Search

International student and staff mobility, which is widely experienced worldwide, constitutes one of the most critical dimensions of the internationalization of higher education. The Erasmus program, initiated by the European Union, plays a significant role in increasing mobility, especially between European countries. Turkey is one of these countries that benefit significantly from the Erasmus program, and the Program became a driving force for Turkish universities to accelerate internationalization. In this study, quantitative research was conducted to evaluate the perceptions of international office professionals (IPs) on the impact of the Erasmus Program and institutional structures in the universities to administer internationalizaiton. 126 IPs working in international offices of Turkish universities representing public and foundation universities participated in the study. The survey results revealed that IPs believe in the positive impacts of the Erasmus student and staff mobility on the institutionalization of internationalization in their universities, and most universities in Turkey include internationalization in their strategic plan as one of the priorities. On the other hand, IPs stated that institutional support given to their offices by top management and other stakeholders is not sufficient to administer internationalization. Moreover, the T-test results between public and foundation universities revealed that developing internationalization is a more important priority for foundation universities than the public ones.

Araştırmada, Hacettepe Üniversitesi İ.İ.B.F. son sınıf öğrencilerinin, Avrupa Birliği Komisyonu'nun hayatboyu öğrenme için dayanak noktası olarak aldığı ölçütlere göre düzenlenen, Ocak 2010'da YÖK Genel Kurulu tarafından onaylanan Türkiye Yükseköğretim Yeterlilikler Çerçevesine (TYYÇ) göre kişisel ve mesleki yetkinliklerine ilişkin görüşlerinin değerlendirilmesi amaçlanmıştır. Bu kapsamda, Bologna Süreci'nin bir parçası olan TYYÇ çalışmasında, 6. düzey seviye tanımlayıcıları, kişisel ve mesleki yetkinlik boyutunun ölçülmesinde kullanılabilecek bir ölçek geliştirilmiş ve öğrenci görüşlerine başvurmak için kullanılmıştır.Çalışma evreni, H.Ü. İ.İ.B.F. 2010/2011 akademik yılında son sınıfta okuyan 932 öğrencidir ve evrenin tamamına ulaşılmıştır. Veriler, TYYÇ Lisans Düzeyi Kişisel ve Mesleki Yetkinlikler Ölçeği ile toplanmış; cinsiyete, bölümlere, babanın ve annenin eğitim düzeylerine, ailenin gelir durumuna ve derslerin yürütülme biçimlerine göre sınıflandırılmıştır.Araştırmada, teorik olarak belirlenen boyutlara ilişkin yazılan maddelerin, ilgili yapılara ait olup olmadıklarının belirlenmesi amacıyla doğrulayıcı faktör analizi yapılmıştır. Araştırmanın verileri tek değişkenli çözümleme yöntemleri ile alt problemlere göre çözümlenmiş ve yorumlanmıştır. Elde edilen sonuçlardan bazıları şöyledir:1-Fakülte öğrencileri, kişisel ve mesleki yetkinliklerini ?çok? düzeyinde geliştirdiklerini düşünmektedirler.2-Ölçeğin ?alana özgü ve mesleki yetkinlik? boyutunda, kız öğrenciler, toplumsal, bilimsel ve etik değerlere ve sosyal hakların evrenselliğine daha fazla önem verdikleri ve sosyal adalet duygularını, erkek öğrencilere göre, daha fazla geliştirdikleri görüşündedirler.3-Dersin yürütülme biçimi, ders anlatımının öğretim programındaki ağırlığı arttıkça; öğrenciler, ?bağımsız çalışabilme ve sorumluluk alabilme yetkinliği?, ?öğrenme yetkinliği? ve ?alana özgü ve mesleki yetkinlik?lerini daha çok geliştirdiklerini düşünmektedirler.4-Öğrencilerin programlarındaki staj ve uygulama olanakları arttıkça, kendilerini ?alana özgü ve mesleki yetkinlikler? boyutunda daha çok geliştirdikleri görüşündedirler.5-Dersin yürütülme biçimi, araştırma projelerinin öğretim programlarındaki ağırlığı arttıkça, öğrencilerin kişisel ve mesleki yetkinliklerin gelişimi konusundaki olumlu görüşleri de artmaktadır.Ölçeğin, daha geniş ve uluslararası bir çalışmada uygulanması, İ.İ.B.F.'nin, ders programlarını üniversite eğitim ve öğretimindeki güncel gelişmelere göre gözden geçirmeleri ve geliştirmeleri, iş dünyası ile olan işbirliğini arttırmaları önerilmiştir. The purpose of this study is to evaluate the Hacettepe University, Faculty of Economics and Administrative Sciences final year students? opinions on how much they achieved the competences stated in the Turkish Qualifications Framework for higher education (TQF) for lifelong learning, which was approved on January 2010 by The Council for Higher Education General Assembly. For this aim, a questionnaire was developed and applied to determine the opinions of the students about their competences for the undergraduate level descriptors in TQF that is part of the Bologna Process.The population of the study consisted of 932 final year students of Faculty of Economics and Administrative Sciences in the academic year of 2010/2011. For this study each and every member of the population was included. Data was gathered with the TQF undergraduate level competences questionnaire. The data was classified according to gender, departments, parents? education level, family income level and teaching methods.In the research, theoretically defined questions tested by confirmatory factor analysis. The data was coded and interpreted by univariate analyses methods according to the research problem. Some of the findings are:1-Faculty students rate themselves on achieved competences on a ?high? level.2-In the field of specific and vocational competences, female students think that they pay more attention to the social, scientific, ethical values than male students and they feel that they are more sensitive to the social rights than male students.3-When the students have more lectures in their study programme, they feel more competent in ?to be able to work independently and to be able to take responsibility?, ?learning skills? and ?specific and vocational competences? dimensions of the questionnaire.4-When the opportunities of the placements and practices are increased in the students? study programmes, students think that their competences are more developed in the field of ?specific and vocational? dimension of the questionnaire.5-Students have more positive opinions on achieving competences, when they have more research projects in their study programme.It is recommended that the questionnaire can be applied in the larger and international samples, the faculty can modernize its course programmes according to the current developments in the global university education trends and increase the cooperation with the world of work. 150

In this study, the academic- and personal development expectations of 408 students who have benefited from Erasmus exchange program between academic years 2006/2007 and 2007/2008 have been compared with the level of satisfaction of these expectations after completing the Erasmus program. The Hacettepe University, where research has been carried out, ranks among the most important universities of Turkey with more than 26.000 students. In a survey conducted with students who have participated in the Erasmus program, a group of questions measures the academic expectations of students and the level of their satisfaction after the program. Similarly, the effects of the program on their personal development have been evaluated by a group of questions. In consequence of the evaluation, it has been seen that the personal development-oriented expectations of the students who have participated in the Erasmus program were higher than their academic expectations. In this study figure the demographic distribution of Hacettepe University students who have participated in the Erasmus program along with measurements relating to their academic and personal development expectations as well as assessments regarding the degree of their satisfaction.