Research Article
BibTex RIS Cite

An Investigation into the Experiences of Erasmus Students

Year 2017, Volume: 14 Issue: 1, 339 - 367, 02.04.2017

Abstract

Erasmus+ is a European Union framework programme
which provides service in the fields of education, training, youth and sport.
It also comprises mobility for higher education students and staff. This
qualitative study examines Istanbul University HAYEF ELT students’ Erasmus
experiences. It aims to investigate the contribution of the programme and the challenges
students encounter as an Erasmus student. The results reveal that the programme
contributes to the students’ cultural accumulation, language acquisition, and
academic, social, personal and career development. The students have the
greatest difficulty in the pre-Erasmus period. Paper work is the most
challenging issue for the students in this period. On the other hand, the main
problem students encounter during the Erasmus programme is communicating and
socialising. After the Erasmus, the majority of the students suffer what can be
referred to as “the post-Erasmus syndrome”. 

References

  • Aslan, B., & Jacobs, D. B. (2014). Erasmus student mobility: Some good practices according to views of Ankara University exchange students. Journal of Education and Future, 5, 57-72.
  • Camiciottoli, B. C. (2010). Meeting the challenges of European student mobility: Preparing Italian Erasmus students for business lectures in English. English for Specific Purposes, 29, 268-280.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). London: Routledge.
  • Di Pietro, G. (2014). University study abroad and graduates’ employability. IZA World of Labor, December, 109.
  • Di Pietro, G., & Page, L. (2008). Who Studies Abroad? Evidence from France and Italy. European Journal of Education, 43(3), 389-398.
  • Endes, Y. Z. (2015). Overseas education process of outgoing students within The Erasmus Exchange Programme. Procedia-Social and Behavioral Sciences, 174, 1408-1414.
  • Freed, B. (1995). What makes us think that students who study abroad become fluent? In B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 123-148). Amsterdam: John Benjamins.
  • Freed, B., Segalowitz, N., & Dewey, D. (2004). Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Studies in Second Language Acquisition, 26, 275-301.
  • Hernandez, T. (2010). Promoting speaking proficiency through motivation and interaction: The study abroad and classroom learning contexts. Foreign Language Annals, 43(4), 650-670.
  • Kehm, B. M. (2005). The contribution of international student mobility to human development and global understanding. US-China Education Review, 2(1), 18-24.
  • Krippendorff, K. (2004). Content analysis: an introduction to its methodology. Thousand Oaks, California: Sage Publications Inc.
  • Llanes, A., & Munoz, C. (2009). A short stay abroad: Does it make a difference? System, 37(3), 353-365.
  • Llanes, A., Tragant, E. & Serrano, R. (2012). The role of individual differences in a study abroad experience: the case of Erasmus students, International Journal of Multilingualism, 9(3), 318-342, DOI: 10.1080/14790718.2011.620614
  • Murphy-Lejeune, E. (2008). The student experience of mobility, a contrasting score, In M. Byram, & F. Dervin (Eds.), Students, staff and academic mobility in higher education (pp. 12-27). Newcastle: Cambridge Scholars Publishing.
  • Sigalas, E. (2010). The role of personal benefits in public support for the EU: Learning from the Erasmus students. West European Politics, 33(6),1341-1361.
  • Teichler, U. (2001). Changes of Erasmus under the umbrella of Socrates. Journal of Studies in International Education, 5, 201-227.
  • Ulusal Ajans. (n. d.). Erasmus+ programı: Genel yapı. Retrieved January 30, 2016, from http://www.ua.gov.tr/programlar/erasmus-program%C4%B1
  • Yücelsin-Taş, Y. T. (2013). Erasmus Programında karşılaşılan sorunlar ve öneriler. Turkish Studies, 10, 763-770.
  • Zerman, S. (2014). The impacts of study abroad opportunities on international students. Thesis. Rochester Institute of Technology, (3), 201-227.

An Investigation of Teaching Self-Efficacy Levels of Science Teachers in Relation to Some Variables

Year 2017, Volume: 14 Issue: 1, 339 - 367, 02.04.2017

Abstract

Erasmus+ is a European Union framework programme
which provides service in the fields of education, training, youth and sport.
It also comprises mobility for higher education students and staff. This
qualitative study examines Istanbul University HAYEF ELT students’ Erasmus
experiences. It aims to investigate the contribution of the programme and the challenges
students encounter as an Erasmus student. The results reveal that the programme
contributes to the students’ cultural accumulation, language acquisition, and
academic, social, personal and career development. The students have the
greatest difficulty in the pre-Erasmus period. Paper work is the most
challenging issue for the students in this period. On the other hand, the main
problem students encounter during the Erasmus programme is communicating and
socialising. After the Erasmus, the majority of the students suffer what can be
referred to as “the post-Erasmus syndrome”. 

References

  • Aslan, B., & Jacobs, D. B. (2014). Erasmus student mobility: Some good practices according to views of Ankara University exchange students. Journal of Education and Future, 5, 57-72.
  • Camiciottoli, B. C. (2010). Meeting the challenges of European student mobility: Preparing Italian Erasmus students for business lectures in English. English for Specific Purposes, 29, 268-280.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). London: Routledge.
  • Di Pietro, G. (2014). University study abroad and graduates’ employability. IZA World of Labor, December, 109.
  • Di Pietro, G., & Page, L. (2008). Who Studies Abroad? Evidence from France and Italy. European Journal of Education, 43(3), 389-398.
  • Endes, Y. Z. (2015). Overseas education process of outgoing students within The Erasmus Exchange Programme. Procedia-Social and Behavioral Sciences, 174, 1408-1414.
  • Freed, B. (1995). What makes us think that students who study abroad become fluent? In B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 123-148). Amsterdam: John Benjamins.
  • Freed, B., Segalowitz, N., & Dewey, D. (2004). Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Studies in Second Language Acquisition, 26, 275-301.
  • Hernandez, T. (2010). Promoting speaking proficiency through motivation and interaction: The study abroad and classroom learning contexts. Foreign Language Annals, 43(4), 650-670.
  • Kehm, B. M. (2005). The contribution of international student mobility to human development and global understanding. US-China Education Review, 2(1), 18-24.
  • Krippendorff, K. (2004). Content analysis: an introduction to its methodology. Thousand Oaks, California: Sage Publications Inc.
  • Llanes, A., & Munoz, C. (2009). A short stay abroad: Does it make a difference? System, 37(3), 353-365.
  • Llanes, A., Tragant, E. & Serrano, R. (2012). The role of individual differences in a study abroad experience: the case of Erasmus students, International Journal of Multilingualism, 9(3), 318-342, DOI: 10.1080/14790718.2011.620614
  • Murphy-Lejeune, E. (2008). The student experience of mobility, a contrasting score, In M. Byram, & F. Dervin (Eds.), Students, staff and academic mobility in higher education (pp. 12-27). Newcastle: Cambridge Scholars Publishing.
  • Sigalas, E. (2010). The role of personal benefits in public support for the EU: Learning from the Erasmus students. West European Politics, 33(6),1341-1361.
  • Teichler, U. (2001). Changes of Erasmus under the umbrella of Socrates. Journal of Studies in International Education, 5, 201-227.
  • Ulusal Ajans. (n. d.). Erasmus+ programı: Genel yapı. Retrieved January 30, 2016, from http://www.ua.gov.tr/programlar/erasmus-program%C4%B1
  • Yücelsin-Taş, Y. T. (2013). Erasmus Programında karşılaşılan sorunlar ve öneriler. Turkish Studies, 10, 763-770.
  • Zerman, S. (2014). The impacts of study abroad opportunities on international students. Thesis. Rochester Institute of Technology, (3), 201-227.
There are 19 citations in total.

Details

Journal Section Articles
Authors

Serap Önen

Publication Date April 2, 2017
Published in Issue Year 2017 Volume: 14 Issue: 1

Cite

APA Önen, S. (2017). An Investigation into the Experiences of Erasmus Students. HAYEF Journal of Education, 14(1), 339-367.
AMA Önen S. An Investigation into the Experiences of Erasmus Students. HAYEF Journal of Education. April 2017;14(1):339-367.
Chicago Önen, Serap. “An Investigation into the Experiences of Erasmus Students”. HAYEF Journal of Education 14, no. 1 (April 2017): 339-67.
EndNote Önen S (April 1, 2017) An Investigation into the Experiences of Erasmus Students. HAYEF Journal of Education 14 1 339–367.
IEEE S. Önen, “An Investigation into the Experiences of Erasmus Students”, HAYEF Journal of Education, vol. 14, no. 1, pp. 339–367, 2017.
ISNAD Önen, Serap. “An Investigation into the Experiences of Erasmus Students”. HAYEF Journal of Education 14/1 (April 2017), 339-367.
JAMA Önen S. An Investigation into the Experiences of Erasmus Students. HAYEF Journal of Education. 2017;14:339–367.
MLA Önen, Serap. “An Investigation into the Experiences of Erasmus Students”. HAYEF Journal of Education, vol. 14, no. 1, 2017, pp. 339-67.
Vancouver Önen S. An Investigation into the Experiences of Erasmus Students. HAYEF Journal of Education. 2017;14(1):339-67.