This examined uses of the term "recognition" in relation to student mobility within organized higher educational exchange, particularly within the ERASMUS (European Community Action Scheme for the Mobility of University Students) program in Europe. Using typological and exemplary approaches, the study drew on select reports and other documentation provided by coordinators of Inter-University Cooperation Programmes supported by ERASMUS in addition to meetings conducted with participating students and programme directors as well as from surveys conducted on programs. The examination of these sources revealed that recognition had four meanings in use, three of which were used in the context of study abroad programs. Also, recognition of a period of study is generally considered to be very important. The study also identified six obstacles to recognition, and particularly to full recognition of study abroad. However, despite these obstacles, the study identified seven strategies that institutions use to grant full or partial recognition. Coordinators within the ERASMUS program reported specific recognition problems. Finally the study outlined the recognition provisions, curricular arrangements, assessment and recognition strategies and practical implications within the ERASMUS program. The text includes 11 references and an abbreviated version of the text in German. (JB)