p-ISSN 2146-796X
e-ISSN 2146-7978
Yunus Söylet

Recep Öztürk
Salih Murat Akkın
Süphan Nasır

Associate Editors
Burak Önal
Harun Serpil
Yiğit Yurder
2021 Volume 11
Deomed Publishing
Journal Logo
Volume 11, Issue 1, April 2021,
Page(s): 63-73
Original Empirical Research
Received: May 7, 2020; Accepted: October 24, 2020; Published online: April 24, 2021
doi:10.2399/yod.20.730970; Copyright © 2021, Deomed
A Qualitative Study of Erasmus Program Challenges and Paradoxes Based on the Experiences of Students from Turkey
Esin Aksay Aksezer1 ORCIDID (E-mail), Kutlay Yağmur1 ORCIDID, Fons van de Vijver1-4 ORCIDID
1Department of Culture Studies, Tilburg University, Tilburg, the Netherlands
2Institute of Psychology & Wellbeing, North-West University, Potchefstroom Campus, South Africa
3School of Psychology, University of Queensland, Brisbane, Australia
4International Laboratory for Socio-Cultural Research, Higher School of Economics, Moscow, Russia
*A brief summary of this study was presented at the 4th International Higher Education Studies Conference (IHEC 2019) organized by YÖÇAD in Çanakkale, Turkey.
Internationalization agenda, especially the Erasmus framework, has become a significant process affecting the Turkish higher education. Erasmus, as being the most influential and preferred mobility scheme, has attracted significant attention and witnessed increasing number of students in years. There are various studies on the outcomes of the Erasmus program in terms of social, cultural, and academic gains of students as well as associated challenges and influence of the Bologna Process on the Turkish higher education outlook. However, there are less visited concepts in terms of challenges that need further attention. This paper addresses these less visited subjects such as project management/implementation issues (diversity, funding, and outcomes), politics of difference, and consumerist approaches. The findings suggest that these issues may complicate program implementations and run the risk of hindering general program targets, leading to a paradoxical outlook such a becoming exclusive to certain group of students, emphasizing difference rather than mutual understanding, seeing the experience as a to-do list item. So, the tension between various issues such as consumerist approaches, politics of difference and project implementation issues and general program targets and outcomes must be acknowledged towards emphasizing the critical role of appropriate student advising and expectation management as well as development of flexible and diverse evaluation-placement methods for efficient and positive program implementation.
Keywords: Erasmus, higher education, mobility, Turkey
How to cite this article: Aksay Aksezer, E., Yağmur, K., & van de Vijver, F. (2021). A qualitative study of Erasmus program challenges and paradoxes based on the experiences of students from Turkey. Yükseköğretim Dergisi, 11(1), 63-73.
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Yükseköğretim Dergisi / Journal of Higher Education (Turkey)

Yükseköğretim Strateji ve Araştırma Derneği (YÖSAD) yayın organıdır. Deomed Yayıncılık tarafından yayımlanmaktadır. / Official Publication of the Higher Education Strategy and Research Association (YÖSAD). Published by Deomed Publishing. Copyright © 2021, Deomed.
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Yükseköğretim Dergisi çevrimiçi (online) sürümünde yayımlanan akademik içeriğin kullanım hakları, ilgili içerikte tersi belirtilmediği sürece Deomed Yayıncılık tarafından Creative Commons Attribution-NoCommercial-NoDerivs 4.0 International (CC BY-NC-ND4.0) lisansı aracılığıyla bedelsiz sunulmaktadır. / Except where otherwise noted, academic content of this online version of the journal by Deomed Publishing is licensed under the terms of Creative Commons Attribution-NoCommercial-NoDerivs 4.0 International (CC BY-NC-ND4.0) License.