This year has seen the realisation of the further development of our ERASMUS+ scheme related to current arrangements for student mobilities, but also putting in place future plans for student and staff mobilities based on both academic synergies and creative industry engagement. NUA Objective 1: Research and creative industries strategies: In particular the strategic moves made this year have been geared towards new bilateral agreements with EU partners who have similar professional accreditation in particular subject disciplines and courses (i.e. for Architecture and Games Art and Design). NUA Objective 2: Graduate employability and engagement of incoming ERASMUS students with creative industries is an increasingly important dimension of the student experience. The strategic element also focuses on helping the University develop research partnerships to support Creative Europe initiatives for the future in identified disciplines and in areas of regeneration or low engagement with arts and culture. Context: Whilst student mobilities are relatively modest in scale, we believe that they are of high quality and appropriate to the scale of a small specialist arts University. Percentage fluctuations in real numbers are misleading given the small numbers of mobilities involved. Germany and Italy remain popular destinations for study, but we anticipate that this will change as the University?s new agreement come into effect for Fashion (Spain), Games (Spain, Belgium) and design subjects (France, Netherlands). Achievement and participant profiles: All incoming and outgoing ERASMUS+ students passed their respective course units and gained the required ECTS credits ? though as ever, timings of terms/semesters is always tricky to negotiate with some partners. Notably this year was the very strong academic performance of all outgoing participants, with unit marks ranging from 58-85%, with 75% of students performing at 2.1 equivalent or above. 75% of outgoing students participating in mobilities were female and 50% were from BAME groups; Students from SEC 4-7 were well represented (over 50%) and 25% of students had a declared disability; the most common being dyslexia. 75% of student participants were classed as mature (21 or over).