In the context of an ERASMUS+ project (CONNECT –Intercultural Learning Network), focus groups were setup at the University of Limerick. Using quantitative and qualitative research methods such as questionnaires and essays, we analyse students’ perceptions of their own need for specific preparation, when asked prior and subsequent to Erasmus periods abroad. In our paper we look at aspects such as preparation for the study abroad experience, intercultural learning and student perceptions of training needs as well as other aspects they found important or lacking in their preparation or actual experience abroad in the context of a European training project. In order to do so we will introduce the CONNECT project which we are currently developing with partners in eight European countries. This project is a cross-sectoral project, bringing together practitioners and experts from the university and youth sector. It was initiated to create an innovative intercultural learning scenario, consisting of an e-learning platform and curricula for pre-departure and re-entry orientation, to support Erasmus participants in the higher education sector before, during and after their exchange by integrating methods and concepts from non-formal youth education to formal education. In our article, we will report on initial findings and feedback regarding the face-to-face curricula for pre-departure orientation at Limerick University and give a short overview of perceived student needs and ideas for sustainable mentoring programmes from students who had not participated in the programme but had experienced studying abroad.

Die im vorliegenden Artikel vorgenommene Beschreibung und Beurteilung des Erasmus-Dozierendenaustauschs versteht sich als schlaglichtartiger Bericht aus der Praxis aus Lehrendenperspektive, in dem neben den persönlichen Erfahrungen die verallgemeinernden Aspekte hervorgehoben werden und der zweierlei zu leisten gedenkt: Zum einen soll auf Basis der gesammelten Eindrücke ein kontrastives Panorama der Unterrichtskulturen dreier Länder entworfen werden. Dabei sind – unter Berücksichtigung der je eigenen historischen Entwicklung akademischer Kulturen wie auch der institutionell-bindenden Entscheidungen für oder wider das jeweilig spezifische Lehr-Lern-Konzept – sowohl die Unterschiede deutscher, französischer und italienischer Veranstaltungen der Literaturwissenschaft vor dem Hintergrund der Studienverlaufspläne als auch die Stärken und Schwächen der diversen Unterrichts- und Prüfungsformen herauszuarbeiten. Zum anderen sollen, darauf aufbauend, Perspektiven für eine Optimierung der eigenen Lehre (als individuelles Ziel) und des Austauschs (als kollektives Ziel) aufgezeigt werden. Die unter diesem Aspekt behandelten Fragen betreffen etwa die Erkenntnisse und den Lernzuwachs aus reziproken Tipps der Kolleg_innen und dem Tenor der Studierenden wie auch die Möglichkeiten einer Verstetigung von Feedback und Evaluation des Erasmus-Programms.

The UK’s 2016 referendum vote to leave the EU cast doubt over its on-going participation in certain European initiatives and institutions, including the popular student exchange programme, Erasmus. Such uncertainty has provoked concern amongst many, not least as studies have shown that shortterm mobility periods can have considerable positive effects not only on students’ future educational and work-related ambitions prospects (European Union 2014) but also on their cultural and linguistic awareness (cf. Mitchell 2012; European Communities 2004; ESN survey 2014). However, until now the focus of such research has predominantly been on nation states and their languages, overlooking one of the founding aims of the Erasmus scheme ‘to promote a quantitative and qualitative improvement of the knowledge of the languages of the European Union, and in particular those which are least widely used and taught’ (emphasis added, European Parliament 1995). Indeed, the potential of an Erasmus period abroad to expose students to some of Europe’s least known and taught languages, namely regional and minority languages (RMLs), has not been investigated in research to date. Therefore, this article will use empirical data gathered from British students who have engaged in short-term mobility in France, Germany and Spain to illustrate the extent such mobility increases students’ awareness of RMLs in Europe.