Erasmus+ Logo

Inclusion and diversity in practice

Three questions for Erasmus+ expert Andrea Menn
In Conversation
Reading time: 5 min.
Text: Dr. Melanie Förster (Interview)

The Erasmus+ programme aims to strengthen equality of opportunity and fairness across all areas of education under the horizontal priority of »Inclusion and Diversity«. In pursuit of this goal, the National Agency Erasmus+ (NA DAAD) has expanded its range of services, initiatives and financial support options considerably in recent years. To evaluate the effectiveness of these initiatives, it also conducted a survey with approximately 7,000 participants, the results of which were published in April 2026. 

Andrea Menn, M.A., has served as head of the "International Office" at Jade University of Applied Sciences, located in Wilhelmshaven, Oldenburg and Elsfleth, since 1995. She has also been an Erasmus+ Coordinator since 1996 and, since 2024, an Erasmus+ expert in the “Inclusion and Diversity” profile group for the NA DAAD. In this interview, she reflects on the findings in light of her extensive practical experience and discusses their implications for fostering a diverse, open and inclusive institution culture.

Ms Menn, more than 60 percent of survey respondents reported they would not have gone abroad without additional funding. At the same time, nearly 70 percent reported that the funding covered most of their expenses during their stay. What feedback have you received from students regarding the top-up amount?

Students are, of course, very appreciative of the additional funding. Many tell us that they would not have been able to undertake a stay abroad without these grants, either because they faced additional expenses or because they were unable to continue working while abroad. The feedback is overwhelmingly positive, and students are often genuinely grateful for the support. We are in a particularly unique position as a university of applied sciences because we have a high number of so-called “first-generation” students – the first in their families to attend university. Among this group, there is particularly strong demand for top-up amounts. Time and again, these students tell us: "Without the top-up amount I could not have gone, or I simply couldn’t have managed to do it." Their experiences highlight that it is not merely a question of willingness.

Many tell us that they would not have been able to undertake a stay abroad without these grants, either because they faced additional expenses or because they were unable to continue working while abroad.
Andrea Menn

In the survey, 71.5 percent of students stated that they had learned about the additional funding through the Erasmus+ coordinators at their home institution. Can you confirm this finding, and how does your institution reach out to disadvantaged groups?

It is not quite that straightforward. You cannot simply approach students and ask, for example, whether they are the first in their family to attend a higher education institution. That is why we make a point of mentioning at every information session that the Erasmus+ programme offers additional funding opportunities for students who meet certain criteria. Providing this information is often the first step towards establishing personal contact. In addition, we use individual advisory sessions to raise awareness of the available support. In that sense, I can certainly understand the survey result. The information materials provided by the NA DAAD are excellent. For example, we distribute postcards on the topic at information events and education fairs, which help make students aware of these opportunities. However, the students who attend information sessions or seek advice are already showing an interest. Yet I do believe there is still a significant gap when it comes to those who never even consider these opportunities, often believing that scholarships are only for the very best students.

Connecting various advisory services is also important to me, such as our International Office, equal opportunity offices, disability support and psychosocial counselling – ensuring students receive information from a range of different sources. That is particularly important because many do not initially feel that Erasmus+ funding is meant for them. It can make a real difference to be reassured and told: "Yes, this opportunity is relevant to you too. It can be valuable for your personal and professional development. Consider it, and we will support you throughout the process." This applies to all students, not only students with fewer opportunities. 

Apart from financial support for students and staff, where else do you see potential for strengthening social inclusion within the Erasmus+ programme?

There is scope for improvement across all areas of inclusion, for students and staff with disabilities, for those with children, although we do not have many of the latter at our institution. Mental health challenges are also on the rise. For example, we recently had a guest student who required psychiatric treatment. Handling such cases demand considerable staff time and close cooperation with other support services, such as psychosocial counselling and the student services association. These situations cannot simply be managed alongside regular duties, nor can they be resolved with a form or an additional € 100. Effective support must be highly individualised, which requires dedicated guidance and well-trained staff. The same applies to students with severe disabilities. Here, too, we need people who say: "We will take care of this." For this reason, I regularly encourage my staff to participate in training opportunities offered by the NA, particularly focusing on diversity and inclusion, which provide valuable opportunities to exchange experiences with colleagues. 

I also believe that we need to expand short-term mobility opportunities, such as Blended Intensive Programmes (BIPs) and similar schemes. These programmes allow students to gain initial international experience through a shorter stay abroad and can encourage them to take the bigger step towards a longer stay in the future. The promotion of applications for real cost support should also be much more active. So, there is still plenty to do, but a great deal has already been achieved. One current example: we have just supported a student who is completing a stay abroad with her three children and was able to take her mother along to help with childcare. I am very much looking forward to hearing about her experiences when she returns in autumn. It’s wonderful to witness how first-generation students and others who never considered studying abroad and initially didn’t think they could do it, eventually do so after all. Studying abroad can be truly a life-changing experience.

More links in German

Handicap equal opportunities First-time graduates interview top-up diversity

More articles