The engineering training must, like the engineering profession, be open to the world and its differences and to develop this, ENISE has chosen to give an important place to international openness by encouraging the internationalization of its curriculum: - Mobility of students abroad: Today 60% of our graduates have had one or more experiences abroad during their studies. A mobility of at-least three months has been obligatory since September 2013. Our goal is to increase the number of departures for student academic mobility and to support university laboratory internships (unpaid). To prepare students culturally, linguistically and technically, to take the plunge, ENISE organized its first international week from November 24 to 28 2014, with 126 participating students and 61 speakers including 13 foreign partners. - Internationalization of the school and staff mobility abroad: every year ENISE sends and receives teachers through the Erasmus + program. This greatly contributes to the internationalization of our education as well as the relevance of our education because it often deals with very specific areas or state-of-the-art domains. Mobility training is also encouraged which has, over time, allowed staff to develop a more open-minded outlook, particularly towards welcoming foreign students. The teacher or colleague who has performed Erasmus mobility is invested with an ambassadorial mission regarding the partner who welcomed him, and this has a significant impact on the quality and quantity of our exchanges. - Reception of foreign students: every year ENISE welcomes around sixty foreign students. If the number of incoming South American nationalities is clearly increasing, ENISE has managed to revive the reception of European students, notably thanks to the promotion done during ERASMUS staff mobility, to the adaptation of the proposed curriculum and to the implementation up an intensive French course during the summer. Objectives: - Ensure the sustainability of partnerships, allowing the issuance of dual degrees, - Expand the number of European partnerships to validate ECTS during academic study periods, - Increase mobility for final year of studies, - Facilitate the realization of internships and final year projects abroad - Increase the number of European students welcomed, especially through our partnerships which are currently imbalanced. In the 2014 project, ENISE was able to support 44 mobilities including 33 academic study mobilities, 7 internship mobilities, 2 teaching mobilities and 2 staff training mobilities. Among the academic study mobilities, priority was given to 8 dual degree students (at Portsmouth in the United Kingdom and Siegen in Germany). Mobilities in Anglophone countries still dominate student wishes (eight mobilities to Sweden, one to Ireland, nine to the United Kingdom), likewise for internship mobilities, but we have noted that the prestige of the partner institution or the existence of a dual degree can take our students to other countries (six in Germany, six in Spain). The holding of the International Week also helped to direct them to other countries, with an impact noticed from 2015/16. Applications for staff mobility are discussed in the management committee and prioritized according to their contribution to the opening-up of that member of staff and that of the school. Exchanges with Ireland (CIT) have been extended to our three branches: Civil Engineering, Mechanical Engineering and Sensory engineering. Results: - Increased mobility: 44 in 2014 compared to 30 in 2013; especially for academic study periods: 33 in 2014 compared to 14 in 2013; - Increased levels of skills and employability of our graduates and staff: special mention in the appendix of our students’ diploma, emphasis on dual degrees, increase in the number of International Business Programs (VIE) and employment abroad; mobilities taken into account in the annual assessment for staff; - Improvement of the quality and relevance of our training and therefore an increased attractiveness on a national, European and international level: via the Erasmus teaching mobility for foreign staff, via the exchange of best practices and continuous improvement of exchange programs and models with existing partners (signing of a dual degree with the University of Granada, Spain); - Continuing of certain partnerships (with English-speaking countries in particular) and development of new ones (Sweden, Ireland, dual degrees) with a focus on the link between higher education, research and business.