The starting point of the project was to enhance the quality of education and the internationalisation of WSBiNoZ in a lasting, accessible way aligned with the ECHE. We aimed to build an “organisational infrastructure” and a culture of mobility that would allow our students to go abroad without barriers in subsequent cycles with full informational, linguistic, financial and administrative support, and with guaranteed recognition of learning outcomes upon return. Therefore, the project focused both on staff mobilities (job shadowing at universities in Greece and Cyprus) and on strengthening internal processes: transparent recruitment, participant preparation, standardised settlements and recognition procedures, and the digitalisation of mobility management (EWP/OLA). We wanted WSBiNoZ to operate in a way that is straightforward for students, reliable for partners and robust in terms of quality assurance for Academy. This is the foundation on which student mobilities will grow. At the same time, our goal was to level the playing field and genuinely include in the programme those members of our academic community who combine studies with employment or caregiving responsibilities. In practice, this means designing shorter, more flexible formats (blended/short-term), clearer communication about inclusion top-ups, language support and mentoring. In areas such as cosmetology - a key field at WSBiNoZ -we sought partnerships that connect teaching with practice (laboratories, quality standards, patient safety), so that misaligned academic calendars and programme requirements do not block mobilities. Staff mobilities were intended precisely for this purpose: to observe good practices in administration, quality of teaching, promotion and cooperation with younger student cohorts, and then translate them into concrete solutions at our institution (e.g. a simpler application pathway, “mobility ambassadors,” and workshops for teaching staff). From the E+ perspective, we intended to deliver on the horizontal priorities: inclusion and diversity (simple rules, support for persons with disabilities and students with a migration background), digital transformation (digitalisation of document flows and mobility services), as well as elements of the green transition, communicating costs and transport alternatives transparently and, in the longer term, planning shorter but more frequent visits to partner regions. In parallel, we deliberately invested in “pre-mobility” actions: a better outreach strategy (social media, peer-to-peer), clear commitments on recognition and predictable support pathways. These are concrete takeaways from the study visits abroad that we are implementing in the university’s information and organisational policies. During the project we encountered barriers that, according to EU data, affected many institutions across Europe. After the pandemic there was a lower propensity for long stays abroad and a stronger need for stability “close to home,” while the cost-of-living crisis meant that typical grant rates were perceived as insufficient relative to real expenses in host countries. For many of our working students, forgoing income for several months was simply too costly. Our response was systemic. Instead of trying to recruit isolated departures “at all costs,” we built institutional capacity that will allow us in the coming years to offer mobilities that are more flexible, better funded and better prepared. This is how we understand effective and responsible ECHE implementation in the post-pandemic context and under rising living costs. The project also aimed to strengthen teaching quality and reduce student drop-out. Staff visits enabled us to see how partner universities work with students “at risk” (psychological support, tutoring, active teaching methods, short “catch-up” modules, on-demand videos prepared in a professional recording studio). We translated these observations into measures at WSBiNoZ and they inspired an application to the National Centre for Research and Development aimed at minimising drop-out through flexible forms of working with students and modern teaching resources. In this way, staff mobilities generated the multiplier effect expected by the Commission, lasting changes in institutional practice and improved conditions for future student mobilities. In sum, we sought to achieve three things. First, organisational capacity for smoother mobilities: transparent rules, digital document workflows, readiness for recognition and genuine participant support. Second, a mobility offer tailored to our student profile, flexible, inclusive and mindful of living costs. Third, improved teaching quality (including reduced drop-out) by importing good practices from partner universities and embedding them in WSBiNoZ’s day-to-day operations. This consistent approach, aligned with the ECHE and programme priorities, lays the groundwork for growth in both the number and quality of student mobilities.