Three students took part in traineeships with a total duration of 13 months; 17 took part in study mobility with a total duration of 64 months, of which 12 were from a disadvantaged background; 5 staff took part in teaching mobility, totaling 31 days; 21 staff undertook staff training mobility totaling 183 days. Results of the project Student traineeships: the purpose of this activity was to give our students the chance to gain valuable work experience in an international setting, a better understanding of different work cultures, and to gain exposure to different approaches to team-working and leadership, in addition to gaining sector-specific skills and work-based language learning. The project was successful in meeting overarching objectives and students reported varied benefits in terms of self-development, intercultural skills and employability skills which will directly benefit them in future study and employment. Study mobility: the purpose of the study mobility activity was to allow our students to gain language skills and exposure to other cultures, both in a living and learning context as well as exposure to alternative approaches to their academic discipline. This would support personal development and greater engagement with their ongoing studies. Our students clearly benefited from their mobilities in terms of inter-cultural awareness, broader self-development, and increased responsibility and initiative for their own learning journey. They also reported a feeling of being better connected to the European agenda. Staff mobility: the purpose of staff mobility was to enable staff members across all areas of the university, both professional services and academic sections, to have the opportunity to participate in and learn from the culture and working practice of a European university. It was hoped that this would generate a cross-fertilisation of ideas and sharing of best practice within their own specialism and beyond. Due to differences in funding for higher education, there is potential for UK higher education to become rather inward-facing and the Erasmus+ programme enables academics, practitioners and professional service staff to reengage with the purpose and value of higher education and to reflect on their own organisation and professional practices whilst developing skills relevant to their area. Long term benefits gained ? Upgraded skills and increased engagement of staff and students in their work and studies ? Established individual and professional contacts and networks with European institutions ? Created the basis for future research and teaching links ? Created important precedents for student mobility which we can continue to build on in forthcoming years.