Assessment of the reasons steering students into education abroad in the case of brain drain

Developed countries have turned their countries into a center of attraction with which have developed the policies and projects, moreover, they have established this with the potential to create brain power, qualified workforce in underdeveloped or developing states on attracting to their own countries. While exams such as PISA and TIMSS are indicators of brain power of countries, they are used as target audience detection tool for developed countries. In this research; "In our country, to determine why students who are or are receiving high school and university education prefer to study abroad, instead of studying domestic." for the purpose of "It is aimed to determine why do students who have been educated in the Turkish education system want to study (inhabit) abroad.", "According to the students trained in the Turkish education system, it is aimed to find the pushing and causing factors to the brain drain.", "Which situations would they consider returning to their countries with the change? It is aimed to determine their expectations from the relevant authorities." answers were searched to their sub-goals. Using the phenomenology pattern, a semi-structured interview form was created taking into account the goals and sub-goals. For data collection, data were collected from the participants, who were reached by the interview technique using the criterion sampling method, interviews were made with 14 participants and sound recording was taken. From meaningful data to codes, 17 main themes and 22 sub-themes were reached with the help of these codes. Students' interests in the early student period, university exam and the competitions they participate in are the situations that affect the choice of profession. For students to study abroad; reasons such as familial factors, professional development and academic career thinking, citizenship and the right to study at a university abroad provided by the high school from benefiting, having the opportunity to study abroad in different ways have been effective. The difficulties experienced by the students in the Turkish education system, the difficulties resulting from the results and the systemic difficulties; language insufficiency, employment and professional development problems, dissatisfaction in state policies: nepotism, transparency, right, justice and merit are the pushing factors. Even if they plan to return emotionally and culturally, when they evaluate the opportunities, living conditions and professional aspects they tend to stay in the country they live in. In parallel with this, they expect the establishment of the professional environment in which they can perform the training they have received with the elimination of the pushing factors from the relevant authorities. Each year, national and international exams are conducted by promising students, the scores they receive show their potential. The relevant institutions and policy makers of the state, their studies and projects for this group of students, should be at the top of the order of measures to be taken. Other projects to be produced should focus on keeping the qualified workforce in our country with the potential to give brain drain to developed countries and reverse brain drain. Key Words: Human Capital, Brain Drain, Student Drain, Reverse Brain Drain