The Opinions regarding the Program of the Students Going Abroad in the Scope of the Erasmus+ Exchange Program

Abstract

The present research aims to examine the opinions of Erasmus+ exchange program students going abroad with the program as part of their experiences. Descriptive phenomenology, one of the qualitative research designs, was used in this study. Thus, open-ended opinion forms, which were answered by 14 students who went abroad in the 2016-2017 academic years with the Erasmus+ exchange program were analyzed by content analysis. The data obtained from the participants were handled under three themes: information acquisition and application; overseas process; contribution, expectation and suggestion. The findings obtained in this study suggest that it is important for the coordinators to keep the interaction with the students at the highest level to run the program in a healthier way. Besides, it is recommended that informative meetings are held at universities about exchange programs for students and that the peers participating in the Erasmus+ exchange program are given a voice in the meetings.

Keywords

• Erasmus+ program
• internationalization
• mobility in higher education

References

1. Acikgoz, E., Catikoglu, E., Hephep, G., & Karaca, O. (2020). Erasmus programina katilan ogrencilerin yasadiklari sorunlar ve cozum onerileri: Karabuk universitesi ornegi. Journal of Humanities and Tourism Research, 10(1), 161-181.
2. Adanir, Y., & Susam, E. (2019). Yuksekogretim ogrencilerinin Erasmus+ programi hakkindaki gorusleri (Mus Alparslan Universitesi ornegi). Journal of History School, 43, 1584-1612.
3. Adiguzel, I. B. (2013). Erasmus programına katilan genclerin Türkiye'deki ve gittikleri ulkelerdeki genclere ve genclik hizmetlerine iliskin gorusleri. Unpublished Master’s Thesis, Hacettepe University, Institute of Social Sciences, Ankara.
4. Aktan, E., & Sari, B. (2010). An inquiry on application process of EU Erasmus Programme & students’ views regarding Erasmus programme of student exchange. European Perspectives on Internationalization, (Exedra Special Issue), 239-268.
5. Boyaci, A. (2011). Erasmus degisim programi ogrencilerinin geldikleri ve Türkiye’de ogrenim gordukleri universitedeki sinif yonetimine iliskin karsilastirmali gorusleri (Anadolu Universitesi Ornegi). Eğitim ve Bilim, 36(159), 270-282.
6. Buyukozturk, S., Cakmak, E. K., Akgun, O. E., Karadeniz, S., & Demirel, F. (2017). Bilimsel arastirma yontemleri. Ankara: Pegem Akademi Publishing.
7. Cepni O., Aydin F., & Kilinc A. C., (2018). Erasmus programina katilan ogrencilerin yasadiklari sorunlar ve cozum onerileri: Fenomenolojik bir arastirma. Yüksekogretim ve Bilim Dergisi/Journal of Higher Education and Science, 8(3), 436-450. https://doi.org/10.5961/jhes.2018.285
8. Demir, A., & Demir, S. (2009). Erasmus programinin kulturlerarası diyalog ve etkilesim acisindan degerlendirilmesi (ogretmen adaylariyla nitel bir calisma). Uluslararasi Sosyal Arastirmalar Dergisi, 2(9), 95-105.

9. Dincer, Ç., Aslan, B., & Bayraktar, A. (2017). Ankara Universitesi Erasmus koordinatorlerinin Erasmus programina iliskin gorusleri. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 50(2), 201-225.
10. Duman, S. N. (2020). Erasmus programına katılan öğretmen adaylarının deneyimleri. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 10(2), 239-256.
11. Ersoy, A. (2013). Turkish teacher candidates’ challenges regarding cross-cultural experiences: Case of erasmus exchange program. Education and Science, 38(168), 154- 166.
12. Ersoy, A. F. (2017). Fenomenoloji. A. Saban ve A. Ersoy (Eds.) Eğitimde nitel araştırma desenleri (2. Edition). Ankara: Anı Publishing.
13. Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7. Edition). McGraw-Hill.
14. González, C. R., Mesanza, R. B., & Mariel, P. (2011). The determinants of international student mobility flows: an empirical study on the Erasmus programme. Higher Education, 62(4), 413-430.
15. Jacobone, V. & Moro, G. (2015) Evaluating the impact of the Erasmus programme: skills and European identity. Assessment & Evaluation in Higher Education, 40(2), 309- 328, DOI: 10.1080/02602938.2014.909005
16. Kabakcı, G. Z., & Simsek, B. (2015). Kulturler arasında gocmen haller ''Erasmus maceram'' digital hikayeler. Hacettepe Universitesi İletisim Fakultesi Kulturel Çalismalar Dergisi, 2(1), 153-185.
17. Kasalak, G. (2013). Ogretim elemanlarinin Erasmus personel ders verme hareketliligine iliskin gorusleri: Akdeniz Universitesi ornegi. Yüksekogretim ve Bilim Dergisi, 3(2),133-141.
18. Kayalar, F. (2015). Views of teaching staff joining ınternational educational programmes upon globalization and ınternationalization. International Academic Conference on Teaching, Learning and E-learning in Vienna 2015 (IAC-TLEl 2015 in Vienna) (s. 177-186). Czech Institute of Academic Education, Viyana, Austria.
19. Kis, A., & Konan, N. (2012). Inönü Universitesi ogretim elemanlarinin AB egitim programlarindan Erasmus’a iliskin bilgi ve gorusleri. Ankara Avrupa Calismalari Dergisi, 11(1), 41-60.
20. Marcotte, C., J. Desroches, & I. Poupart. 2007. Preparing ınternationally minded business graduates: the role of ınternational mobility programs. International Journal of Intercultural Relations 31: 655–668.
21. Merriam, S. B. (2013). Nitel arastirma desen ve uygulama icin bir rehber (S. Turan, Çev.) Ankara: Nobel Publishing.
22. Miles, M., & Huberman, A. M. (1994). Qualitative data analysis. London: SAGE.
23. Mitchell, K. (2012). Student mobility and European identity: Erasmus study as a civic experience?. Journal of Contemporary European Research. 8 (4), pp. 490‐518
24. Ortas, I. (2008). Turkiye icin ulusal bir Erasmus programı gerekli mi? Degerlendirme, Tartisma ve Cevap Yazilari, 249-254.
25. Onder, R. K., & Balci, A. (2010). Erasmus öğrenci öğrenim hareketliliği programının 2007 yılında programdan yararlanan Türk öğrenciler üzerindeki etkileri. Ankara Avrupa Çalışmaları Dergisi, 9(2), 93-116.
26. Ozdem, G. (2013). Yuksekogretim kurumlarinda Erasmus programinin degerlendirilmesi (Giresun Universitesi ornegi). Education Administration: Theory and Practice, 1(19), 61-98.
27. Ozkan, A., & Mutdogan, S. (2018). Erasmus Programi’nin tasarim ogrencilerinin yasam ve egitimlerine katkisi. The Turkish Online Journal of Design, Art and Communication TOJDAC, 8(2), 153-165
28. Paksoy, H. M., Paksoy, S., & Ozcalici, M. (2012). Turkiye’de yuksek ogrenim goren yabanci uyruklu ogrencilerin sosyal sorunlari: GAP bolgesi universiteleri ornegi. Kahramanmaras Sutcu Imam Universitesi Iktisadi ve Idari Bilimler Fakultesi Dergisi, 2(2), 85-94.
29. Rivza, B. & Teichler, U. (2007). The changing role of student mobility. Higher Education Policy, 20(4), 457-475.
30. Saban, A., Cenberci, S., & Cenberci, E. (2019). Lisans ogrencilerinin Erasmus ogrenci ogrenim hareketliligi programi'na iliskin farkindaliklari ve tutumlari. Electronic Journal of Social Sciences, 18(69), 438-453. doi: 10.17755/esosder.362659
31. Saglam, M., Ozudogru, F., & Ciray, F. (2011). Avrupa Birligi egitim politikalari ve Turk Egitim Sistemi’ne etkileri. Yuzuncu Yıl Universitesi Egitim Fakültesi Dergisi, 8(1), 87- 109.
32. Saritas, E. (2011). Avrupa Birligi Erasmus programina katilan Turk ve yabanci ogrencilerin programla ilgili goruslerinin karilastirilmasi. Unpublished Master’s Thesis, Uludag University, Institute of Educational Sciences, Bursa.
33. Sigalas, E. (2009). Does ERASMUS Student Mobility promote a European Identity? (No. p0036). University of Hamburg, Faculty for Economics and Social Sciences, Department of Social Sciences, Institute of Political Science.
34. Taskaya, S. M., Unal, E., & Akbasli, S. (2010). Sınıf öğretmeni adaylarının Avrupa Birliği’ne ilişkin tutumları. Education Sciences, 5(4), 1846-1860
35. Teichler, U. (1996). Student mobility in the framework of ERASMUS: Findings of an evaluation study. European Journal of Education, 31(2), 153-179.
36. Usta, M. E., Demirtas, Z., & Demir, M. S. (2013). Yurtdisina gitmis egitimcilerin küresellesmeye iliskin gorusleri. Yuzuncu Yıl Universitesi Egitim Fakultesi Dergisi 10(1), 227- 247.
37. Unal, M. (2016). Ogretim elemani ve ögrencilerin AB Erasmus+ programini algilama durumlarinin incelenmesi. Kırsehir Egitim Fakultesi Dergisi, 17(3), 581-598.
38. Vossensteyn, H., Beerkens, M., Cremonini, L., Besançon, B., Focken, N., Leurs, B., & de Wit, H. (2010). Improving the participation in the ERASMUS programme Study requested by the European Parliament’s Committee on Culture and Education (Vol. 20). IP/B/CULT/IC/2009-053, PE 438.603.
39. Yagci, E., Cetin, S., & Turhan, B. (2013). Erasmus programi ile Turkiye'ye gelen ogrencilerin karsilastiklari akademik guclukler. Hacettepe Universitesi Egitim Fakultesi Dergisi, 44(44), 341-350.
40. Yagci, E., Ekinci, C. E., Burgaz, B., Kelecioglu, H., & Ergene, T. (2007). Yurtdisina giden Hacettepe Üniversitesi Erasmus Ogrencilerinin memnuniyet duzeyleri. Hacettepe Universitesi Egitim Fakultesi Dergisi, 33, 229-239.
41. Yildirim, A., & Simsek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri. (11. Baskı). Ankara: Seckin Publishing.
42. CoHE. (2017). Bologna süreci nedir? http://www.yok.gov.tr/web/uluslararasi-iliskiler/bologna-sureci-nedir Date accessed: 25.10.2017