This paper presents the results of a small-scale pilot study that investigates the impact of short-term international mobility experiences on engineering students’ collaboration preferences and perceived teamwork values. As global collaboration becomes increasingly an integral part of higher education, it is important to understand how international experiences shape students' communication and intercultural skills, as teamwork and problem-solving are core competencies.
Drawing on a comparative analysis of university students from eight European countries, the study explores the differences between students who have participated in mobility programs and those who have not. Data were collected via an online survey containing both open- and closed-ended questions. The sample includes students from Austria, Estonia, Germany, Latvia, Lithuania, Poland, Ukraine, and the Czech Republic. Respondents were categorized into two groups based on their prior participation in international mobility programs.
Preliminary results show that students with prior mobility experience consistently rated international collaboration as more important and exhibited preferences for openness, creativity, and leadership in team settings. In contrast, students without such experience prioritized reliability and traditional roles in group work, indicating different collaboration styles influenced by exposure to intercultural contexts. The study applied statistical methods, including chi-square tests for categorical data.
The preliminary findings underline the need for universities to purposefully design mobility programs that reflect diverse student needs and foster inclusive collaboration environments. Furthermore, they suggest the potential value of mixed-experience teams, where students with prior mobility background can support the development of global competencies in their peers. Encouraging the participation of students without prior international exposure—and providing supportive, scaffolded environments—may help reduce barriers to intercultural engagement and broaden participation in global education initiatives.
This study contributes to the discussion on enhancing soft skills through mobility and offers implications for institutional strategies in internationalisation policy, and future program planning. As the demand for globally competent graduates rises, a deeper understanding of students’ collaborative behaviours in international contexts becomes increasingly valuable.
The study is best understood as an exploratory step toward more robust, longitudinal research. Future studies with larger cohorts will help validate the trends identified and refine the connection between student mobility experiences and effective collaboration practices in higher education.

Keywords: International Mobility, Collaboration Preferences, Teamwork Dynamics, Student Exchange Programs.