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The Implication of EMI Education for Graduates Employment Conditions

Year 2020, , 109 - 120, 31.12.2020
https://doi.org/10.35343/kosbed.810502

Abstract

The exponential growth of EMI is attributed to various factors depending on social differences. In the context of Turkey, the promising nature of EMI over the job prospects plays a significant role for students’ academic decisions. Turkish universities generally implement either full EMI or partial EMI. Previous studies have mainly addressed EMI at tertiary level and often failed to refer to the implications of it for graduates’ business lives. The aim of this current paper is to report the influence of different EMI types over four aspects of employment as: employment status of graduates, being employed in a subject-related field, being employed in a division-related field, and finally the duration of seeking for a job after graduation. The findings revealed that there is a significant difference between the graduates of the two EMI types regarding the first two, whereas there seems to have no difference in the latter aspects.

References

  • Arkın, İ. E. (2013). English-medium instruction in higher education: A case study in a Turkish university context. Doctoral dissertation. Eastern Mediterranean University (EMU).
  • Aslan, M. (2018) The debate on English-medium instruction and globalisation in the Turkish context: a sociopolitical perspective, Journal of Multilingual and Multicultural Development. 39:7.602- 616. DOI: 10.1080/01434632.2017.1417413
  • Atik, E. (2010). Perceptions of students towards English medium instruction at tertiary level: the case of a Turkish private university. Unpublished master’s thesis, Middle East Technical University, Ankara, Turkey.
  • Başıbek, N., Dolmacı, M., Cengiz, B. C., Bür, B., Dilek, Y., & Kara, B. (2013). Lecturers’ Perceptions of English Medium Instruction at Engineering Departments of Higher Education: A Study on Partial English Medium Instruction at Some State Universities in Turkey. 5th World Conference on Educational Sciences. 116, pp. 1819 – 1825. Rome: Elsevier Ltd.
  • Björkman, B. (2008). ‘So where we are?’ Spoken lingua franca English at a technical university in Sweden. English Today., 24(2)., 35-41. doi:10.1017/S0266078408000187
  • Brenn-White, M. & E. Faethe (2013). English-taught master’s programs in Europe: A 2013 update. New York: Institute of International Education. Retrieved from http://www.iie.org/Research-and- Publications/Publications-and-Reports/IIE Bookstore/English- Language-Masters-Briefing-Paper- 2013-Update#.V8yYMo- cG3g.
  • Chan, W. W. Y., & Dimmock, C. (2008). The internationalization of universities: Globalist, internationalist and translocalist models. Journal of Research in International Education., 7(2)., 184–204. https://doi.org/10.1177/1475240908091304
  • Curle, S., Yuksel, D., Soruc, A., & Altay, M. (2020). Predictors of English medium ınstruction academic success: English proficiency versus first language medium. System., 95., https://doi.org/10.1016/j.system.2020.102378
  • Dafouz, E., (2018) English-medium instruction and teacher education programmes in higher education: ideological forces and imagined identities at work, International Journal of Bilingual Education and Bilingualism, 21(5). 540 552.
  • Dearden, J. (2014). English as a medium of instruction - a growing global phenomenon. British Council.
  • Doiz, A., Lasagabaster, D., & Sierra, J. M. (2012). English-medium instruction at universities: Global challenges. https://doi.org/10.1093/elt/cct045
  • Dörnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.
  • Fenton-Smith, B., P. Humphries & I. Walkinshaw (2017). English medium instruction in higher education in Asia Pacific: From policy to pedagogy. Dordrecht: Springer.
  • Galloway, N. (2017). How effective is English as a medium of instruction (EMI)? Retrieved 2020, from British Council: https://www.britishcouncil.or g/voices magazine/how-effective-English-medium- instruction- emi
  • Gil, J. (2010). The double danger of English as a global language. English Today. 26(1). 51-56.
  • Gu, M.M., Lee, J.C., (2019). “They lost internationalization in pursuit of internationalization”: students’ language practices and identity construction in a cross-disciplinary EMI program in a university in China. High Educ. 78. 389–405. https://doi.org/10.1007/s10734-018- 0342-2
  • Hu, G., Lei, J., (2014). English-medium instruction in Chinese higher education: a case study. High Educ 67, 551 567 https://doi.org/10.1007/s10734-013-9661-5
  • Hu, G., Li, L., & Lei, J. (2014). English-medium instruction at a Chinese University: Rhetoric and reality. Language Policy. https://doi.org/10.1007/s10993-013-9298-3 Irvine, A., Pecorari, D., Shaw, P., & Malmström, H. (2011). English for Academic Purposes at Swedish universities: Teachers’ objectives and practices. Ibérica. 22. 55-78.
  • Karakaş, A. (2018). Visible language-covert policy: An investigation of language policy documents at EMI universities in Turkey. International Online Journal of Education and Teaching (IOJET). 5(4). 788-807.
  • Karakaş A. (2019). A critical look at the phenomenon of ‘a mixed-up use of Turkish and English’ in English-medium instruction universities in Turkey. Journal of Higher Education and Science/Yükseköğretim ve Bilim Dergisi. 9(2). 205-215.
  • Kırkgöz, Y. (2019). Investigating the growth of English-medium higher education in Turkey and the Middle East region. In: Staub D. (eds) Quality Assurance and Accreditation in Foreign Language Education. Springer, Cham.
  • Kırkgöz, Y. (2017). English education policy in Turkey. In R. Kirkpatrick (Ed.), English education policy in the middle east and North Africa (pp. 235–256). Cham, Switzerland: International Publishing AG.
  • Kırkgöz, Y. (2014). Students’perceptions of English language versus Turkish language used as the medium of instruction in higher education in Turkey. Turkish Studies 9(12) 443–459.
  • Kırkgöz, Y. (2005). Motivation and student perception of studying in an English-medium university. Dil ve Dilbilimi Çalışmaları Dergisi. 1(1). 101–123.
  • Kirkpatrick A. (2014) English as a Medium of Instruction in East and Southeast Asian Universities. In: Murray N., Scarino A. (eds) Dynamic Ecologies. Multilingual Education, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7972-3_2
  • Macaro, E. (2018). English medium instruction. Oxford: Oxford University Press https://doi.org/10.30687/978-88-6969-227-7/001
  • Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching. 51(1). 36–76. https://doi.org/10.1017/S0261444817000350
  • Nguyen H.T., Walkinshaw I., Pham H.H. (2017) EMI Programs in a Vietnamese University: Language, Pedagogy and Policy Issues. In: Fenton-Smith B., Humphreys P., Walkinshaw I. (eds) English Medium Instruction in Higher Education in Asia- Pacific. Springer, Cham. https://doi.org/10.1007/978-3-319- 51976-0_3
  • O’Dowd, R. (2015). The Training and accreditation of teachers for English- medium instruction: a survey of European universities. Universidad de León.
  • Oz, H. H. (2005). Accreditation processes in Turkish higher education. Higher Education in Europe. 30(3-4). 335-344.
  • Türkiye Cumhuriyeti Cumhurbaşkanlığı İnsan Kaynakları Ofisi (2019). ÜNİVERİ.
  • Rauhvargers, A. (2013). Global Universities Rankings and Their Impact: Report ii. Brussels: European University Association. Retrieved July 14, 2015, from http://www.eua.be/Libraries/Publications_homepage_list/EUA_ Global_University_Rankings_ and _Their_Impact_- _Report_II.sflb.ashx
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1590690
  • Smit, U. (2010). English as a lingua franca in higher education. A longitudinal study of classroom discourse. Berlin, Boston: De Gruyter Mouton.
  • Turhan, B., & Kırkgöz, Y. (2018). Motivation of engineering students and lecturers toward English medium instruction at tertiary level in Turkey. Journal of Language and Linguistic Studies. 14(1). 261- 277
  • Wächter, B. & F. Maiworm(2008). English-taught programmes in European higher education: The picture in 2007. Bonn: Lemmens Medien.
  • West, R., Güven, A., Parry, J., & Ergenekon, T. (2015). The state of English in higher education in Turkey. Ankara: British Council & TEPAV.
  • Yang, J. (2006). Learners and users of English in China. English Today. 22(2). 3-10.
  • Zhang, Z. (2017). English-medium instruction policies in China: internationalisation of higher education. Journal of Multilingual and Multicultural Development. 39(6). 542-555.

Öğretim Dilinin İngilizce Olmasının Mezunların İstihdam Durumları Üzerine Yansımaları

Year 2020, , 109 - 120, 31.12.2020
https://doi.org/10.35343/kosbed.810502

Abstract

Öğretim dilinin İngilizce olmasına olan yoğun ilgi, sosyal farklılıklara bağlı olarak çeşitli faktörlere dayandırılmaktadır. Türkiye bağlamında bu ilgi, mesleki beklentilere hitap etmesi suretiyle öğrencilerin akademik kararlarında önemli bir rol oynamaktadır. Türkiyedeki üniversitelere genel olarak ya tüm derslerde İngilizce, ya da kısmi olarak İngilizce eğitimi uygulamaktadırlar. Şu ana kadarki çalışmalar, öğretim dilinin İngilizce olmasının yüksek öğretimdeki etkilerine yönelik olup mezunların iş hayatlarındaki etkilere pek değinilmemiştir. Bu çalışmanın amacı ise öğretim dilinin İngilizce olmasının, dört farklı istihdam göstergesi üzerindeki etkisini raporlamaktır: mezunların istihdam durumları, bölüm bazlı bir iş kolunda çalışmak, fakülte bazlı bir iş kolunda çalışmak, ve son olarak da mezuniyet sonrası iş arayışında geçirilen süre. Elde edilen bulgular, ilk iki boyut söz konusu olduğunda farklı iki EMI türünün aralarında anlamlı farklılıklara işaret etmiştir, öte yandan son iki boyutta ise anlamlı sayılabilecek bir fark gözlemlenmemiştir.

References

  • Arkın, İ. E. (2013). English-medium instruction in higher education: A case study in a Turkish university context. Doctoral dissertation. Eastern Mediterranean University (EMU).
  • Aslan, M. (2018) The debate on English-medium instruction and globalisation in the Turkish context: a sociopolitical perspective, Journal of Multilingual and Multicultural Development. 39:7.602- 616. DOI: 10.1080/01434632.2017.1417413
  • Atik, E. (2010). Perceptions of students towards English medium instruction at tertiary level: the case of a Turkish private university. Unpublished master’s thesis, Middle East Technical University, Ankara, Turkey.
  • Başıbek, N., Dolmacı, M., Cengiz, B. C., Bür, B., Dilek, Y., & Kara, B. (2013). Lecturers’ Perceptions of English Medium Instruction at Engineering Departments of Higher Education: A Study on Partial English Medium Instruction at Some State Universities in Turkey. 5th World Conference on Educational Sciences. 116, pp. 1819 – 1825. Rome: Elsevier Ltd.
  • Björkman, B. (2008). ‘So where we are?’ Spoken lingua franca English at a technical university in Sweden. English Today., 24(2)., 35-41. doi:10.1017/S0266078408000187
  • Brenn-White, M. & E. Faethe (2013). English-taught master’s programs in Europe: A 2013 update. New York: Institute of International Education. Retrieved from http://www.iie.org/Research-and- Publications/Publications-and-Reports/IIE Bookstore/English- Language-Masters-Briefing-Paper- 2013-Update#.V8yYMo- cG3g.
  • Chan, W. W. Y., & Dimmock, C. (2008). The internationalization of universities: Globalist, internationalist and translocalist models. Journal of Research in International Education., 7(2)., 184–204. https://doi.org/10.1177/1475240908091304
  • Curle, S., Yuksel, D., Soruc, A., & Altay, M. (2020). Predictors of English medium ınstruction academic success: English proficiency versus first language medium. System., 95., https://doi.org/10.1016/j.system.2020.102378
  • Dafouz, E., (2018) English-medium instruction and teacher education programmes in higher education: ideological forces and imagined identities at work, International Journal of Bilingual Education and Bilingualism, 21(5). 540 552.
  • Dearden, J. (2014). English as a medium of instruction - a growing global phenomenon. British Council.
  • Doiz, A., Lasagabaster, D., & Sierra, J. M. (2012). English-medium instruction at universities: Global challenges. https://doi.org/10.1093/elt/cct045
  • Dörnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.
  • Fenton-Smith, B., P. Humphries & I. Walkinshaw (2017). English medium instruction in higher education in Asia Pacific: From policy to pedagogy. Dordrecht: Springer.
  • Galloway, N. (2017). How effective is English as a medium of instruction (EMI)? Retrieved 2020, from British Council: https://www.britishcouncil.or g/voices magazine/how-effective-English-medium- instruction- emi
  • Gil, J. (2010). The double danger of English as a global language. English Today. 26(1). 51-56.
  • Gu, M.M., Lee, J.C., (2019). “They lost internationalization in pursuit of internationalization”: students’ language practices and identity construction in a cross-disciplinary EMI program in a university in China. High Educ. 78. 389–405. https://doi.org/10.1007/s10734-018- 0342-2
  • Hu, G., Lei, J., (2014). English-medium instruction in Chinese higher education: a case study. High Educ 67, 551 567 https://doi.org/10.1007/s10734-013-9661-5
  • Hu, G., Li, L., & Lei, J. (2014). English-medium instruction at a Chinese University: Rhetoric and reality. Language Policy. https://doi.org/10.1007/s10993-013-9298-3 Irvine, A., Pecorari, D., Shaw, P., & Malmström, H. (2011). English for Academic Purposes at Swedish universities: Teachers’ objectives and practices. Ibérica. 22. 55-78.
  • Karakaş, A. (2018). Visible language-covert policy: An investigation of language policy documents at EMI universities in Turkey. International Online Journal of Education and Teaching (IOJET). 5(4). 788-807.
  • Karakaş A. (2019). A critical look at the phenomenon of ‘a mixed-up use of Turkish and English’ in English-medium instruction universities in Turkey. Journal of Higher Education and Science/Yükseköğretim ve Bilim Dergisi. 9(2). 205-215.
  • Kırkgöz, Y. (2019). Investigating the growth of English-medium higher education in Turkey and the Middle East region. In: Staub D. (eds) Quality Assurance and Accreditation in Foreign Language Education. Springer, Cham.
  • Kırkgöz, Y. (2017). English education policy in Turkey. In R. Kirkpatrick (Ed.), English education policy in the middle east and North Africa (pp. 235–256). Cham, Switzerland: International Publishing AG.
  • Kırkgöz, Y. (2014). Students’perceptions of English language versus Turkish language used as the medium of instruction in higher education in Turkey. Turkish Studies 9(12) 443–459.
  • Kırkgöz, Y. (2005). Motivation and student perception of studying in an English-medium university. Dil ve Dilbilimi Çalışmaları Dergisi. 1(1). 101–123.
  • Kirkpatrick A. (2014) English as a Medium of Instruction in East and Southeast Asian Universities. In: Murray N., Scarino A. (eds) Dynamic Ecologies. Multilingual Education, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7972-3_2
  • Macaro, E. (2018). English medium instruction. Oxford: Oxford University Press https://doi.org/10.30687/978-88-6969-227-7/001
  • Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching. 51(1). 36–76. https://doi.org/10.1017/S0261444817000350
  • Nguyen H.T., Walkinshaw I., Pham H.H. (2017) EMI Programs in a Vietnamese University: Language, Pedagogy and Policy Issues. In: Fenton-Smith B., Humphreys P., Walkinshaw I. (eds) English Medium Instruction in Higher Education in Asia- Pacific. Springer, Cham. https://doi.org/10.1007/978-3-319- 51976-0_3
  • O’Dowd, R. (2015). The Training and accreditation of teachers for English- medium instruction: a survey of European universities. Universidad de León.
  • Oz, H. H. (2005). Accreditation processes in Turkish higher education. Higher Education in Europe. 30(3-4). 335-344.
  • Türkiye Cumhuriyeti Cumhurbaşkanlığı İnsan Kaynakları Ofisi (2019). ÜNİVERİ.
  • Rauhvargers, A. (2013). Global Universities Rankings and Their Impact: Report ii. Brussels: European University Association. Retrieved July 14, 2015, from http://www.eua.be/Libraries/Publications_homepage_list/EUA_ Global_University_Rankings_ and _Their_Impact_- _Report_II.sflb.ashx
  • Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2019). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1590690
  • Smit, U. (2010). English as a lingua franca in higher education. A longitudinal study of classroom discourse. Berlin, Boston: De Gruyter Mouton.
  • Turhan, B., & Kırkgöz, Y. (2018). Motivation of engineering students and lecturers toward English medium instruction at tertiary level in Turkey. Journal of Language and Linguistic Studies. 14(1). 261- 277
  • Wächter, B. & F. Maiworm(2008). English-taught programmes in European higher education: The picture in 2007. Bonn: Lemmens Medien.
  • West, R., Güven, A., Parry, J., & Ergenekon, T. (2015). The state of English in higher education in Turkey. Ankara: British Council & TEPAV.
  • Yang, J. (2006). Learners and users of English in China. English Today. 22(2). 3-10.
  • Zhang, Z. (2017). English-medium instruction policies in China: internationalisation of higher education. Journal of Multilingual and Multicultural Development. 39(6). 542-555.
There are 39 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Mehmet Altay 0000-0001-7227-5685

Publication Date December 31, 2020
Published in Issue Year 2020

Cite

APA Altay, M. (2020). The Implication of EMI Education for Graduates Employment Conditions. Kocaeli Üniversitesi Sosyal Bilimler Dergisi, 2(40), 109-120. https://doi.org/10.35343/kosbed.810502

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