This workshop addresses student well-being in international mobility across the full mobility cycle, using materials developed within the Mobile Minds in Motion (MMM) as a central case study. It combines thematic content on mental health with applied research training, offering participants both conceptual understanding and practical research skills.
The content is structured around the three key phases of mobility (before, during, and after the experience), focusing on emotional preparation, adaptation challenges, and reintegration processes. Within each phase, students explore common psychological, academic, and social difficulties, as well as the positive and transformative impact of mobility, including the development of resilience, self-confidence, autonomy, and intercultural competence. The workshop presents mobility as a realistic and multifaceted experience, where challenges and personal growth are closely interconnected.
In parallel, participants are introduced to core research methodologies used in the MMM project, including survey design, focus groups, and thematic analysis. Through guided, hands-on activities, they engage in analysing sample data, interpreting findings, and reflecting on research outcomes within a transnational, multicultural, and multilingual context.
Building on this, the workshop also addresses knowledge transfer practices, encouraging participants to translate research findings into practical outputs (e.g., guidelines, interventions, or awareness materials). The MMM project serves not only as a case study but also as a starting point for critical reflection and the development of small-scale research or intervention ideas related to student mobility and well-being.
Dates: November 10 - December 10 (Blended learning. Online sessions: Novemeber 12, 19 and 26 from 10:00 to 13:00).
Day 1. Understanding mobility and research foundations
- Mobility cycle and mental health challenges across phases
- Introduction to MMM research design (survey methods and focus groups)
Day 2. Data analysis and interpretation
- Introduction to thematic analysis and interpretation of qualitative data
- Group work with sample data and discussion of findings
Day 3. From research to practice
- Knowledge transfer: transforming research into practical outputs (guidelines, materials)
- Development of mini research or intervention proposals by participants
Content and Methodology
Prerequisites:
-Having conducted an international mobility of at least 1 month or planning to conduct a 1-month mobility in 2026 or 2027.
-PhD students interested in research in mental health-related topics.
The workshop follows an interactive, student-centred, and experiential approach, aligned with the learning principles of EUGLOH. It integrates two complementary dimensions: (1) thematic learning on student well-being in mobility and (2) applied research training in social and mental health contexts.
The methodology combines short multimedia inputs (video excerpts and selected podcast clips) with guided, practice-oriented activities designed to foster reflection, discussion, and skill development. Each phase of the mobility cycle is introduced through brief audiovisual materials, followed by scenario-based group work, where participants analyse common situations (e.g., pre-departure anxiety, homesickness, academic stress, reintegration challenges) and collaboratively propose coping strategies. Interactive elements such as quizzes, reflection prompts, and peer discussions are used to normalise experiences and encourage active engagement.
In parallel, the workshop incorporates a hands-on research component, using the MMM as a case study. Participants are introduced to key research methods, including survey design, focus groups, and thematic analysis, and engage in practical tasks such as analysing sample data, interpreting findings, and discussing results. Particular emphasis is placed on developing the ability to translate research into practice, by exploring how findings can inform guidelines, interventions, and awareness-raising materials.
Each day concludes with a facilitated synthesis session, in which participants consolidate key insights from both thematic and methodological perspectives. This includes identifying practical coping tools, mapping available support systems, reviewing core research methods, and reflecting on examples of knowledge transfer.
Overall, the methodology emphasises active participation, peer learning, and real-life application, ensuring that participants not only gain awareness of mobility-related challenges but also develop transferable research and analytical skills relevant to their doctoral studies and future academic or professional work.
Aligned with the EUGLOH Alliance Competences Framework, the workshop contributes to the development of the following competencies:
Core transversal competences:
- Problem solving: analysing complex mobility-related challenges and identifying context-sensitive responses
- Information and data literacy: interpreting qualitative and quantitative data in social and mental health research contexts
- Communication and collaboration: engaging in peer discussion, presenting ideas, and working in international and interdisciplinary teams
Research and doctoral-level competencies:
- Research design and data analysis: understanding and applying methods such as surveys, focus groups, and thematic analysis
- Critical thinking and interpretation: evaluating research findings and linking them to real-world mobility contexts
- Knowledge transfer and impact: translating research outcomes into practical tools, guidelines, or interventions
Personal, intercultural, and global competences:
- Self-awareness and well-being management: recognising emotional challenges and applying coping strategies in international contexts
- Adaptability and resilience: managing uncertainty, transitions, and complex environments during mobility
- Intercultural competence: understanding and engaging with diverse cultural, academic, and social contexts
- Global health awareness: understanding mental health as part of broader societal and educational systems
These competencies support participants in developing both research capacity and personal resilience, enabling them to act as informed and responsible contributors in transnational academic environments.
