The Implication of EMI Education for Graduates Employment Conditions

Yıl 2020, Sayı: 40, 109 - 120, 31.12.2020

Mehmet Altay

https://doi.org/10.35343/kosbed.810502

Cited By: 3

Öz

The exponential growth of EMI is attributed to various factors depending on social differences. In the context of Turkey, the promising nature of EMI over the job prospects plays a significant role for students’ academic decisions. Turkish universities generally implement either full EMI or partial EMI. Previous studies have mainly addressed EMI at tertiary level and often failed to refer to the implications of it for graduates’ business lives. The aim of this current paper is to report the influence of different EMI types over four aspects of employment as: employment status of graduates, being employed in a subject-related field, being employed in a division-related field, and finally the duration of seeking for a job after graduation. The findings revealed that there is a significant difference between the graduates of the two EMI types regarding the first two, whereas there seems to have no difference in the latter aspects.

Anahtar Kelimeler

English medium instruction (EMI), higher education (HE), full EMI and partial EMI, job prospects

Öğretim Dilinin İngilizce Olmasının Mezunların İstihdam Durumları Üzerine Yansımaları

Öz

Öğretim dilinin İngilizce olmasına olan yoğun ilgi, sosyal farklılıklara bağlı olarak çeşitli faktörlere dayandırılmaktadır. Türkiye bağlamında bu ilgi, mesleki beklentilere hitap etmesi suretiyle öğrencilerin akademik kararlarında önemli bir rol oynamaktadır. Türkiyedeki üniversitelere genel olarak ya tüm derslerde İngilizce, ya da kısmi olarak İngilizce eğitimi uygulamaktadırlar. Şu ana kadarki çalışmalar, öğretim dilinin İngilizce olmasının yüksek öğretimdeki etkilerine yönelik olup mezunların iş hayatlarındaki etkilere pek değinilmemiştir. Bu çalışmanın amacı ise öğretim dilinin İngilizce olmasının, dört farklı istihdam göstergesi üzerindeki etkisini raporlamaktır: mezunların istihdam durumları, bölüm bazlı bir iş kolunda çalışmak, fakülte bazlı bir iş kolunda çalışmak, ve son olarak da mezuniyet sonrası iş arayışında geçirilen süre. Elde edilen bulgular, ilk iki boyut söz konusu olduğunda farklı iki EMI türünün aralarında anlamlı farklılıklara işaret etmiştir, öte yandan son iki boyutta ise anlamlı sayılabilecek bir fark gözlemlenmemiştir.

Anahtar Kelimeler

Öğretim dilinin İngilizce olması (EMI), yüksek öğretim, tam EMI ve kısmi EMI, mesleki beklentiler

Kaynakça

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