Mısra, SanjayFernandez, LuisAmelio Medina, JoseVillalba de Benito, Maria TeresaMisra, SanjayComputer Engineering2024-07-052024-07-05201711330-36511848-633910.17559/TV-201603082106322-s2.0-85174864366https://doi.org/10.17559/TV-20160308210632https://hdl.handle.net/20.500.14411/2849Medina Merodio, Jose Amelio/0000-0003-3359-4952; Fernandez-Sanz, Luis/0000-0003-0778-0073; Misra, Sanjay/0000-0002-3556-9331Real internationalization of education is the current challenge for students, teachers and universities in Europe after assuming the implementation of the EHEA (European Higher Education Area). The Erasmus programme has been playing a key role in exposing stakeholders to European internationalization. Although the large global figures of the programme are frequently analyzed, it is important to study the effects of the participation in exchange programs on students and teachers. Erasmus Intensive programs enable a closer look at the daily experience of students. In this article, we analyse the effects of intensive international programs on participants' perceptions and attitudes referred to international and multicultural working environments. Data for the analysis were collected through several experiences where ICT students were involved in intensive multinational programs. Results from 125 students using pre- and post-experience questionnaires show interesting benefits of participating in intensive experiences before starting longer or more challenging activities: they feel more motivated to be engaged in semester long staying or professional work abroad, less worries about how to work in multicultural settings, increment in self-confidence, etc.eninfo:eu-repo/semantics/openAccessBologna processErasmus programhigher education systeminformation basestudents in informaticsstudy conditionsArticleQ4Q324410711078WOS:000407081300015