The evaluation of European Union Erasmus Student Mobility Programme in the framework of CIP (context, input, process, product) evaluation model

In this study, Erasmus Student Mobility Programme in the framework of European Union was evaluated by context, input, process, product (CIPP) evaluation model.Mix method (quantitative and qualitative method) was employed to get the data of the study. The quantitative data were gathered from the outgoing Erasmus students after the program by a questionnaire and qualitative data from the Erasmus coordinators by semi-structured interview forms. The universe is Erasmus outgoing students and Erasmus coordinators in the universities. Randomly selected 730 students and 11 coordinators were taken as study group.The questionnaire was developed by the researcher and done the validity and reliability test and trial implementation before employed. Alpha reliability coefficient was calculated as 0,968. While analysing quantitative data, frequency (f), percentage (%), mean ( ), standard deviation (SD), One Way ANOVA and Scheffe Multiple Comparison Test were used. Qualitative data were interpreted after categorical content analysis. According to the finding following results were concluded.The students were informed and guided by the help of announcements on the web pages and seminars in which former Erasmus students took part explaining the experiences about the procedures of passport, visa and transportation.Candidate students were encouraged by the emphasis on the aspects of the prestigious side of Erasmus Programme and the ceremonies awarding certification to former participants and providing more financial support from home universities. It was driven that the activities to inform, guide and encourage the students, financial support and orientation courses were found inadequate.Some students stated out that they didn?t take any foreign language examinations even though National Agency put criteria in foreign language to be Erasmus student. Although approximately one quarter of students had a selection examination in English, they were trained by another language apart from English in host country.There was a continuous increase in the number of Erasmus students. It was a fact that, the students were anxious and apprehensive about their proficiency in English and bureaucracy even though they were interested, curious and eager to Erasmus Programmes. Relating to this context, Erasmus coordinators in the departments were found having not adequate knowledge to help the students about those issues.Erasmus students thought that they had positive impressions, constructed easy friendship, contributed their self improvement, foreign language skills, and self confidence. They also believed that it would be an advantage in the employment and work process. The students? satisfaction levels were high in general but they emphasized some language problems they had during the courses.Erasmus Programmes led to some changes in universities such as implementation of European Credit Transfer System (ECTS) properly, foreign language teaching methods and contribute to increase the number of selective courses. Despite the studies in curriculum development, most of the students perceived Erasmus Programmes as social/cultural activity or a sightseeing.The students explained that they faced some difficulties in the process of recognition of credits since the differences and diversity of course names and language. Statistically, almost one fourth of students had some problems related with the recognition of credits both in Turkey and host country.Although some European universities were reluctant to cooperate, students stated that sharing experiences through Erasmus Programme and Bologna Process would contribute to the both development of universities and individuals. Almost all of the Erasmus students advised student mobility programme to the others in spite of some obstacles.It is advised that quota, financial support and incentive events should be increased to attract more students who want to participate in Erasmus Programmes.Existing problems can be eliminated by keeping to ECTS properly, providing more elective courses and implementing effective foreign language teaching methods. Moreover, the extension of study duration abroad may contribute to foreign language acquisition and academic competencies. Furthermore, the students are advised to do a short investigation to be aware of the opportunities and get some information about the country and university where they will go for Erasmus Programme.