The Influences of ERASMUS and FULBRIGHT exchange programs from perspectives of their participants

Download

index.pdf

Date

2015

Author

Kohn, Meryem Pelin

Metadata

Show full item record

Item Usage Stats

288
views

314
downloads

The purpose of this study was to examine the influences of the Fulbright and Erasmus international student exchange programs through the participants’ perspectives. Phenomenological design was adopted in order to investigate the meaning of individuals’ lived experiences, and the cultural, social, personal, and academic influences of the student exchange programs. Data were collected from 41 students (24 Erasmus and 17 Fulbright students) through face-to-face semi-structured interviews. Findings revealed that the participants held positive perceptions toward their exchange programs. They mentioned that the exchange programs provided them opportunities for involvement in a diverse environment, in broadening their perspective, and improving their personal skills. The data revealed that increased self-esteem was perceived as the top individual experience by students. The participants stated that their exchange programs were not only helpful for improving their personal skills but also for improving their cultural and social skills. Some students also asserted that they could live anywhere else in the world, since they had secured the skills to survive in what has been termed the “global village.” Finally, the findings illustrated that the exchange programs might be effective tools in meeting the requirements of the global economy in terms of improving the skills of the future workforce. Such dual results are symbiotic in nature: Just as the internationalization of higher education fosters development of a truly global workforce, the ever-globalizing marketplace will place an increasing premium on creating cosmopolitan university graduates. Exchange programs such as Erasmus and Fulbright will play a key role in these processes.

Subject Keywords

Educational exchanges., Student exchange programs., Intellectual cooperation., Education, Higher.

URI

http://etd.lib.metu.edu.tr/upload/12619623/index.pdf
https://hdl.handle.net/11511/25325

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Erasmus mobility in Turkey: motivations and expectations of higher education students at METU Çalışkan, Eren; Zırh, Besim Can; Department of Sociology (2017) This study focuses on the pre-mobility phase of Erasmus Program participation and aims to understand the determinants of Erasmus Program participation of higher education students in the case of METU. Although there has been a steady rise in terms of the demand and participation in the program throughout its implementation in the country, the Erasmus phenomenon is a particularly under-researched subject in Turkey. From this perspective, this study attempts to provide a picture of the Erasmus Program partici...
Representation of European identity in multiparty incoming and outgoing erasmus students’ discourses Okur, Seda; Işık Güler, Hale; Department of English Language Teaching (2016) Based on 10 hours of video recordings of 30 Erasmus exchange students, this study aims at uncovering how students who have experienced the Erasmus program talk about European identity in contrast to their national identities in multiparty conversations. The discourse data sets used for the analysis were comprised of (a) incoming European, (b) outgoing Turkish, and (c) mixed (i.e. both incoming and outgoing) Erasmus student conversations. Informed by Social Identity Theory (Tajfel, 1978), the three datasets ...
Exloring the Effect of Erasmus Program on Cultural Intelligence of University Students Gökten, Özge; Emil, Serap (Hacettepe University, 2019-07-01) The purpose of this quantitative causal-comparative research was to investigate the difference between cultural intelligence of university students who have participated in Erasmus Student Mobility program and of those who have not, while their personality trait "openness to experience" is controlled. Data were collected from 450 students at a public university in Ankara studying in different disciplines and at varying grade levels through survey: Cultural Intelligence Scale, and Openness to Experience sub-...
The Contribution of Cognitive and Metacognitive Strategy Use to Students Science Achievement Akyol, Gülsüm; Öztekin, Ceren; Sungur, Semra (Informa UK Limited, 2010-01-01) This study examined the differences in the level of 7th-grade Turkish students' cognitive and metacognitive strategy use (rehearsal, elaboration, organization, critical thinking, and metacognitive self-regulation) in science and investigated the contribution of cognitive and metacognitive strategy use to students' science achievement. The present study also explored the relationships between students' background characteristics (gender, prior knowledge, socioeconomic status) and their cognitive and metacogn...
The Relative Effectiveness of Integrated Reading Study Strategy and Conceptual Physics Approach Taslidere, Erdal; Eryılmaz, Ali (Springer Science and Business Media LLC, 2012-04-01) The primary purpose of this study was to investigate the combined and partial effects of the Integrated Reading/Study Strategy and Conceptual Physics Approach on ninth grade private high school students' achievement in and attitudes toward optics. The Integrated Reading/Study Strategy is a new strategy which was developed by integrating previously existing reading strategies of the KWL and SQ3R with classroom lecturing. The Conceptual Physics Approach is an instructional strategy developed on the basis of C...

Citation Formats

M. P. Kohn, “The Influences of ERASMUS and FULBRIGHT exchange programs from perspectives of their participants,” Ph.D. - Doctoral Program, Middle East Technical University, 2015.