Erasmus mobility in Turkey: motivations and expectations of higher education students at METU

Çalışkan, Eren
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 participant profile at METU in terms of demographic, socio-economic and departmental characteristics of the applicants. Moreover, this study also aims to reflect on the interpretation of Erasmus Program by the participants and their motivations and expectations to participate in the program. A comprehensive online survey had been conducted to the applicant cohort of 2017 application period at METU which consisted of 1107 students. The survey resulted with the participation of 415 applicants and it was followed by semi-structured, in-depth interviews with 19 students whose applications to participate in the program had been successful. The research revealed that the Erasmus phenomenon in Turkey is a multi-faceted subject, which can be interpreted and analyzed through wider theoretical discussions on the concepts ranging from mobility and biography to key characteristics of socio-economic status of the participants, their demographic and departmental profiles and personal expectations from the program. The study also revealed the effects of Turkey’s domestic political context on students’ drive to participate in Erasmus Program.


The Influences of ERASMUS and FULBRIGHT exchange programs from perspectives of their participants
Kohn, Meryem Pelin; Engin Demir, Cennet; Department of Educational Sciences (2015)
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 tha...
Preparation for an international exchange program: a phenomenological analysis of prospective english language teachers’ lived and imagined experiences
Çiftçi, Emrullah Yasin; Karaman, Abdullah Cendel; Department of English Language Teaching (2016)
Since the Erasmus exchange program promises sociocultural experiences in different cross-cultural and educational contexts, it can contribute to the development of prospective English language teachers. However, participants’ preparation experiences and thought patterns prior to the program may influence the quality and outcomes of the sociocultural experiences abroad. This study, therefore, aimed to explore preparation experiences of three Turkish prospective English language teachers who chose to study in...
Ubuz, Behiye; Çakıroğlu, Erdinç; Erbaş, Ayhan Kürşat (2011-02-13)
The purpose of this paper is to review the current state of doctoral programs in mathematics education in three Turkish universities. In this context, we first provide brief background information about Turkish higher education system and teacher education policies in Turkey. Then the major national initiatives towards future faculty development efforts are explained. Finally, the nature and components of mathematics education doctoral programs in Turkey is provided. In doing so, we provide information abou...
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-...
ICT integration in primary education and teacher education programs in Turkey and in EU countries
Yıldırım, Zahide (2007-01-01)
The main purpose of this study is to investigate the differences and similarities between the EU Countries' and Turkey's integration of information and communication technologies (ICT) into primary education curricula and teacher education programs. Fifteen EU countries which became members before 2004 and Turkey are included in the Study. The data for the study were gathered from official documents and related resources. The results show that the importance of ICT in education is increasing both in Turkey ...
Citation Formats
E. Çalışkan, “Erasmus mobility in Turkey: motivations and expectations of higher education students at METU,” M.S. - Master of Science, Middle East Technical University, 2017.