Abstract
This research is the content analysis of 502 Erasmus students’ experiences published in the website www.20erasmus.eu. One of the main purposes of the Erasmus Student Exchange Program is to maintain across-cultural dialogue through student activity, to remove preju-dices and thus to strengthen interaction and join EU citizens under such concepts as “Euro-pean Consciousness” and “Being European”. The purpose of this study is to determine how successful the Erasmus Student Exchange Program is through the shared Erasmus expe-riences of the participating students. in conclusion, in this research, it is observed that the students talked highly positively about the Erasmus experience. The students described this process as enjoyable and produc-tive. it could be argued that the Erasmus experience contributed to students’ “individual development” rather than “academic development”. it could also be maintained that one of the key purposes of the Erasmus exchange program is to remove prejudices by mainta-ining student mobility and cross-cultural dialogue and to unite societies under the European Consciousness and European People understanding via strengthening interactions between EU member citizens. Data collected in this research present evidence that the Erasmus pro-gramme has reached this aim.
Highlights
Student activity is an increasing phenomenon in Europe, and in other parts of the world
This study aims to identify the most frequently mentioned concepts in response to the Erasmus experience-related questions “Did you grow-up? Was this experience useful for your life and for your career? Did you feel like home away from home? Did Erasmus change your life? Do you miss that time?” published in the website www.20Erasmus. eu, the context and the attitudes towards Erasmus program via content analysis
It is observed that the students talked highly positively about the Erasmus experience
Summary
Student activity is an increasing phenomenon in Europe, and in other parts of the world. European Union members have common political and economic principles, due to the differences in their cultural and educational policies, they had to create a common educational policy and strategy. For this reason, “Education in a single Europe” had to be supported. “Both the Bologna Process and the general globalization trend seem to support student mobility in some respects but to set new barriers in other respects” The number of students benefiting from this program is increasing every day. For this reason, more and more students benefit from it and will continue to do so
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