutionsthatpayteachersfortheactualnumberofstudentsintheirclass.Ifthisisthecaseinyourinstitution,determinebeforehandhowtodealwiththissituation.Someinstitutionshaveaspecialbudgetforpayingteachersextraforthestudyperiodofanexchangestudent.Otherinstitutionsmightfavourone-to-oneexchange:onestudentgoesout;anotheronefromthesameclasscomesin.Thisdoesnotnecessarilyhavetobeatthesametimeoreveninthesameclass.Muchwilldependonthecapabilitiesoftheinstitutionsinvolved.One-to-oneexchanges,however,areoftendifficulttorealise,butwhenbothcollaborating institutionsmakeaspecialeffortcouldalsoworkoutwell. Insomeinstitutions,whenteachersaregivenafixedsumindependentofthenumberofstudentstheyteach,teachersmightnotmindtakingonanextrastudentforaperiodoftime.Negotiationsbetweentheteacherandtheinstitutionresolvethesequestions.Itisvitaltodecidehowtodealwiththeplacementof theexchangestudent inyour institution. Inanycase, institutionsshouldbeaware that theERASMUSprogrammedoesnotallowinstitutionstochargeanytuitionfeestoincomingexchangestudents.

• Cantheinstitutionfulfiltheneedsofthestudentintermsofspecificcoursesthestudentasksforintheapplicationand/orintheLearningAgreement?Forexample:ifastudentasksspecificallyforchambermusicorensemblework,will the institutionbeable toorganize this? Ifnot, thestudentshouldbenotifiedaboutthisassoonaspossible.

• Doesthestudentpossesssufficientlanguageskillstobeabletofollowthecourseshe/sheisaskingfor?Arethereanyclassesinthelocallanguageasasecondlanguage,and,ifnot,coulda short intensive language course be offered to the student? Organise language support forincoming exchange students and contact your National Agency about the European IntensiveLanguageCourses(EILC)whereapplicable.

• Can the institution fulfil the necessary requirements regarding the recognition of the studyperiod?WillaTranscriptofRecords26bemadeintimeattheendoftheexchangeperiod?Willcreditpointsbeusedand,ifso,arethenumbersofcreditsrequiredbythestudentcomparabletothenumbersofcreditsinthestudyplanyoucanoffer,andincaseofdifferences,whowillbeansweringquestionsrelated to this issueand takeacommitment?Willaconfirmationof theactualstudyperiodbeissuedattheendoftheexchangeperiod?

• Is the time period in which the student would like to come appropriate? Avoid holidays orexaminationperiods,leavingtheexchangestudentwithverylittletodo.Ensurethatyouracademiccalendarisknownatyourpartnerinstitutions.

• How are internal procedures for practical matters organized? Who will be responsible forhousing?Whowilldealwithapplicationswithregardtostudentlife?Thinkalsoofalltheservices

26 Forfurtherinformationonthetranscriptofrecords,seechapter5.

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regularstudentsreceiveandfindoutifandhowallthesecouldbeofferedtoexchangestudentsaswell(e.g.,library,sportsfacilities,studentcards,computeraccounts,practiserooms,recordingstudios).Makealistofitemsincludingthenamesofofficialsresponsiblefortheseitems,sothatwheneveranexchangestudentarrives,therelevantpeopleareinformedandpracticalitiesareprepared.Onceyouhavemadeaninventoryofallthestepstobemadeinternallyandalistofresponsiblepersons,ithelpstomakeadiagramthatlaysoutthevariousstepstobetaken(a)onceanapplicationformisreceivedand(b)whenstudentsarrive.

• Whowillberesponsibleforinformingthepartnerinstitutionabouttheoutcomeofhisapplication?ShouldthisnotificationbesenttothestudentdirectlywithacopytotheERASMUScoordinatorinthepartnerinstitutionortothecoordinatoronly?Willthisanswerbebindingtoallinvolvedpartiesinsideyourinstitution?Whoshouldbecontactedbeforesendingoutanofficialletterofacceptanceorrefusal?

• Howistheexchangestudentgoingtoberegistered?Whatwillbehis/her internal admission status?It iscriticaltodevelopaninternalmechanismtoensurethatforeignexchangestudents,oncetheyhavebeenselected,willbefullyregisteredandeligibleforthebenefitsoffullregistration.Insomecases,exchangestudentsareofficiallyregisteredasregularstudents,evenwhentheycomeforashortperiodoftime.Insomecases,somekindof‘special’statusisdeveloped.Inothercases,thestudentswillonlyberegisteredinthehomeinstitution.Approachesmightdifferfrominstitutiontoinstitution,butitisimportantthat,theexchangestudents,regardlessoftheirstatus,receivethesamebenefitsasmuchaspossiblethatregularstudentshaveandthattheyaregivenaccesstoallservicesoftheinstitution.

ItmightbenecessaryfortheERASMUScoordinatortoconsultwithhis/hercolleagueabroadabouttheseissuesseveraltimes.Rememberthatthemoreissuesregardingthestudentstudyperiodsareclarifiedbeforehand,thegreaterthechanceofsuccesswillbe.

4.5 Internal selection of incoming teaching exchanges

Itisessentialtodevelopatransparentprocedure,whichwillensurethatwheneveransuggestion for

a short teaching assignmentarrivesfromthepartnerinstitutionabroad,theinstitutionwillbeabletoinformthepartnerinstitutioninarelativelyshorttimeiftheteachingassignmentcantakeplaceornot.Relevantissuesare:

• IstheteacherbeingproposedtogiveanERASMUSmasterclassorotherteachingactivitiesonexchangeknowntoanyof the facultyworking inyour institution?What ishis/herreputation?Whatmakeshim/herbecomingsoparticular?

• Doesthecontentoftheofferedcoursemeetyourexpectations?Isitofinterestandwhatisitsaddedvalue(eveniffittingintotheconcernedcurriculum)?

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• Isthetimeperiodinwhichtheexchangeteacherwouldliketocomeappropriate?Avoidholidays,as thiswouldcontradictoneof theEUrules for theTA that requires integrationofexchangeteachingactivitiesintotheregularstudycourse.Examinationperiodscanbeinterestingbecausetheyofferanextrainsightfortheincomingteacherintheteaching/learningenvironmentofthereceivinginstitutionandonthequalificationlevel.Ensurethatyouracademiccalendarisknownatyourpartnerinstitutions.

• Isthereanyaspectofsustainability?Isitappropriatetorepeattheteachingexperiencewithwhichaim?Arethereanyperspectivesforamoreintensivecooperationinfuture?

• Whichlanguagewillbeused?Istheaudienceabletofollowthecourseifnotholdintheusualworkinglanguage?Whocoverscostsofatranslatororinterpreter?

• Whodecidesuponacceptanceorrefusalandwhoinformsthehostteacheraboutthisdecision?

• Whowillberesponsiblefortheoverallorganisation?Whocoordinatesdatesandtravelling,caresforhousing,organisesasocialprogramme(ifoffered)?Howareinternalproceduresforpracticalmattersorganized?

• Whowillcoordinatetheteachingmatters(includinginformingstudentsandteachingcolleagueand – where appropriate – external audiences, preparing teaching rooms including neededequipment,organisefeed-back)?

• Who will check whether all programme related issues are taken care of (invitation letter,confirmationaboutsuccessfulrealization,teachingprogrammesignedbyallthreeparties)?

• Whoisresponsibleforfinancialquestions?

Asinthecaseofincomingstudents,itmightbenecessaryfortheERASMUScoordinatortoconsultwithhis/hercolleagueabroadabouttheseissuesseveraltimes.

4.6 Internal selection of incoming staff wanting to realize a training at your institution

Itisalsoessentialtodevelopatransparentprocedure,whichwillensurethatwheneveranapplication

for a training periodarrivesfromthepartnerinstitutionabroad,theinstitutionwillbeabletonotifythepartnerinstitutionwhetherornotatrainingperiodforitsstaffcanbeorganised.Relevantissuesare:

• Isthetopicthecandidatewantstoworkonanissuethatisofinterest?Isitarelevanttopicwithinyourinstitutionatall?Isitsomethingyouwanttodiscussexternally,takingthecurrentstageofrealisationintoaccount?

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• Whocouldbetheexpert,guidingthehostwithinyourinstitution?Isthispersonavailableandreadytotakeoverthisextratask?Istherefreespacewithintheregularworkingtimeandwillingnesstodedicateittoahostingcolleague?

• Whichwillbethecommonworkinglanguage?

• Willresultsofthetrainingbemadeavailabletothehost?Whatwillbedonewithoutcomes?

• Isthetimeperiodinwhichthestaffwouldliketocomeappropriate?Avoidthebeginningortheendoftheacademicyear,becausetheseareperiodswhereregularstaffhaslittletimetodedicatetohosts.Carefullycoordinatethebesttimingindirectcontactwiththosecolleague(s)whowillmainlybeatyourassistanceduringyourtrainingperiod.

It might be necessary for the host institution to consult internally about some of the above-mentionedissues.Rememberthatifyouexpressyourwishesandexpectedoutcomesregardingyourtrainingclearly,thechanceofcomingtosatisfyingresultsforallinvolvedwillbegreater.

At the moment, staff training is still quite unusual and probably does not need to becomeinstitutionalisedinternally,asitwillbepossibletoclarifymostissuesonacasetocasebasis.

5 DeveloP exteRnAl PRoCeDuRes

Incooperationwiththeforeignpartner,external proceduresneedtobedevelopedtofacilitatetheexchangeofstudentsandteachers.Whendoingso,pleasekeepinmindthefollowingissues.

It is important to develop common standard forms, starting with a standard application form asalreadymentioned.Standardformspromoteclarityandwillkeepbureaucracytoaminimum.Pleasenote that theAEChasdevelopedseveralmodel forms to facilitatestudentexchange, includingastudentapplicationform27.

Partnersarealsostronglyadvisedtojointlyusealearningagreementformthatformalisesalldetailsregarding theactualcontentof thestudyprogramme thestudentwillbe following. It isstronglyrecommendedtousethemodelAEClearningagreementform28.Awell-designedlearningagreementformshouldnotonlylistthecourses,butalsotheamountofcreditpoints,inordertofacilitatetherecognitionofstudyperiod.Thelearningagreementshouldideallybesentwiththeapplicationform,beingoneofthefundamentalformalcomponentsofacompleteERASMUSapplication.The(ECTS)coursecatalogueofthehostinstitutionshouldenabletheapplicanttochoosesubjectsappropriateforhis/herstudyabroad.IncaseofacceptanceofanERASMUScandidate,thereceivinginstitutionmightwishtorevisethelistofsubjectsavailablefortheexchangestudentinthelearningagreementandsenditbacktothesendinginstitutionalongwithaletterofacceptance.Thesendinginstitutionandtheexchangestudentwillthenaccepttheofferorstartnegotiatingonfurthercourseopportunities.Onceanagreementisconcluded,theLearningAgreementshouldbehandedtothestudent,possiblybeforehis/herdeparture.Duringthefirstweeksoftheexchangestudyperiodanynecessarychangescanbemadeattherequestofthestudentafterapprovalbythesendinginstitution29.Thefinalversionofthelearningagreementshouldreflectwhatisconfirmedlaterinthetranscriptofrecordsformgiventotheexchangestudentoutattheendofhis/herstudyperiod.

Atcompletionofthestudyperiodabroadthestudentshouldbeprovidedwithaconfirmation of study

period and transcript of records inorder to facilitate therecognitionof thestudyresultsachievedduring his/her exchange period. It is strongly recommended to use the model AEC transcript ofrecordsform30.Thetranscriptofrecordsincludes:informationonthesending(home)institutionandonthestudent’spersonaldata,thereceiving(host)institution,alistofthecoursestaken,thedurationofthecourseunit,ECTScreditsawardedandacourseassessment(pass/fail).

Itisstronglyrecommendedtosetclear and compatible deadlines on both sides,takingintoconsiderationthetimetheinternalprocedureswilltakefortheselectionandadmissionofthestudent.

27 Thisformcanbedownloadedatwww.doremifasocrates.org/coordinators.

28 Thisformcanbedownloadedatwww.doremifasocrates.org/coordinators.

29 Althoughthisperioddiffersfromcountrytocountry,ERASMUSrulesdoasktorespectsuchdeadlines.

30 Thisformcanbedownloadedatwww.doremifasocrates.org/coordinators.

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Regularlyexchangeandupdate information on selection requirements and proceduresmakinguseof theDoReMiFaSOCRATESwebsiteof theAEC.On thiswebsite, there isanadvanced restrictedarea available for international relations coordinators, where coordinators can post and manageinformationaboutexchanges(deadlines,ERASMUScodes,relevantdocuments,practicalinformation,etc)31.

Frequentlyupdateyourinformation on courses, teachers, and otherrelevantinformation.TheECTScourse catalogue may (among others) serve as a tool to do this. As mentioned in the previousparagraph,thisinformationcanalsobemadeavailabletoothercoordinatorsthroughtherestrictedareaoftheDoReMiFaSOCRATESwebsite.

Developprocedures about important practical issuessuchashousing,insurances,visaorresidencypermitrequirementsandregularlyupdatethem.

Agree on recognition issues:willyoubeusingcredittransferpoints(therecognitiontoolincreasinglyinuseinexchanges)orwillyouachieverecognitionofthestudyperiodthroughacomparisonofcoursecontent,e.g.forexchangeswithinstitutionsnotyetusingECTS?WillyourecogniseaplacementperiodbyconvertingthenumberofworkinghourstoECTScredits?ClearlystatehowmanyhoursstudentshallworkinordertoearnoneECTScreditwhiledevelopingskillsandgainingworkcompetenciesdescribedinyourtrainingagreement.Beawarethateveryplacementneedstoberecognisedbythehomesendinginstitution.Thisisalsothecasewithextra-curricularplacementsorplacementsthatareseenaselectivesinthestudyprogramme;theseplacementsshouldatleastbementionedintheDiplomaSupplement(DS)issuedtothestudentattheendofhisdegreestudies.

WithintheAEC,aCode of good practice for European programme management in European conser-

vatoires has been developed to facilitate exchanges between institutions for professional musictraining.IthasbeenspecificallydesignedforuseintheERASMUSexchangeprogrammeoftheEUandcanbedownloadedinthesectionforinternationalrelationscoordinatorsoftheDoReMiFaSOCRATESwebsiteoftheAEC.

Following the regulations of the programme, higher education institutes participating in theERASMUSProgrammeareobligedtoreportbacktotheirERASMUSNationalAgencies.BeawarethattheEuropeanCommissionmayconsequentlyauthorizetheERASMUSNationalAgencytocheckthefinancialproceduresanddocuments,andtoundertakemonitoringandauditvisitstoacertainnumberofinstitutions.Youmustthereforekeepalloriginaldocuments5yearsafterthesubmissionofyourfinalERASMUSreport.

31 Seewww.doremifasocrates.org/coordinators.

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IMPleMentAtIon PHAse

6 PuBlIC RelAtIons

Oncemostofthetechnicalissuesandproceduresareinplace,itistimetostarttoadvertise your

ERASMUS exchange activities.ThesuccessoftheERASMUSexchangeprogrammewilldependinpartonhowwellyouinformvariousconstituenciesaboutthepossibilitiesoffered.Thiscanbedoneby:

Printingasmall brochurewithshortrelevantinformationonexchangeopportunities.Thisbrochureshouldideallycontainthefollowinginformation:

• Firstpointsofcontact;• Typesofexchangeopportunities;• Institutionaleligibility;• Reasonsforconsideringexchanges(e.g.personaldevelopment,culturalawareness,newlearning

environments,assessfutureemploymentopportunities,improvelanguagesetc.);• Durationofstudies;• Overallcosts;• Informationonarrangementsrelatedtorecognition:ECTS,LearningAgreement,etc;• Applicationprocesses;• Currentexchangepartners;• Whatisexpectedofthestudentfollowingtheexchange.

Disseminatethebrochureseveraltimesayearandleavesufficientcopiesinstrategicplaces(library,publicspaces,etc.).Producingaposterwithinformationhelpsaswell.

Producingyour institution’s Study GuideorECTS Course Catalogue.Thedistributionof thisguide/catalogueamongpartnersisnecessaryforthesuccessfulorganisationofERASMUSstudentmobility.TheStudyGuideandtheECTSCourseCataloguecouldbethesamedocument,providedthattheinformationrequiredbytheECTSsystemisprovidedinyourguide.TheinformationrequiredcanbefoundinthegeneralECTSUser’sGuideoftheEuropeanCommission32.

Postinginformationontheinstitution’swebsiteandinlocalandinstitutionalnetworks.RememberalsotoinsertinformationintotheDoReMiFaSOCRATESon-linecontactandinformationdatabaseforERASMUScoordinators.

Talking to as many people as possible:headsofdepartments,students,teachers,administrativestaff,etc.Beeverywhere,presentbenefitsandsuccesses.

Liaisingwithcolleaguesfromothernationalhighereducationinstitutesandthosefromsupportingprofessionalorganisations(e.g.theDAAD,NUFFICortheAustrianExchangeService)inordertobepresentatnational and international education fairs.

32 Thisdocumentcanbefoundathttp://europa.eu.int/comm/education/programmes/socrates/ects/doc/guide_en.pdf.

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Makingsurethatyouhavesufficientinformation about your foreign partner institutions, and your

partners having the same information about your institution.Thisinformationshouldincludegeneralinformationbrochures,coursedescriptions,ECTScoursecatalogue,listsofteachersandinformationaboutconcertandprojectactivities.EveninthisageofInternetandbeautifulwebsites,itisgoodtohavematerialsathandwheneverastudentorteachercomesformoreinformation.

Offeringaccesstoreportsofrealizedmobilityand/ortorésumésofsuccessfulcompletedprojects.

Includingwritten informationabouttheERASMUSexchangeprogrammeinthe institution’sstudy

guide, catalogue and information brochures.Makesureyouagreewithyourpartnerinstitutionabroadabouttheexactcontentofthisinformation.Betruthful:advertisewhatispossible,donotexaggeratepossibilities.

Using every opportunity to contribute a short text about the ERASMUS exchange programme tointernal and external publications.

Makinguseofthe(possible)presenceofapublic relations officeinyourinstitution,whichshouldbeabletoprovideassistance.Trytobeclearinallyourpublicrelationseffortsthatyouarenotintendingtocreateadditionalworkbuttoofferuniqueopportunitiesforstudents,teachersandadministrativestaffwithlonglastingandpositiveeffects.

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7 AssIst InteRnAl APPlICAnts

Toassistinterestedstudentsandteacherswantingtoparticipateinanexchange,youshould:

Help students and teachers in your institution with the application procedure.Remindthemofthedeadlinesandselectionrequirements.Helpwithfillinginthevariousforms.Stayintouchwithyourcolleaguesabroadaboutspecificquestionsandneeds.Watchforproblemareas:forexample,studentstendtobelatewiththeproductionofsoundrecordings.Ifnecessary,commentonthestudent’sorteacher’sprospectivedestinationbasedonyourknowledgeofpartnerinstitutions,asyoumightbeabletogiveadviceonwhetherornottheinstitutionissuitablefortheneedsandwishesofthestudentorteacher.

Take time to talk to students about their questions and wishes:astudyabroadorplacementperiodisamajorundertakingforthemandtheywillwanttoprepareitwell.Expectmanyquestionsregardingthestudyorworkprogramme,butalsoaboutpracticalitiessuchashousing,visarequirements,andhowstudentswillbewelcomedandhelpeduponarrival.Talkaboutthebenefits,challenges,andpitfallsofstudyingorworkingabroad,remindingthestudentthathe/shecouldexperiencehis/her‘studyorplacementabroadprocess’bygoingthroughvariousphases.Thesevariousphasescanbedescribedinchronologicalorderofthemobilityperiodasfollows:applicationanxiety,honeymoonstage, cultural shock, initial adjustment, mental isolation, integration and autonomy, departurephase,re-entryphase,reintegration.Foralistoffrequentlyaskedquestionsforstudents,pleasevisitthestudentsectionoftheDoReMiFaSOCRATESwebsite33.AdviseyourstudentstoregisteratthePHILOXwebsite,whichconnectsEuropeanstudentssearchingforstudy,work,travelandotherinformation34.

Besincerewhenconfrontedwithfearsconcerningdelaysofstudyprogressafterthereturnfromastudyorplacementabroadperiod.Recognitionisacomplexmatteranditmightcausedelaysincompletingthestudies,althoughthisistobeavoidedatallcosts.

Beclearaboutthetime-lineforvariousinternalandexternalselectionandapplicationprocedures.Trytoindicatewhenthestudentshouldexpectadecisionregardingthemobilityperiod.Keeptrackoftheapplicationofthestudentyouaresendingduringtheselectionprocessatthehostinstitution.

Expect thesametypesofquestions fromteachers:Howmanystudentswill I teach?What is therepertoire I am supposed to work with? Am I supposed to give a concert as well? Where will Istay?Fora listof frequentlyaskedquestionsforteachers,pleasevisit theteachersectionof theDoReMiFaSOCRATESwebsiteoftheAEC35.

33 Seewww.doremifasocrates.org/students.

34 Seewww.philox.eu.

35 Seewww.doremifasocrates.org/teachers.

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Atthispointintheprocess,itisusuallywiseto establish a direct contact between teacherstodiscussforthcomingstudyperiodsofstudentsor teachingvisits. If thecontactbetweenteachersalreadyexists,thiswillmakeconsultationseveneasier.

Staff may ask you questions regarding the training institutions, training programme, reportingprocedures,andpracticalitiessuchastravelandaccommodation.

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8 AssIst exteRnAl APPlICAnts

Assistinterestedstudentsandteacherswanting to come on an exchangebyconsideringthefollowingpoints:helpyourcolleagueinthepartnerinstitutionbygivinginformationonyourdeadlines,yourselection requirements, and your study programmes for individual students and your teachingactivitiesfor individualteachers.Ifneeded,referinterestedpersonstotherelevantpersonwithinyourinstitution,butalwaysinformyourERASMUScoordinatorcolleaguethatyouhavedoneso.

8.1 If an application from an incoming student arrives:

• Checktheapplicationforitscompleteness,forexample:hastheapplicationbeenapprovedbytheresponsiblepersonsinthesendinginstitutionandisthelearningagreementformincluded?

• Starttheinternalprocedurefortheselectionandadmissionoftheapplicant.Contactteachingand administrative staff regarding the application and urge them to give an answer relativelysoon.

• Keeptrackoftheapplicationoftheincomingstudentduringtheselectionprocessatyourowninstitution.

• Onceyouhavereceivedananswer fromthe internalprocedure forselectionandadmissions,including an offer of subjects confirmed on the learning agreement form and signed by theresponsibleauthority(/ies)ofyourinstitution,immediatelynotifyyourpartnerinstitutionoftheresult.

• Iftheprocedureistakingmoretimethanusual,informthepartnerinstitutionwhyandindicatewhenyouexpecttobeabletogiveananswer.There isnothingsounsettlingforastudentassendinganapplicationforanexchangeandnothearinganythingforalongperiodoftime.

• Ifastudentisaccepted,writealetterofacceptancetothehomeinstitution(andcopyittotheapplicant)orsendtheletterofacceptancetothestudent(andcopyittothesendinginstitution).Thisproceduremayvaryfrominstitutiontoinstitution,butensureinanycasethattheERASMUScoordinatorinthehomeinstitutionisalwaysinformedaboutsuchdecisions.

• Ifastudentisaccepted,sendhim/herawelcomepackagewithgeneralinformation.

• Exchangeor,ifnecessary,negotiatewiththepartnerinstitutionthelearningagreementwiththeparticipationofthestudentandhis/herteacher,oraskthestudenttodoso,assistedbyhis/herresponsibleauthority.

• Ifapplicable,giveadeadlineuntilwhentheapplicantmustdefinitivelyconfirmwhetherhe/shewantstoaccepttheofferedstudyplacewithintheERASMUSexchange.

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• Starttheinternalprocedureforthenecessaryformalities(enrolment/registrationprocedure)andmake(preliminary)practicalarrangementssuchashousing.

8.2 If a proposal for an incoming teaching visit arrives:

• Collectdetailsontheachievementsoftheteacher(e.g.curriculumvitae,recordings).

• Discusswiththeresponsibleseniormanagementtheextenttowhichtheproposalfitstheneedoftheinstitutionintermsofsubjectareaandtiming.Timingiscrucial.Normally,short-termvisitsshouldnottakeplaceatthesametimewhenotherimportantprojectsarescheduled(unlesstheteachervisitisplannedtobepartofsuchprojects)orduringanexaminationperiod.

• Once the proposal is accepted, develop a clear division of responsibilities between you andwhoeverinyourinstitutionisresponsibleforprojectsandothersimilaractivities.Thinkofthefollowingitems:

- Planning the contents of the teaching visit and its connection to the existing study programme.

- Coordinatingteachingroomsandteachinghours.

- CompletingtheTeachingProgrammesignedbyhomeandhostinstitution.

- Advertisingtheteachingvisitwiththehelpofthepublicrelationsoreventoffice(ifavailable).

- Planningafinalconcertorextraactivitiesifrequired.

- Arrangingforaccommodationandmeals.

- Organizingtransportationandotherlogisticdetailssuchasairporttransportation.

- Informingguestteachersintimeaboutallpracticalarrangements(accommodation,transfers, visitingaddressoftheinstitution,etc),contactpersons(includingtheiravailability)andher/ histimeschedule.

- Discussingfuturecooperationprojects.

- Organizingmeetingswithseniormanagementandwithotherteachingstaff.

- Keepingincontactifunexpectedquestionsshouldariseduringthevisit.

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- Providingguestteacherwithallrequiredconfirmationsbeyondarrival.

- Meetingforanevaluationoftheexchangeactivity.

- ConfirmingtheCompletionofTeachingAssignmentbywritingaconfirmationdocument.

8.3 If a proposal for an incoming staff training visit arrives:

• Collectdetailsontheplannedtrainingperiodofthevisitingstaffmember(e.g.maintopicsandexpectedoutcomes,suggestedtimetable,datesofthevisit).

• Clarifywithinyourinstitutionwhowillbetheexpert/(s)assistingtheincomingstaffmemberandaskthemabouttheirreadinesstodoso.

• Asktheresponsibleseniormanagementfortheirapproval.

• Once the proposal is accepted, develop or delegate the development of a clear division ofresponsibilitiesbetweenwhoeverinyourinstitutionisinvolved.Thinkofthefollowingitems:

- Coordinating training activities, making contacts with the staff responsible at your institution.

- Workingoutatimetableforthetrainingvisit,includingexpertsfrominsidetheinstitutionand venues.

- Completing the Training Programme with signature of the responsible authority.

- Helpingwithallpracticalarrangements.

- Meeting foranevaluationof the trainingactivityanddiscussionon the futurecooperation plans.

- Internaldiscussionofreportwrittenbythemobilestaff.

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9 tHe exCHAnges/vIsIts ARe tAkIng PlACe

All forms have been exchanged, placements arranged, and practicalities prepared: the student,teacherormemberofstaffarrives.Keepinmindthatthesuccessoftheexchangewilldependagreatdealontheadequacyofadvancepreparation.However,evenwithperfectorganisation,expectproblems.Thisisnotsurprising:(oftenyoung)humanbeingsarebeingplacedinnewandchallengingsituations.Alwaystakeintoconsiderationthatthequalityofyourservicesmayconsiderablyinfluencethesuccessofthe(study)periodabroad.Someadvice:

Beopen-mindedandflexible.ThepersondealingwithERASMUSexchangeswillneedtocombinethe knowledge and skills of an organizer, psychologist, counsellor, parent, trouble-shooter, andcommunicator.Keepinmindthatforstudentsthismightbeoneofthemostchallengingexperiencesintheirlivessofar.

Bewelcoming.Taketimeandresourcestoprepareanappropriateeventinordertomakestudentsfeelwelcome.Youcouldcombinesuchaneventwithanactivityalreadyscheduledforregularforeignstudents (i.e. foreign students that are registered as regular students, not through an exchangeprogramme).Ifyouareplanningsuchanactivity,considerthefollowingactions:

• Inviteseniorcolleaguestogreetnewcomers;

• Offeratourofthebuildingandotherfacilities;

• Providewrittendocumentsonyourinstitution;

• Encouragestudentstoaskquestions;

• Showprofessionalunderstandingoftheparticularsituationoftheincomings;

• Trytoestablishanon-intrusivebutpersonalrelationship;

• Encourageexchangestudentstonetwork.

Bereasonableaboutlimits.Beawarethatthereisamaximumtowhatyoucando.Studentsshouldlearntosolvesomeoftheirproblemsontheirown.Trytobeavailableasmuchaspossibleinthefirstdays/weekstohelpstudentslearnhowtofunctioninyourenvironment,butalsocalculateyourtime(andmoney)resourcesbeforeofferingadditionalservices.

Assisttheexchangestudentinhavinghis/herLearningAgreementupdatedandadaptedtotheactualstudy/learningsituation(moreinformationonthisissuecanbefoundin10.1)

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Beconnected.Stayinclosecontactwithyourcontactpersonabroadabouttheachievementsofyourstudents there and the foreign students in your institution. Always keep in mind the uniquenessof the internal culture of the institution seen from an outside perspective. If a serious problemoccurs,contactthehomeinstitutionimmediately.Alsokeepaneyeontheexchangestudentsinyourinstitution:ifyouneverseehim/her,itiseitherbecausehe/shedoesnotneedyourhelporistotallylost.Likedomesticstudents,someexchangestudentsneedadditionalattention,othersless.Talktotherelevantteacher(s)anddepartmentsabouttheprogressandachievementsoftheexchangestudents,takingthelearningagreementasthebasis.

Keepsmiling!

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exIt, evAluAtIon AnD RePoRtIng PHAse

10 AssessMent AnD evAluAtIon

Assessment and evaluation will need to be done throughout the exchange programme on thefollowinglevels:

10.1 individual incoming student

• Checkperiodicallywiththerelevantteacher(s)ordepartmenttodeterminewhetherthestudentisfulfillinghis/herstudyprogrammeandifthenumberofcreditpoints(ifapplicable)originallymentioned in the learning agreement is being earned. Try to discover and understand anydeviationsfromtheoriginal learningagreementandthinkofwaystoresolvethesedeviationsearlyintheprogramme.Attheendofthestudyperiod,fulfilmentofcreditsmustbeverifiedandnotmuchcanbedoneifthestudenthasnotmadesufficientprogress.

• Informyourselfaboutassessment.Havetherelevantindividualteachersassessedthestudentonlyorhashe/sheperformedfora jury/committee? In thiscontext it is important tostressabasicprinciple:inawell-developedexchangeprogramme,theassessmentofthestudent’sstudyperiod should normally be done in the host institution. This not only requires understandingof each other’s assessment procedures and levels, which should have been discussed in thepreparatory phase of the exchange programme, but also a certain amount of trust betweenthepartnerinstitutionsthattheassessmentofthestudenthasbeencompetentandfair.Avoid,almostalways,thesituationinwhichstudentscomebackintothehomeinstitutionandthentakeanexaminationinordertoprovesufficientprogress.Thispracticecountersabasicprincipleofpartnershipandmayputthestudentintotheunpleasantsituationofhavingtolosestudytimebecauseofproblemswithrecognitionofhis/herstudyabroad.

• Makesureyouarefullyinformedaboutstudyandcreditrecognitionrequirementsatthepartnerinstitutioninordertoassistleavingexchangestudentstogetthenecessarydocuments(confirmedperiodofstudyvisit,transcriptofrecords,etc.)fromyourinstitutionbeforeorinrighttimeafterhis/herdeparture.

• Inviteexchangestudentstoevaluatetheirstudystayandaskaboutmeritsandshortfallsbeforetheyreturnhome.

• Answerincomingexchangestudents’inquiriesaboutpossibilitiesofcontinuingtheirstudiesatyourinstitutionwithgreatcare.Donotuseexchangesasarecruitmentmechanism.Alwaysbeopenaboutthismattertoyourcolleagueinthepartnerinstitution,andworkwithinguidelinesandprotocolsacceptedbybothinstitutionsinvolved.

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• Findadirectandindividualwaytosaygoodbyetoyourincomingexchangestudents.

• Encourageincomingexchangestudentstostayincontactwithyourinstitutionandwithfutureexchangestudentsintheirhomeinstitution.

10.2 individual outgoing student

• Checkwithyourpartner internationalrelationscoordinatortodeterminewhetherthestudenthasfulfilledhis/herstudyprogrammeandifthenumberofcreditpoints(ifapplicable)originallymentionedinthelearningagreementwillbeorhasbeenawarded.Clarifythereasonsforanydeviationsfromtheoriginallearningagreement.

• Checkwithatutoratthecompanywhetherthestudenthascompletedhistraining/placementprogrammeintermsofcompetenciesacquiredandnumberofworkinghourscompleted.Askthenecessaryconfirmationdocumentsrequiredforafurtherrecognitionofstudentplacementasapartofhis/herstudyprogramme.Studentsareobligedtoevaluatehis/herplacementperiodbysubmittingthefinalstudentreport.

• Donotforgettoevaluatetheprogressoftheplacementonanon-goingbasisandbereadytotakeappropriateactionincaseofsomefailureofthetrainingagreement.

• Informyourselfaboutassessment.Haveonlyrelevantindividualteachersassessedthestudentorhashe/sheperformedforajury/committee?Here,thesameprincipleappliesasinthecaseoftheassessmentofanincomingexchangestudent.

• Makesureyoufullyinformyourpartnerinstitutionaboutyourownrecognitioninordertoassistexchange students to bring the necessary documents (e.g. confirmed period of study visit,transcriptofrecords).

• Makesurethatyourinstitutionhasdonetherecognitionandassessmentofthestudyperiodorplacementof your returningstudentcorrectly,andhasconverted theappropriatecreditsandgradesintothenationalsystem(whereapplicable)orworkinghoursintocredits.

• Inviteyourexchangestudentsreturningtoyourinstitutiontoevaluatetheirexperience;askthemaboutmeritsandshortfalls.Oftenstudentsareaskedtowriteareport.Ifapplicableandhelpful,exchangethesereportsorsummarieswithyourcolleagueinthepartnerinstitutionabroadandkeepthesereportsonfileforfuturereference.

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10.3 individual teacher exchanges

• Inviteincomingexchangeteacherstoevaluatetheirstayandaskaboutmeritsandshortfalls.

• Invitecommentsontheexchangeteacher’svisitsfromtherelevantdepartment,teachers,andstudents.Youmayevenconsiderhandingoutevaluationforms,althoughtheoutcomesoftheseshouldbehandledwithgreatcare.Exchange the informationwith yourcolleague in thehostinstitutionabroad,ifappropriate.

• Inviteyourreturningexchangeteacherstoevaluatetheirstayabroadandaskaboutmeritsandshortfalls.Insomecases,teachersmaybeaskedtowriteashortreport,whichcouldbehelpfulforevaluation.Insomeinstitutions,teachersareaskedtocompleteaqualityreportofteachingassignments.SuchreportscanbehelpfulforyoureverydayworkasanERASMUScoordinatorandgiveyouvaluableinformationonevaluatedqualityofTAorganisation,academicandotheraspects.

10.4 individual staff visit

• Inviteincomingmobilestafftoevaluatetheirstayandaskaboutmeritsandshortfalls.

• Invitethemtoexpressalsocriticismaboutworkingapproachesofyourinstitutionandtosuggestmeans for improvement. You may even consider handing out evaluation forms, although theoutcomesoftheseshouldbehandledwithgreatcare.Exchangetheinformationwithyourworkingcolleagues,

• Inviteyourreturningstafftoevaluatetheirstayabroadandaskaboutmeritsandshortfalls.Insomecases,staffmaybeaskedtowriteashortreport,whichcouldbehelpfulforevaluation.

10.5 overall evaluation of the eRAsMus exchange programme

• Makesurethatinthecaseoflonglastingpartnerships,youtaketimetoevaluatetheprogrammeafteracertainperiod(e.g.everythreeyears).Beawarethatathoroughevaluationisyourbesttoolforincreasingthequalityofexchanges,bothforthefollow-upandforlearningaboutpartnerinstitutions.

• Makeuseofexitinterviewsofincomingstudents,teachersandstaffparticipatingintheexchangeprogramme.

• Makeuseofevaluationinterviewsandreportsofoutgoingstudents,teachersandstaffparticipatingintheexchangeprogrammeandkeepafileofthesereports.

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• Passonpraiseandcriticismtotherelevantindividualsandgroups.Bereadytoconsiderchangingapproaches/procedures,iftheseapproaches/proceduresarefrequentlycriticised.

• Encouragethecreationofalumninetworksandtutorsystems,throughwhichthecontactswithpartnerinstitutionscanalsobecontinued.

• Trytobenefit fromsynergyeffects:forexample,anexchangeofteachersmayhaveapositiveeffectonstudentexchangesoralastingimplicationforcurriculumdevelopment.

• Evaluatethefunctioningofthebilateralrelations,reflectonanextensionorsuspensionoftheserelations,andstartadialogue,whenneeded.

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CoDA

AtfirstsightitmayseemquiteachallengetogothroughtheseTenSteps.However,professionalsworkinginthefieldofinternationalexchangesknowthatoncetheinternalandexternalproceduresand contacts are well established, contacts can become relatively easy and the process almostautomatic.Atthesametime,therewillalwaysbe(un)pleasantsurprises,whichiswhyworkingwithinternationalrelationsisbothrewardingandchallenging.

Inaddition to the ‘TenSteps’, the followingdocumentsareavailableon theDoReMiFaSOCRATESwebsite(www.doremifasocrates.org)withadditionalinformation:

• ‘FrequentlyAskedQuestions:MusicStudentsInterestedinanExchange’

• ‘FrequentlyAskedQuestions:MusicTeachersInterestedinanExchange’

• ‘CodeofGoodPracticeforEuropeanProgrammeManagementinEuropeanConservatoires’

• Amodelapplicationformforstudentexchanges

• Amodellearningagreementform

• Amodeltranscriptofrecordsform

• Amodeltrainingagreementform

• Amodelbilateral/inter-institutionalagreementform

• Variousdocumentsontherecognitionofstudiesandqualifications

• An on-line database of realised music projects in the framework of Lifelong LearningProgramme

Association Européenne des Conservatoires,Académies de Musique et Musikhochschulen (AEC)PO Box 805 NL-3500AV Utrecht The Netherlands

Tel +31.302361242 Fax +31.302361290Email aecinfo@aecinfo.org Website www.aecinfo.org