Copyright 2021 - Erasmus Office IHU Sindos

Institutional Strategy

A. Erasmus Charter for Higher Education 2014-2020

ATEITH was awarded the Erasmus Charter for Higher Education under the Erasmus+ Programme from the Education, Audiovisual and Culture Executive Agency (EACEA) at 9/12/2013, according to the corresponding call for proposals 2013 - DG EAC/S06/13 (2013/C 85/07).

Erasmus Charter 2014-2020

B. Erasmus Policy Statement (Overall Strategy)

The strategy of international development is a constituent part of the Institute's main strategy, strongly related to EU regulations, international standards and provisions. By implementing this international strategy, the Institute becomes part of the EU education institutions network and contributes to the EU targets of increasing the cooperation between industry and education, strengthening the cooperation of EU higher education institutions, as well as, increasing the innovation transfer.

The Institute's international strategy is based on the principle that learning abroad equips students with a wide range of competencies, which, in addition to improved language skills and knowledge gained through study, provide the ability to understand different perspectives and cultures and lead to self-reliant, independent and culturally aware individuals. Moreover, international exchange programs also benefit individuals who realize traineeships in companies and research institutes. Participating students and faculty gain a better understanding of other economies and corporate thinking. This unique experience gives them the edge in an increasingly competitive labor market and continues to have a positive impact throughout their careers.

Finally, international exchange programs highlight the role of universities: their political and societal responsibilities and their contribution to the dialogue towards the common good.

Working in partnership with other international institutions is fundamental to the way in which we meet our strategic aims of promoting participation in higher and further education, contributing to regional economic growth and strengthening the internationalism of the Institute. The following criteria are used for determining successful international partnerships:

  • Strategic fit of the partner with the mission of our Institute. The partner's international reputation plays a key role in such a choice. Common study programs and research interests are thoroughly examined, before entering in such a partnership.

  • Preparedness of the partner to demonstrate appropriate quality assurance mechanisms. This criterion should be reflected in common study programs that normally should be available to our students. An automatic academic recognition procedure between the countries and a common credit transfer systems (ECTS) must be established beforehand.

  • Legal standing of the partner and ability to enter into partnership arrangements.

  • Evaluation of the ways in which the partnership would support the strategic aims of our Institute.

  • Financial health of the partner and financial viability of the proposed collaboration. If the partnership is supported by EU or other agreements, a thorough examination of the financial terms is performed.

  • Level of risk associated with the collaboration and our assessment that the risk is manageable (geopolitical etc.).

  • Collateral value of the collaboration for both the Institute and the partner.

  • Cost of living in host institution country, fees or other hidden costs that may deter student/staff mobility.


Most partners are scattered across the EU countries and the majority of our non-EU partners (within Erasmus-Mundus framework) are spread across former USSR republics such as Georgia, Armenia, Azerbaijan etc. The main overall objectives of the proposed mobility scheme are:

  • To promote cooperation between sending and hosting institutions, thus mutually enriching the educational environment of both, to share responsibility and accountability for their joint efforts in partnership by facilitating transfer of know- how and good practices, to broaden and reform the curricula they offer.

  • To enable motivated students to benefit linguistically, culturally and educationally from the experience of pursuing academic studies in another country.

  • To provide students from vulnerable groups (i.e. disabled students) with opportunities for further education and professional development.

  • To allow local students to benefit from the knowledge and expertise of visiting academic staff from universities participating in the programme.

  • To enhance the skills and qualifications of academic and administration staff so that they can contribute actively towards the improvement of quality in university education methodology and pedagogical methods, the evolution of education governance schemes and the promotion of innovative research methods.

  • To improve the transparency and recognition of studies and qualifications, in particular by favouring the practical implementation of Common Areas of Higher education, as suggested by the Bologna process and European Credit Transfer System.

  • To enhance in the medium term the political, cultural, educational and economical links between the European Union and other countries, promoting common values of respect for human rights, fundamental freedoms, peace, democracy, good governance, gender, equality, solidarity and justice.


C. Organisation and Implementation

The organisation units engaged in the support and realisation of the above mentioned strategy, together with their responsibilties are described under the "Structure" tab of Erasmus Organisation.

D. Expected Impact

i. Increasing the number of higher education graduates.
Our participation will help develop clear progression routes from vocational and other education types into higher education. It is expected to have a positive impact on the development of a national qualification framework and on the recognition of learning and experience gained outside formal education. Moreover it is expected to increase the number of students from underrepresented groups and non-traditional learners, including adults, whereas a reduction of drop-outs is also expected.

ii. Improving the quality and relevance of teaching and research training, equipping graduates with the knowledge and core transferable competences they need to succeed in high-skill occupations.
Participation to the program is expected to have a positive impact in adapting quality assurance and funding mechanisms in order to reward success in equipping students for the labor market and promote graduate employability. A major advantage will come by better exploiting ICTs to enable more effective and personalised learning experiences, teaching and research methods. Finally, it is expected to introduce incentives for our departments to invest in continuous development of their staff and to reward excellence in teaching.

iii. Providing more opportunities for students to gain additional skills through study or training abroad, and encouraging cross-border co-operation to boost higher education performance.
All unnecessary barriers to cross-border co-operation and exchanges are expected to be eliminated by encouraging institutions to build mobility into curricula. This will have a positive impact in improving access, employment conditions and progression opportunities for students, researchers and teachers.

iv. Strengthening the "knowledge triangle", linking education, research and business.
A knowledge-transfer infrastructure will be created aiming to stimulate the development of entrepreneurial skills. This is expected to enhance the capacity of the institution to engage in start-ups and spin-offs. Partnership and cooperation with business will be encouraged through appropriate reward structures for multidisciplinary and cross- organisational cooperation. Participation to the programme will help promote our systematic involvement in integrated development plans and attract regional support towards higher education-business cooperation.

v. Creating effective governance and funding mechanisms in support of excellence.
Participation will encourage a better identification of the real costs of education and research and will help targeting the available funding mechanisms to the actual Institute needs. At the same time it is expected to encourage the modernisation of human resource management within the Institute. Finally, it will help ensure that the Institute will have the autonomy to set strategic directions, attract teaching and research staff of the highest level and develop centres of excellence.

Rector of ATEITH
Prof. Panagiotis Tzionas


f t g m

Διεθνές Πανεπιστήμιο της Ελλάδος (Αλεξάνδρεια Πανεπιστημιούπολη)
Γραφείο Erasmus
Κτήριο Τμήματος Βρεφονηπιοκομίας-Μαιευτικής,
1ος Όροφος

Τ.Θ. 141

57400 Σίνδος, Θεσσαλονίκη, Ελλάδα

Τηλ. Voice/Fax Data:

(+30) 2310 013709, 712

Contact email:

Αυτή η διεύθυνση ηλεκτρονικού ταχυδρομείου προστατεύεται από τους αυτοματισμούς αποστολέων ανεπιθύμητων μηνυμάτων. Χρειάζεται να ενεργοποιήσετε τη JavaScript για να μπορέσετε να τη δείτε.

Αυτή η διεύθυνση ηλεκτρονικού ταχυδρομείου προστατεύεται από τους αυτοματισμούς αποστολέων ανεπιθύμητων μηνυμάτων. Χρειάζεται να ενεργοποιήσετε τη JavaScript για να μπορέσετε να τη δείτε.

Αυτή η διεύθυνση ηλεκτρονικού ταχυδρομείου προστατεύεται από τους αυτοματισμούς αποστολέων ανεπιθύμητων μηνυμάτων. Χρειάζεται να ενεργοποιήσετε τη JavaScript για να μπορέσετε να τη δείτε.

International Relations Office
Building of the Department of Early Childhood Care & Education, 1st floor
International Hellenic University - Alexander Campus (former ATEITh)
P.O. Box 141, 57400 Sindos, Thessaloniki, Greece