Erasmus öğrenci ve öğretim elemanı hareketliliğinin 2004-2009 yılları arasında Türk yükseköğretim sisteminde yayılımı
Özet
This study examines how Turkish universities have responded to the recent pressures to internationalize. The study aims to explain differences in the number of student study mobility and teaching staff mobility, which are components of the Erasmus programme, that were realized by the departments in faculties of Economics and Administrative Sciences (or equivalent faculties) in Turkish universities established before 2004. Although all Turkish universities have experienced the same pressure to internationalize some of them have realized greater numbers of mobility between 2004 and 2009. This study tries to explain the antecedents of unequal diffusion of student and teaching staff mobility. Based on contributions to the organization studies field from the new institutionalist perspective, factors that may have contributed to unequal diffusion were identified. These factors are human and social capital of departments that are included in this study. In analyses of student mobility, the three dimensions of human capital are quantitative and verbal skills and foreign language capabilities of the students as well as their familiarity with mobility. These dimensions are measured, respectively, by the minimum Student Selection Examination (ÖSS) score of the department, the language of instruction at the department, and existence of a Bologna promoter in the host university. In analyses of teaching staff mobility, human capital is defined as teaching staff?s foreign language capability and familiarity with mobility. These dimensions are also measured by the language of instruction and the existence of Bologna promoter in the host university. The indicators of social capital for both sets of analyses are the number of international publications and the number of teaching staff who obtained their PhD from abroad. Multivariate regression models that also include control variables show that departments with greater human and social capital realized greater numbers of mobility. Student mobility was higher in departments that taugt in a foreign language, enrolled students with higher scores in the university entrance examination and was hosted by a univesity that employed a Bologna promoter. Likewise, departments that employed a greater number of teaching staff who obtained their PhD from a university in Great Britain or another European country realized more student mobility. In analyses of teaching staff mobility a statistically significant relationship was found only between presence of a Bologna promoter and teaching staff mobility. The conceptual and administrative implications of the findings are discussed.