Abstract:
Faculty-led programs to Asia can draw valuable insights from Aschaffenburg UAS’ “Total Immersion Week,” an Erasmus+ Blended Intensive Program (BIP) that integrates intercultural, academic, and project-based learning. The program’s success lies in its blended structure – combining virtual pre-departure preparation with a dynamic, in-country immersion. For Asia-focused programs, this model suggests pairing online modules on Asian languages, regional etiquette, and geopolitical context with intensive in-person experiences that include company visits, traditional workshops, and urban-rural contrasts.

Collaborative projects are central to the BIP’s impact. In Asia, this could translate into student teams tackling regionspecific issues – like urban sustainability, digital innovation, or heritage preservation – often in partnership with local universities or businesses. Embedding language tasters (e.g., Mandarin, Korean) and cultural challenges promotes active engagement and prepares students for meaningful cross-cultural interactions.

Faculty also benefit through collaborative teaching, shared curriculum design, and sustainable academic partnerships.

Asian destinations can further enrich programs through strong hospitality traditions, innovation ecosystems, and diverse cultural histories.

To maximize learning outcomes, programs should offer flexible formats and opportunities for reflection. Ultimately, the BIP model stresses the importance of experiential learning, intercultural fluency, and regional relevance – principles essential for impactful faculty-led programs also to Asia.

Learning objectives:
– Use online pre-departure content to prepare students culturally and academically before immersion.
– Integrate Asian language tasters, cultural etiquette, and regional communication styles.
– Collaborate with local partners to solve real-world, Asia-specific challenges.
– Build relationships with Asian universities, NGOs, or companies for deeper engagement and contextual learning.
– Design itineraries that contrast urban innovation with rural traditions or heritage sites.
– Co-teach or co-design modules with Asian counterparts for mutual learning.
– Include structured opportunities for students to process and apply their experiences.
– Design repeatable programs with adaptable content across Asian destinations.
– Use these programs to develop adaptability, cross-cultural empathy, and global problem-solving skills.

Target audience:
Those leading or designing faculty-led programs, international office staff, global mobility coordinators, and educators
interested in experiential learning, Asia partnerships, intercultural skills, or embedding the SDGs into short-term programs
will benefit most from this session

Abstract:
This poster explores how a European public university has leveraged two complementary partnership models in the AsiaPacific to achieve sustainable, high-impact collaboration: a joint Sino-French institute in China, and delocalised joint training programs in Cambodia. The key insight is that when partnerships are built not just on mobility, but on co-delivery, shared governance, and longterm strategic alignment, they can drive mutual academic transformation. Aix-Marseille University (AMU) established the WUT-AMU Institute in Wuhan as a joint venture in 2018 to accompany a top Chinese university’s diversification into biology and health sciences. This provided AMU with an institutional base in Asia and redefined its international profile by embedding it within an Asian partner’s development strategy.

In parallel, AMU’s joint degree programs in Pharmacy (with the University of Health Sciences of Cambodia) and Digital Law (with the Royal University of Law and Economics) show how delocalised education, when co-designed and coaccredited, strengthens local capacity, expands inclusive access, and creates new academic pipelines. These initiatives are supported by Erasmus+ KA171 mobility grants that amplify both academic and social impact.

Together, these models demonstrate that anchored, multi-layered partnerships can serve the global good by enabling more equitable, relevant, and resilient higher education ecosystems.

Contribution to SDGs:3,4,5,10,16,17

Learning objectives:
– Understand how institutional anchoring in Asia (e.g., joint institutes) can serve as a strategic platform for long-term collaboration, academic diversification, and regional engagement beyond mobility.
– Discover how delocalised training programs support capacity building by addressing local sectoral needs through codesigned curricula, dual accreditation, and faculty development.
– Examine the role of Erasmus+ KA171 in amplifying the academic and social impact of partnerships, particularly in underresourced contexts.
– Gain insight into managing complex governance and intercultural alignment in multi-country, multi-disciplinary partnerships—addressing challenges such as internal stakeholder engagement, long-term adaptability, and language barriers that can affect academic integration
– Reflect on how combining complementary partnership models can build institutional presence, strengthen academic ecosystems, and generate sustainable global impact

Target audience:
– International Partnerships Managers
– TNE Coordinators
– Erasmus+ Program Coordinators
– Curriculum Developers
– Regional Education Specialists focused on Asia-Pacific and global partnerships
– Regional university networks and development organizations
– Institutions seeking scalable models for transnational education in Asia-Pacific

Abstract:
Joint and double degree programmes represent one of the most advanced and strategic forms of international academic collaboration. By allowing students to pursue an integrated curriculum at two or more institutions and receive either a joint diploma or two separate degrees, these programmes foster academic exchange, mutual recognition, and global competencies. This poster explores selected models of joint and double degree programmes. Drawing on institutional case studies and national frameworks—such as the Erasmus Mundus Joint Masters —the poster highlights both practical implementation models and the strategic rationale for developing such partnerships. Key aspects addressed include programme structures, curriculum design, degree recognition, student mobility, intercultural preparation, and quality assurance. The poster also outlines administrative and legal challenges, sustainability factors, and recommendations for long-term cooperation. By situating these bilateral initiatives within the broader context of transnational education and equitable partnership building, this session offers insights into how joint/double degree collaborations contribute to the creation of inclusive, high-quality academic pathways between Asia and Europe, aligned with the global goals of capacity building, knowledge diplomacy, and sustainable development.

Learning objectives:
– This poster session will equip participants with a comprehensive understanding of the models, opportunities, and challenges associated with joint and double degree programmes between European (Polish) and Asian higher education institutions. Participants will learn to distinguish between various structural models (e.g., sequential vs. integrated), understand key academic and administrative requirements, and explore the mutual benefits for students and institutions.
– The poster will highlight best practices in programme design, including curriculum alignment, language policy, and student support. Poster will also illustrate how strong inter-institutional cooperation and policy support enable successful implementation. Participants will also reflect on how these programmes contribute to internationalisation, transnational learning, and the development of globally competent graduates.

Target audience:
Higher education professionals involved in international partnerships, program development, student mobility, academic policy, TNE, and quality assurance—especially those interested in building or strengthening joint/double programmes between Asia and Europe.