University College London has a strong history of global collaboration. For a number of years, we have participated in Erasmus schemes to successfully facilitate student and staff mobility across Europe. Our 2014/15 Erasmus+ Project aimed to continue this work in the following activities: 1. Supporting a large cohort of students to undertake a year or semester abroad as an integrated part of their UCL degree, with a focus on language acquisition, diversity of learning and employability. 2. Supporting targeted staff mobility for teaching and training in order to continue the globalisation of our community and offer our staff opportunities for personal and professional development. With a student body of nearly 38,000 individuals and nearly 11,000 staff, participation in Erasmus+ is similarly high with over 370 individual mobilities taking place throughout the project. In terms of student study activity, this is primarily amongst undergraduate students, with over 80% of those being undertaken by students for whom the year abroad forms a compulsory part of the programme. Of those students, 12.4% were eligible to receive the Widening Participation Grant for study mobility, which is slightly less than the percentage of undergraduate bursary holders whose incomes are within the same thresholds (17% across all cohorts in 2015). Mobility for Traineeships at UCL is only undertaken by undergraduates taking modern language degrees, where the placement forms a key part of their language acquisition. Second cycle mobility in 2014-15 was undertaken only for study, and funded placements were exclusively for students on our Erasmus Mundus Joint Masters degree, the International Masters in Economy, State & Society. Postgraduate researchers made up the smallest group of student participants, with just one taking up the opportunity in 2014-15. Staff mobility was undertaken by a modest number of staff, with an even split between teaching and training mobility. Reflecting the diversity and range of subjects represented at UCL, the training visits covered a wide range of topics, from general best practice in the administration and delivery of programmes in particular disciplines, to specific work on harassment and bullying procedures and mainstreaming of gender in STEM subjects. Teaching activities were similarly varied, resulting in a range of outcomes including: - Development of a new teaching model for biomedicine with the University of Ljubljana, combining web-based materials (as developed by the UK consortium SysMIC, centred at UCL) with face-to-face training. Creation of training materials for systems approaches in a problem-based fashion for students at three levels of education (1st year, 3rd year and doctoral) available for use by both institutions after completion. - Delivery of advanced-level teaching for students of geophysics, with specific focus on rock and ice physics, earthquakes and Arctic Ocean Dynamics. Staff participants also welcomed the opportunities for personal development during both teaching and training activities, which demonstrates UCL?s commitment to continuous personal and team development, underpinned by the UCL Core Behaviours framework for staff.