BibTex RIS Kaynak Göster

-

Yıl 2014, Sayı: 5, 57 - 72, 01.06.2014

Berna Aslan Dürdane Bayram Jacobs

Öz

In this case study, opinions of Ankara University Erasmus mobility students were analyzed about their experiences at host Erasmus universities. The aim of the study is to learn the experiences of Ankara University mobility students, find out the reasons of attending Erasmus mobility, the good examples they experienced and discuss whether it changes according to a host country. It is a case study examining the views of Ankara University Erasmus mobility students. A case study research method is used in many situations. It is used very often in education, social sciences, political science, sociology, anthropology, etc. The positive feature of case study is that the researchers can have the holistic and meaningful characteristics of real-life events (Yin, 2009). All data were collected with digital questionnaires. Based on empirical data, the research focuses on the added value of Erasmus student mobility. The qualitative analysis was conducted using MAXQDA 11 program. Results showed that language learning and living in a different culture are the main reasons of participating in Erasmus mobility. Good practices were discussed according to academic, social and psychical dimensions. In academic dimension, students liked mostly courses, instructors, academic development opportunities and language learning opportunities. In social dimension good guidance, attitudes toward students, flexible bureaucracy and multicultural learning environments are most liked attributes of host universities. In physical dimension students indicated their positive views about accommodation, technical facilities, facilities for study and facilities for handicapped students. Ankara University students indicated numerous good implications at their host universities and the programme seems to achieve its goal. Although the programme seems to achieve its goal further researches are needed to analyse its effect on students’ future life

Anahtar Kelimeler

Erasmus student mobility higher education good practices views of mobility students

Kaynakça

  • Absalom, R. (1990). Practical rather than declamatory co-operation: Erasmus in 1990, an appraisal, European Journal of Education, 25 (1), pp. 39-54.
  • Ankara University EU Programmes Office (2013). Erasmus Statistics Available at http://erasmus.ankara.edu.tr/hakkimizda-2/sayilarla. (Accessed 16.09.2013)
  • Aydin, S. (2012). "I am not the same after my Erasmus": A Qualitative Research. Qualitative Report, 17, pp. 1-23.
  • Bayram Jacobs, D. (2005). The Comparison of Physics Teacher Training Programmes in Turkey and Some European Countries (England, Germany, Italy and France). Non- published Master Thesis, Ankara University.
  • Berndtson, E. (2003). Student and teacher mobility in Europe: Opinions and attitudes among European political scientists, ECPR 2003 General Conference, Marburg, Germany, September 18-21.
  • Bogain, A. (2012). Erasmus language students in a British university: A case study. Language Learning Journal, 40 (3), pp. 359-374.
  • Boyaci, A. (2011). Erasmus exchange students’ comparative views on classroom management in Turkey and in their country (Anadolu University Case), Education and Science, 36 (159), pp. 270-282.
  • Bracht, O., Engel, C., Janson, K., Over, A., Schomburg, H., & Teichler, U. (2006). The Professional Value of Erasmus Mobility. (Kassel, Germany: International Centre for Higher Education Research, University of Kassel).
  • Demir, A., & Demir, S. (2009). The assessment of Erasmus programme in terms of intercultural dialogue and interaction (A qualitative study with candidate Teachers), The Journal of International Social Research, 2(9), pp. 95-105.
  • Dogancay-Aktuna, S. (1998). The spread of English in Turkey and its current sociolinguistic profile, Journal of Multilingual and Multicultural Development, 19 (1), pp. 24-39.
  • Doğançay-Aktuna, S., & Kiziltepe, Z. (2005). English in Turkey, World Englishes, 24 (2), pp. 253-265.
  • European Council (2000). Presidency Conclusions (March), Lisbon, Portugal. Available
  • at http://www.bologna-berlin2003.de/pdf/PRESIDNCY-CONCLUSIONS- Lisbon.pdf.
  • Accessed 10.04.2013.
  • EU Education and Training(2011a). The Lifelong Learning Programme: education and training opportunities for all. Available at http://ec.europa.eu/education/lifelong-learning- programme/doc78_en.htm. (Accessed 29.06.2011).
  • EU Education and Training(2011b). The ERASMUS Programme – studying in Europe and more. programme/doc80_en.htm. Accessed 29.06.2011 at
  • http://ec.europa.eu/education/lifelong-learning
  • EU Education and Training(2013a). Erasmus Student Mobility for Studies. Available at http://ec.europa.eu/education/erasmus/study_en.htm. (Accessed 05.09.2013).
  • EU Education and Training (2013b). Intensive Language Courses. Available at http://ec.europa.eu/education/erasmus/doc902_en.htm ). (Accessed 09.09.2013).
  • European Parliament and Council (1995). Decision No. 819/95/EC of the European Parliament and Council of 14 March 1995 establishing the community Action Programme “Socrates”. Official Journal of the European Communities, L 087, 20.04.1995, pp. 10-24.
  • Fligstein, N. (2008). The EU, European Identity and the Future of Europe (Oxford, Oxford University Press).
  • Green, D. (2007). The Europeans: Political Identity in an Emerging Polity (Boulder, Lynne Rienner).
  • 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), pp.413-430.
  • Keeling, R. (2006). The Bologna Process and the Lisbon research agenda: the European Commission’s expanding role in higher education discourse, European Journal of Education, 41( 2), pp.203-223.
  • Kirkgoz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations, A Journal of Language Teaching and Research (RELC Journal), 38 (2), pp. 216-228.
  • Kirkgöz, Y. (2009). Globalization and English language policy in Turkey, Educational Policy, 23 (5), pp. 663-684.
  • Loukas, A. (2007). What is school climate? Leadership Compass, 5 (1). Available at http://www.naesp.org/Leadership_Compass_Archives.aspx. (Accessed 12.09.2013)
  • Maiworm, F., & Teichler, U. (1996). Study Abroad and Early Career : Experiences of Former Erasmus Students ( London, J. Kingsley Publishers).
  • Maiworm, F. (2001). Erasmus: continuity and change in the 1990s, European Journal of Education, 36 (4), pp. 459-472.
  • Maiwrorm & Teichler, U. (2002). The students’ experience, in Teichler, U. (ed.), Erasmus in the Socrates Programme (Bonn, Lemmens).
  • Mirici, İ. H., İlter Genç, B., Saka, Ö. (2009). Educational Exchanges and Erasmus Intensive Language Courses: A Case Study For Turkish Courses, Eğitim ve Bilim, 34(152), 148.
  • Önder, K. R., & Balci, A. (2010). Erasmus öğrenci öğrenim hareketliliği programının 2007 yılı programdan yararlanan Türk öğrencileri üzerindeki etkileri. [The impact of Erasmus student mobility for studies programme (SMS) on the Turkish students who benefited from the programme in 2007], Ankara Avrupa Çalışmaları Dergisi 9(2), 93.
  • Pepin, L. (2007). The History of EU Cooperation in the Field of Education and Training: how Education, 42, 2, pp.121-132.
  • Sigalas, E. (2009). Does Erasmus Student Mobility promote a European Identity?. Web: www.wiso.uni-hamburg.de/conweb.
  • Stronkhorst, R. (2005). Learning Outcomes of International Mobility at Two Dutch Institutions of Higher Education. Journal of Studies in International Education, 9, 4, 292-315.
  • Teichler, U. (1996). Student Mobility in the Framework of Erasmus: findings of an evaluation study. European Journal of Education, Vol. 31, No. 2.
  • Varghese, N., V. (2008). Globalization of Higher Education and Cross-Border Student Mobility. Web:http://unesco.org/iiep/en/publications/pubs.htm Institute for Educational Planning, Paris.
  • Wachter, B. (2003). Internalisation at home in context. Journal of Studies in International Education, 7 (1), 5-11.
  • World Bank (1999). World Development Report. Washington, DC: World Bank.
  • Yin, K.,R. (2009). Case Study Research: Design and Methods. California: SAGE Publications.

Erasmus Öğrenci Hareketliliği: Ankara Üniversitesi Değişim Öğrencilerinin Görüşlerine Göre Bazı İyi Uygulamalar

Yıl 2014, Sayı: 5, 57 - 72, 01.06.2014

Berna Aslan Dürdane Bayram Jacobs

Öz

Bu durum çalışmasında Ankara Üniversitesi Erasmus değişim programına katılan öğrencilerin görüşlerine göre yurtdışındaki üniversitelerdeki iyi uygulamalar belirlenerek değerlendirilmiştir. Araştırmanın amacı Ankara Üniversitesi değişim programına katılan öğrencilerin deneyimlerini öğrenmek, bu programa neden katıldıklarını, yaşadıkları iyi uygulamaları tespit etmek ve uygulamalar arasındaki farklılığın gidilen ülkelere göre değişip değişmediğini belirlemektir. Aşağıdaki araştırma sorularına yanıt aranmıştır: Öğrencilerin Erasmus programına katılma nedenleri nelerdir? Gidilen üniversitelerdeki iyi uygulamalar nelerdir? İyi uygulamalar gidilen ülkeye göre farklılaşmakta mıdır? Araştırma durum çalışması niteliğindedir. Durum çalışmaları eğitim, sosyoloji, antropoloji gibi sosyal bilimlerin farklı alanlarında kullanılabilir. Durum çalışmasının olumlu yanı araştırmacıların gerçek yaşam koşullarına ilişkin anlamlı ve bütünsel bir bakış açısı kazanabilmesidir (Yin, 2009). Bu çalışmada da Ankara Üniversitesi Erasmus programı değişim programına katılan öğrencilerin görüşlerine dayalı olarak programın Türk öğrenciler açısından iyi uygulamalar olarak adlandırılabilecek boyutları belirlenmiştir. Veriler öğrencilere uyrulanan anket ve açık uçlu sorularla toplanmıştır. Araştırmada Ankara Üniversitesinin 11 farklı fakültesi, 4 enstitsü ve 1 meslek yüksekokulundan Erasmus değişim programına katılmış olan 65 kız (%68.4), 30 erkek (%31.6) toplam 95 öğrencinin görüşleri alınmıştır. Araştırmaya katılan öğrencilerin % 56.8’i (n: 54) sosyal bilimler, %43.2’si fen bilimleri (n: 41) öğrencileridir. Öğrencilerin %80’i lisans, %20’si lisansüstü programlarda kayıtlıdır. Araştırmada MAXQDA 11 programı kullanılarak veriler analiz edilmiştir. Araştırma sonuçları öğrencilerin Erasmus programına katılmalarının ana amacının dil öğrenme ve farklı bir kültürde yaşama isteği olduğunu ortaya koymuştur. Araştırmada gidilen üniversitelerdeki iyi uygulamalar akademik, sosyal ve fiziki boyutlar açısından icelenmiştir. Akademik açıdan bakıldığında öğrenciler dersler, öğretim üyeleri, akademik gelişim olanakları ve dil öğrenme olanaklarına ilişkin olumlu görüşleri belirtmişlerdir. Sosyal boyutta gidilen üniversitedeki yönlendirme ve danışmanlık hizmetlerinin iyiliği, öğrencilere karşı tutumlar, esnek bürokrasi ve çokkültürlü öğrenme ortamları iyi uygulamalar olarak gösterilmiştir. Fiziki boyutta teknik olanaklar, çalışma ortamları ve engelli öğrenciler için sağlanan olanaklar iyi uygulamalar olarak belirtilmiştir. Ankara Üniversitesi öğrencileri gittikleri Erasmus üniversitelerine ilişkin çok farklı iyi uygulama örnekleri belirtmişleridir. Bu boyutları ile bakıldığında Erasmus programının amacına ulaştığı söylenebilir. Ancak programın öğrencilerin iş yaşamına etkilerine ilişkin çalışmalara ihtiyaç vardır

Anahtar Kelimeler

Erasmus öğrenci hareketliliği yükseköğretim iyi uygulamalar öğrenci görüşleri

Kaynakça

  • Absalom, R. (1990). Practical rather than declamatory co-operation: Erasmus in 1990, an appraisal, European Journal of Education, 25 (1), pp. 39-54.
  • Ankara University EU Programmes Office (2013). Erasmus Statistics Available at http://erasmus.ankara.edu.tr/hakkimizda-2/sayilarla. (Accessed 16.09.2013)
  • Aydin, S. (2012). "I am not the same after my Erasmus": A Qualitative Research. Qualitative Report, 17, pp. 1-23.
  • Bayram Jacobs, D. (2005). The Comparison of Physics Teacher Training Programmes in Turkey and Some European Countries (England, Germany, Italy and France). Non- published Master Thesis, Ankara University.
  • Berndtson, E. (2003). Student and teacher mobility in Europe: Opinions and attitudes among European political scientists, ECPR 2003 General Conference, Marburg, Germany, September 18-21.
  • Bogain, A. (2012). Erasmus language students in a British university: A case study. Language Learning Journal, 40 (3), pp. 359-374.
  • Boyaci, A. (2011). Erasmus exchange students’ comparative views on classroom management in Turkey and in their country (Anadolu University Case), Education and Science, 36 (159), pp. 270-282.
  • Bracht, O., Engel, C., Janson, K., Over, A., Schomburg, H., & Teichler, U. (2006). The Professional Value of Erasmus Mobility. (Kassel, Germany: International Centre for Higher Education Research, University of Kassel).
  • Demir, A., & Demir, S. (2009). The assessment of Erasmus programme in terms of intercultural dialogue and interaction (A qualitative study with candidate Teachers), The Journal of International Social Research, 2(9), pp. 95-105.
  • Dogancay-Aktuna, S. (1998). The spread of English in Turkey and its current sociolinguistic profile, Journal of Multilingual and Multicultural Development, 19 (1), pp. 24-39.
  • Doğançay-Aktuna, S., & Kiziltepe, Z. (2005). English in Turkey, World Englishes, 24 (2), pp. 253-265.
  • European Council (2000). Presidency Conclusions (March), Lisbon, Portugal. Available
  • at http://www.bologna-berlin2003.de/pdf/PRESIDNCY-CONCLUSIONS- Lisbon.pdf.
  • Accessed 10.04.2013.
  • EU Education and Training(2011a). The Lifelong Learning Programme: education and training opportunities for all. Available at http://ec.europa.eu/education/lifelong-learning- programme/doc78_en.htm. (Accessed 29.06.2011).
  • EU Education and Training(2011b). The ERASMUS Programme – studying in Europe and more. programme/doc80_en.htm. Accessed 29.06.2011 at
  • http://ec.europa.eu/education/lifelong-learning
  • EU Education and Training(2013a). Erasmus Student Mobility for Studies. Available at http://ec.europa.eu/education/erasmus/study_en.htm. (Accessed 05.09.2013).
  • EU Education and Training (2013b). Intensive Language Courses. Available at http://ec.europa.eu/education/erasmus/doc902_en.htm ). (Accessed 09.09.2013).
  • European Parliament and Council (1995). Decision No. 819/95/EC of the European Parliament and Council of 14 March 1995 establishing the community Action Programme “Socrates”. Official Journal of the European Communities, L 087, 20.04.1995, pp. 10-24.
  • Fligstein, N. (2008). The EU, European Identity and the Future of Europe (Oxford, Oxford University Press).
  • Green, D. (2007). The Europeans: Political Identity in an Emerging Polity (Boulder, Lynne Rienner).
  • 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), pp.413-430.
  • Keeling, R. (2006). The Bologna Process and the Lisbon research agenda: the European Commission’s expanding role in higher education discourse, European Journal of Education, 41( 2), pp.203-223.
  • Kirkgoz, Y. (2007). English language teaching in Turkey: Policy changes and their implementations, A Journal of Language Teaching and Research (RELC Journal), 38 (2), pp. 216-228.
  • Kirkgöz, Y. (2009). Globalization and English language policy in Turkey, Educational Policy, 23 (5), pp. 663-684.
  • Loukas, A. (2007). What is school climate? Leadership Compass, 5 (1). Available at http://www.naesp.org/Leadership_Compass_Archives.aspx. (Accessed 12.09.2013)
  • Maiworm, F., & Teichler, U. (1996). Study Abroad and Early Career : Experiences of Former Erasmus Students ( London, J. Kingsley Publishers).
  • Maiworm, F. (2001). Erasmus: continuity and change in the 1990s, European Journal of Education, 36 (4), pp. 459-472.
  • Maiwrorm & Teichler, U. (2002). The students’ experience, in Teichler, U. (ed.), Erasmus in the Socrates Programme (Bonn, Lemmens).
  • Mirici, İ. H., İlter Genç, B., Saka, Ö. (2009). Educational Exchanges and Erasmus Intensive Language Courses: A Case Study For Turkish Courses, Eğitim ve Bilim, 34(152), 148.
  • Önder, K. R., & Balci, A. (2010). Erasmus öğrenci öğrenim hareketliliği programının 2007 yılı programdan yararlanan Türk öğrencileri üzerindeki etkileri. [The impact of Erasmus student mobility for studies programme (SMS) on the Turkish students who benefited from the programme in 2007], Ankara Avrupa Çalışmaları Dergisi 9(2), 93.
  • Pepin, L. (2007). The History of EU Cooperation in the Field of Education and Training: how Education, 42, 2, pp.121-132.
  • Sigalas, E. (2009). Does Erasmus Student Mobility promote a European Identity?. Web: www.wiso.uni-hamburg.de/conweb.
  • Stronkhorst, R. (2005). Learning Outcomes of International Mobility at Two Dutch Institutions of Higher Education. Journal of Studies in International Education, 9, 4, 292-315.
  • Teichler, U. (1996). Student Mobility in the Framework of Erasmus: findings of an evaluation study. European Journal of Education, Vol. 31, No. 2.
  • Varghese, N., V. (2008). Globalization of Higher Education and Cross-Border Student Mobility. Web:http://unesco.org/iiep/en/publications/pubs.htm Institute for Educational Planning, Paris.
  • Wachter, B. (2003). Internalisation at home in context. Journal of Studies in International Education, 7 (1), 5-11.
  • World Bank (1999). World Development Report. Washington, DC: World Bank.
  • Yin, K.,R. (2009). Case Study Research: Design and Methods. California: SAGE Publications.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Berna Aslan Bu kişi benim

Dürdane Bayram Jacobs Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2014
Yayımlandığı Sayı Yıl 2014 Sayı: 5

Kaynak Göster

APA Aslan, B., & Jacobs, D. B. (2014). Erasmus Öğrenci Hareketliliği: Ankara Üniversitesi Değişim Öğrencilerinin Görüşlerine Göre Bazı İyi Uygulamalar. Journal of Education and Future, 1(5), 57-72.
AMA Aslan B, Jacobs DB. Erasmus Öğrenci Hareketliliği: Ankara Üniversitesi Değişim Öğrencilerinin Görüşlerine Göre Bazı İyi Uygulamalar. JEF. Haziran 2014;1(5):57-72.
Chicago Aslan, Berna, ve Dürdane Bayram Jacobs. “Erasmus Öğrenci Hareketliliği: Ankara Üniversitesi Değişim Öğrencilerinin Görüşlerine Göre Bazı İyi Uygulamalar”. Journal of Education and Future 1, sy. 5 (Haziran 2014): 57-72.
EndNote Aslan B, Jacobs DB (01 Haziran 2014) Erasmus Öğrenci Hareketliliği: Ankara Üniversitesi Değişim Öğrencilerinin Görüşlerine Göre Bazı İyi Uygulamalar. Journal of Education and Future 1 5 57–72.
IEEE B. Aslan ve D. B. Jacobs, “Erasmus Öğrenci Hareketliliği: Ankara Üniversitesi Değişim Öğrencilerinin Görüşlerine Göre Bazı İyi Uygulamalar”, JEF, c. 1, sy. 5, ss. 57–72, 2014.
ISNAD Aslan, Berna - Jacobs, Dürdane Bayram. “Erasmus Öğrenci Hareketliliği: Ankara Üniversitesi Değişim Öğrencilerinin Görüşlerine Göre Bazı İyi Uygulamalar”. Journal of Education and Future 1/5 (Haziran 2014), 57-72.
JAMA Aslan B, Jacobs DB. Erasmus Öğrenci Hareketliliği: Ankara Üniversitesi Değişim Öğrencilerinin Görüşlerine Göre Bazı İyi Uygulamalar. JEF. 2014;1:57–72.
MLA Aslan, Berna ve Dürdane Bayram Jacobs. “Erasmus Öğrenci Hareketliliği: Ankara Üniversitesi Değişim Öğrencilerinin Görüşlerine Göre Bazı İyi Uygulamalar”. Journal of Education and Future, c. 1, sy. 5, 2014, ss. 57-72.
Vancouver Aslan B, Jacobs DB. Erasmus Öğrenci Hareketliliği: Ankara Üniversitesi Değişim Öğrencilerinin Görüşlerine Göre Bazı İyi Uygulamalar. JEF. 2014;1(5):57-72.
Gereken durumlarda baş editör ile iletişim kurmak için jef.editor@gmail.com adresine e-posta gönderebilirsiniz.