Integrating Erasmus+ Mobility into the Design and Evaluation of Professional Development Programs for Academic Staff

Abstract

This study examines how Erasmus+ academic staff mobility is promoted and supported within higher education institutions, and how it contributes to staff professional development and institutional enhancement. Drawing on qualitative data from 18 Erasmus+ institutional coordinators across Southern European universities, the research explores both implementation practices and developmental outcomes. Findings show that while formal promotion mechanisms exist, their effectiveness depends on personalized communication, cross-departmental coordination, and clear administrative support. Barriers, including workload pressures, limited incentives, and procedural complexity, continue to restrict participation. Erasmus+ mobility supports pedagogical innovation, intercultural competence, and professional identity. It also contributes to internationalizing the curriculum and academic collaboration. However, these benefits are maximized when mobility is embedded in institutional strategy and followed by reflection or knowledge-sharing processes. The study concludes that mobility becomes a lever for institutional change when it is treated not as an isolated opportunity, but as an integrated component of professional learning. This calls for a more strategic and design-based approach to mobility within higher education.