Our study is situated within the context of the "eBelong Sense of Belonging in the Context of New Higher Education Alliances" Erasmus+ project. Our primary objective is to explore the transformative potential of Erasmus+ partnerships in fostering a strong sense of academic belonging. While the overarching goal of the project is to assess and enhance the operational culture of higher education alliances, such as CIVIS, with a focus on promoting inclusive culture development, our research capitalizes on this setting to investigate how strategic collaborations transcend traditional educational boundaries, creating unique and collaborative environments. The research helps us understand the evolving dynamics of higher education in the age of globalization, where educational policies and competencies are continually reshaped within national frameworks (Apple, 2001; 2011).

As articulated in the Erasmus+ Program Guide (2024), Cooperation Partnerships aim to empower organizations to enhance the quality and relevance of their activities, strengthen their networks of partners, bolster their capacity to operate at a transnational level, and promote internationalization through the exchange and development of new practices and ideas. Given the multifaceted nature of these objectives, which are taken into account during project planning and implementation, it becomes evident that traditional binaries between different levels and roles are breaking down. The distinctions between local and transnational levels, individual and institutional roles, and norms and rules become intricate challenges in collaborative efforts, particularly when combined with the overarching aim of fostering a sense of belonging among academics (Veles et al, 2019; Veles & Carter, 2016; Smith et al, 2021) .

Our research is guided by the concept of third spaces, as introduced by scholars like Bhabha (1994) and further developed in educational contexts by Soja (1996) and Gutiérrez (2008). This perspective acknowledges that our ideas and knowledge are shaped by the various cultures we encounter, placing us in a perpetual state of cultural hybridity. Bhabha's notion of the third space disrupts traditional binary distinctions, offering an alternative framework for understanding and expressing our identities. We apply this concept to analyze the tensions within Erasmus+ partnerships, both at the individual and institutional levels, as Zeichner (2010) has done in the context of professional practice.

By adopting the concept of the third space as a metaphor, we highlight how the merging point of local/transnational levels and individual/institutional roles creates a dynamic environment where new rules, norms, identities, and practices can emerge. Grounded in the theoretical frameworks of third spaces, our research explores how the interplay between diverse educational practices and cultures contributes to the development of a shared sense of identity and community among academics involved in Erasmus partnerships.

Our research questions are: How are Erasmus+ partnerships perceived by participants in terms of cultural and educational integration? In what ways do these collaborations blend local and transnational levels, roles, and norms? How does the concept of belonging evolve within these partnerships? To what extent do Erasmus+ partnerships foster shared identities among academics? Through these questions, we aim to highlight the innovative potential of Erasmus+ partnerships in nurturing a sense of belonging and shaping a new international academic identity in an increasingly interconnected educational world.

This research is conducted within the framework of the "eBelong: Sense of Belonging in the Context of New Higher Education Alliances" project, a collaborative effort involving representatives from five universities: the University of Bucharest, Universidad Autónoma de Madrid, Université d'Aix Marseille, Ethniko kai Kapodistriako Panepistimio Athinon, and Eberhard Karls Universität Tübingen. To investigate Erasmus+ partnerships as "third spaces," we employ a qualitative methodology designed to delve into the complex nature and dynamics of these collaborative environments. The qualitative research approach was chosen due to its focus on understanding complex social phenomena within the context of Erasmus+ partnerships (Denzin,& Lincoln, 2011). Our methodological approach seeks to uncover how Erasmus+ partnerships function as third spaces, emphasizing their role in transcending and redefining traditional binaries such as local versus transnational levels, individual versus institutional roles, and norms versus rules, ultimately giving rise to innovative practices. To achieve this, we employ discourse analysis and conduct interviews and focus groups to capture both the conceptualization and the understandings of participants. Discourse analysis (Fairclough, 1992) is used for understanding policy documents related to Erasmus+ partnerships, including program guides and project materials. We examine these documents through the lens of the third space, paying particular attention to instances that illuminate the negotiation of cultural and disciplinary boundaries, the evolution of shared practices, and the cultivation of a sense of belonging among participants. This process involves coding the materials for specific themes related to third spaces and the aforementioned binaries, while also remaining open to the emergence of other relevant themes. Furthermore, we conduct interviews and focus groups (Morgan, 1997) with members of the project team from all five partner universities. To broaden our perspective, we plan to distribute open-ended surveys in English among academics from these universities who have been involved in other Erasmus projects. This comprehensive approach ensures a well-rounded understanding of the dynamics, perceptions, and experiences related to Erasmus+ partnerships as third spaces, contributing valuable insights to the field of higher education research. We explore how participation in these partnerships influences identity development, shapes the co-creation of knowledge, and impacts engagement with diverse educational practices.

The expected outcomes involve a comprehensive analysis of various data sources from five different European universities. The research will delve into policy and project documents, as well as transcripts of individual interviews, focus groups, and surveys conducted with participants from these universities. The primary focus of the analysis will revolve around several key research questions. First, the study aims to explore how the participants involved in these partnerships understand the concept of partnerships itself. This examination will shed light on their perceptions, expectations, and interpretations of collaborative efforts within the Erasmus+ framework. Additionally, the research will investigate the extent to which Erasmus+ partnerships facilitate the merging of local and transnational levels. It will also explore how these partnerships impact individual and institutional roles, as well as norms and rules within the academic setting. This analysis will provide valuable insights into the dynamics of cross-border collaboration and the influence of Erasmus+ on academic institutions and individuals. Furthermore, the study aims to reconceptualize the notion of a "sense of belonging" within the context of Erasmus+ partnerships, viewing them as "third spaces." This perspective offers a unique lens through which to understand the evolving identities and relationships that emerge as a result of these partnerships. Lastly, the research seeks to assess the extent to which Erasmus+ partnerships promote the creation of shared identities among academics. This exploration will provide valuable insights into the social and cultural impacts of international collaboration in the academic world. Ultimately, after a collaborative process of data analysis using coding techniques, the project team plans to engage in member-checking to validate the credibility and plausibility of their findings. This rigorous approach ensures that the research outcomes are robust and reliable, contributing to a deeper understanding of Erasmus+ partnerships and their implications for academia and higher education in Europe.

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