International openness has traditionally been a vocation of LIUC, it being fully aware of the value that international experiences have in educating its students. For this reason it has always placed great emphasis upon experiences that take place at partner universities and that it derives from the presence of foreign students on its degree courses. To facilitate incoming mobility, over the years there have been enabled several degree courses taught entirely in English, particularly in the School of Economics and Management and other degree courses taught partly in English in the School of Engineering and the School of Law. To ensure outgoing mobility, particular attention has been given to the development of collaborative relations with other universities in Europe and outside Europe in order to allow students to integrate the skills they acquire with the growth that comes from the comparison and the inclusion in realities diverse from those to which they are used to. For example, in the academic year 2014/2015 there were 124 bilateral agreements of which 31 were outside Europe. Students who took part in the mobility comprised 195 outgoing (143 to universities in the EU and 52 to non-European universities) and 168 incoming (from 124 universities from 44 EU and non-European universities). In proportion to the number of students enrolled in the first year, the percentage of mobile students therefore approached 10% for those outgoing and 9% for those incoming. The measures covered by the present report are now consolidated within those of the Erasmus programme in which LIUC has now participated since 1993: mobility for study, mobility for internship, mobility for teaching and mobility of the technical/administrative staff. The overall figure for the Erasmus+ project for the academic year 2014-15 saw the mobility of 136 persons outgoing, broken down as follows: 120 for study, 7 for internship, 7 for teaching, 2 members of technical/administrative staff; there were also 114 incoming students. Overall, participants were satisfied with the mobility experience undertaken, both in terms of skills acquired and in terms of personal and/or professional growth. The majority of students believed it had improved their ability to collaborate in groupS, with a relative increase in understanding inter-cultural differences and open-mindedness. The other figure that emerges was the perception of an improved ability to be independent and to adapt to new situations. The impact of mobility of teaching and technical/administrative staff is manifested in a particular way: as greater expertise in their field of work, having expanded their network of contacts and in having strengthened co-operation and relations with partner universities where their mobility was undertaken with evident benefit for the institutions as a whole. The added value of mobility manifests completely not only for students who actively spend a long or short period abroad, but also for those unable or unwilling to face such an expierience where they are able to study and live in multi-ethnic and multi-cultural classes. It is now no longer disputable the cultural enrichment that is being offered to students by sharing, with colleagues of other countries, the classroom and its dynamics: contents and learning processes, styles of communication and relationships, language, behaviour , the scales of priorities and individual growth, and discontinuity. All of the above applies also for teaching staff who can gain, teaching in international classrooms, constant stimulus for critical reflection on their professional identity.