CONTEXT/BACKGROUND OF THE PROJECT As stated in the ECHE, ?the Conservatorio di Musica Arrigo Boito promotes a policy of international relations designed to develop openness, understanding, and exchange between different cultures, in Europe and in the world; it supports all initiatives that promote a human, educational and professional growth of the people who study and work at this institution, in the belief that music is a universal means for deep communication between people and society?. In this perspective, the CMAB has been actively participating in the Erasmus Program since 2002. It has organized students and staff mobility; it has taken part in the IP "Haydn the Progressive", it has joined 3 mobility consortia (Concerto, Arts, Sued Nord) and the strategic partnership ?VoxEarlyMus?; it has won the Call for International Credit Mobility; outside of the Erasmus Program it has been cooperating with the University of Georgia. OBJECTIVES a) In general: to improve both linguistic and cultural skills and provide individual and social opportunities for all participants. b) In particular: ? for students: to broaden and deepen all forms of learning, from studying to traineeship; ? for teachers: to increase the quality of teaching, through the comparison of teaching methods, exchanges and updating of content; ? for non-academic staff: to foster the exchange of managerial practices and improve cooperation among partners; ? for the institution and the system: to promote the rooting of an international mindset, as a driving force for dialogue and improvement both at the institutional and systemic level. NUMBER AND TYPE/PROFILE OF PARTICIPANTS a) Outgoings: 14 mobilities for teaching and 2 for training; 1 administrative assistant for training; 6 students for studying. As for outgoings, we focused on the use of Mobility Consortia funds, to implement opportunities for traineeship and for training. b) Incomings: 16 teachers for teaching; 8 students for studying. DESCRIPTION OF UNDERTAKEN ACTIVITIES a) Outgoing activities. Following the signed IIAs and the approved and published calls, the selection of candidates (students and staff) was carried out according to a documented, transparent, fair, inclusive, meritocratic, and non-discriminatory process; participants received support in terms of language training and logistics beforehand; during their mobility actions were undertaken to monitor their progress; after the mobility participants received accreditation of teaching/working hours (staff) and credits/grades (students), and were successfully reintegrated into academic life. b) Incoming Activities. The selection of participants was carried out according to 2 criteria: ? Students. Incoming students were examined by departmental committees; before the mobility they were provided with information on accommodation, and supported by the Tutor about their study plans; during the mobility they received support and monitoring from the International Relations Office, the Secretariat for Teaching Activities and the Tutor; after the mobility they received a ToR. ? Teachers. The proposals received were evaluated by departmental committees according to a twofold objective: on the one hand, to integrate the teaching programs with expertise not already available at the institution, on the other to include some teachers into research projects. RESULTS AND IMPACT ATTAINED a) In general: improvement of both linguistic and cultural skills and personal and social opportunities for all participants. b) In particular: ? for students: acquisition of additional knowledge and expertise related to the subjects studied during the mobility, also for those students not in mobility who participated to the seminars held by incoming teachers; ? for teachers: increase in the quality of teaching, through the comparison of teaching methods, exchanges and updating of contents; ? for non-academic staff: exchange of managerial practices and cooperation between partners; ? for the institution and for the system: the seminars held by incoming faculty have enhanced our educational offer, also thanks to their inclusion into research projects; the dialogue with other HEIs has led to an evaluation of weaknesses and strengths. At a systemic level the impact of growing internationalization has had the positive effect to allow for the implementation of good practices, resulting in a qualitative improvement. LONGER-TERM BENEFITS Thanks to the Erasmus Program, a profound change of mindset is taking place that views internationalization no longer as a simple supplementary activity, but as a structural requirement for a modern HEI, representing for it a sustainable and real possibility of being in Europe and in the world with its own roots and traditions. "Traditio" as the transmission of values and knowledge, in an exchange that moves beyond its specific boundaries, and opens up in increasingly wider concentric circles that are diametrically interconnected.