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UNDERSTANDING PLACE ATTACHMENT OF INTERNATIONAL STUDENTS: THE CASE OF KASTAMONU CITY

Year 2022, Issue: 46, 40 - 60, 20.05.2022
https://doi.org/10.32003/igge.1083148

Abstract

International student mobility is in an important growth momentum in the world and this is also true for Turkey. This study tries to understand the place attachment of international students studying at Kastamonu University. Place attachment of international students is discussed on the basis of the tripartite model developed by Scannell & Gifford. Within the scope of the study, interviews with 20 international students from 14 different countries were used. According to the findings, international students have a place attachment, but the dynamics of this attachment vary. While dynamics such as friendship relations, the warm approach of students and local people, the calmness of the city and being a conservative place stand out as positive factors in place attachment, factors such as longing for homeland and family, language, climate conditions, smallness of the city and lack of job opportunities negatively affected attachment. However, place attachment differs according to spatial scales. Among the spatial units, the majority of the participants emphasize their attachment to the city of Kastamonu, followed by Turkey and Kastamonu University, respectively.

References

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  • Beech, S. E. (2018). Adapting to change in the higher education system: International student mobility as a migration industry. Journal of Ethnic and Migration Studies 44(4), 610- 625.https://doi.org/10.1080/1369183X.2017.1315515
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ULUSLARARASI ÖĞRENCİLERİN YER BAĞLILIĞINI ANLAMAK: KASTAMONU KENTİ ÖRNEĞİ

Year 2022, Issue: 46, 40 - 60, 20.05.2022
https://doi.org/10.32003/igge.1083148

Abstract

Uluslararası öğrenci hareketliliği dünyada önemli bir büyüme ivmesi içerisindedir ve bu durum Türkiye için de geçerlidir. Bu çalışma, Kastamonu Üniversitesi’nde öğrenim gören uluslararası öğrencilerin yer bağlılıklarını anlamaya çalışmaktadır. Uluslararası öğrencilerin yer bağlılıkları, Scannell & Gifford tarafından geliştirilen üçlü model temelinde ele alınmaktadır. Çalışma kapsamında 14 farklı ülkeden 20 uluslararası öğrenci ile gerçekleştirilen görüşmelerden yararlanılmıştır. Elde edilen bulgulara göre, uluslararası öğrenciler bir yer bağlılığına sahiptir ancak bu bağlılığın dinamikleri değişkenlik göstermektedir. Arkadaşlık ilişkileri, öğrenci ve yerel halkın sıcak yaklaşımı, kentin sakinliği, muhafazakar bir yer olması gibi dinamikler yer bağlılığında olumlu etmen olarak öne çıkarken, memleket ve aile özlemi, dil, iklim şartları, kentin küçüklüğü, iş imkanlarının yetersizliği gibi etmenler de bağlılığı olumsuz etkilemiştir. Bununla birlikte mekânsal ölçeklere göre yer bağlılığı farklılık göstermektedir. Mekânsal birimler arasında katılımcıların çoğunluğu Kastamonu şehrine olan bağlılığı öne çıkarırken, Türkiye ve Kastamonu Üniversitesi sırasıyla bunu takip etmektedir.

References

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  • Ayberk, C. (2019). Uluslararası öğrenci hareketliliği: İstanbul'daki uluslararası öğrencilerin yer bağlılığı, deneyimleri ve hareketin sonuçları. (Doktora Tezi, Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara).
  • Beech, S. E. (2015). International student mobility: The role of social networks. Social and Cultural Geography, 16(3), 332-350. https://doi.org/10.1080/14649365.2014.983961
  • Beech, S. E. (2018). Adapting to change in the higher education system: International student mobility as a migration industry. Journal of Ethnic and Migration Studies 44(4), 610- 625.https://doi.org/10.1080/1369183X.2017.1315515
  • Bolat, M. A. (2017). Türkiye’nin uluslararası öğrenci politikası: Durum tespiti ve öneriler. O. Akgül (Ed.) Uluslararası öğrencilik sosyal, ekonomik ve kültürel perspektifler içinde (ss. 8-19). İstanbul: Harf Yayın.
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  • Bonaiuto, M., Aiello, A., Perugini, M., Bonnes, M., & Ercolani, A. P. (1999). Multidimensional perception of residential environment quality and neighbourhood attachment in the urban environment. Journal of Environmental Psychology, 19, 331-352. https://doi.org/10.1006/jevp.1999.0138
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  • Brooks, R., & Waters, J. (2011). Student mobilities, migration and the internationalization of higher education. Basingstoke: Palgrave Macmillan.
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  • Collins, F. L. (2008). Bridges to learning: international student mobilities, education agencies and inter-personal networks. Global Networks, 8(4), 398-417. https://doi.org/10.1111/j.1471-0374.2008.00231.x
  • Collins, F. L. (2012). Researching mobility and emplacement: Examining transience and transnationality in international student lives. Area, 44(3), 296-304. https://doi.org/10.1111/j.1475-4762.2012.01112.x
  • Cresswell, T. (2014). Place: An introduction. New York: John Wiley & Sons.
  • Cross, J. E. (2015). Processes of place attachment: An interactional framework. Symbolic Interaction, 38(4), 493-520. https://doi.org/10.1002/symb.198
  • Çağlar, A. (1999). Türk üniversitelerinde öğrenim gören Türki cumhuriyet ve akraba toplulukları öğrencilerinin sorunları. Amme İdaresi Dergisi, 32(4), 133-169.
  • De Wit, H. (2009). Measuring the success of internationalisation of higher education. Amsterdam: European Association for International Education (EAIE Occasional Paper, 22).
  • Enachea, C., & Craciun, C. (2013). The role of the landscape in the identity generation process. Procedia-Social and Behavioral Sciences, 92, 309-313. https://doi.org/10.1016/j.sbspro.2013.08.677
  • Fried, M. (1982). Residential attachment: Sources of residential and community satisfaction. Journal of Social Issues, 38, 107-119. https://doi.org/10.1111/j.1540-4560.1982.tb01773.x
  • Göregenli, M. (2010). Çevre psikolojisi: İnsan-mekân ilişkileri. İstanbul: İstanbul Bilgi Üniversitesi Yayınları.
  • Göregenli, M., & Karakuş, P. (2014). Göç araştırmalarında mekan boyutu: Kültürel ve mekânsal bütünleşme. Türk Psikoloji Yazıları, 17(34), 101-115.
  • Giuliani, M. V. (2003). Theory of attachment and place attachment. M. Bonnes, T. Lee, & M. Bonaiuto (Ed.), Psychological theories for environmental issues (pp. 137-170). Hampshire: Aldershot, Ashgate.
  • Giuliani, M. V., & Feldman, R. (1993). Place attachment in a developmental and cultural context. Journal of Environmental Psychology, 13, 267-274.
  • Gustafson, P. (2006). Place attachment and mobility. In N. McIntyre, & K. E. McHugh (Ed.), Multipledwelling and tourism: Negotiating place, home and identity (pp. 17-31). Wallingford: CAB International.
  • Gustafson, P. (2009). More cosmopolitan, no less local. European Societies, 11, 25-47. https://doi.org/10.1080/14616690802209689
  • Guth, J., & Gill, B. (2008). Motivations in east-west doctoral mobility: Revisiting the question of brain drain. Journal of Ethnic and Migration Studies, 34, 825-841. https://doi.org/10.1080/13691830802106119
  • Gülnar, B. (2011). Yabancı öğrencilerde kültürleşme ve medya kullanımı. Global Media Journal, 2(3), 51-68.
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There are 84 citations in total.

Details

Primary Language Turkish
Subjects Human Geography
Journal Section RESEARCH ARTICLE
Authors

Suat Yazan 0000-0003-1398-3918

Publication Date May 20, 2022
Published in Issue Year 2022 Issue: 46

Cite

APA Yazan, S. (2022). ULUSLARARASI ÖĞRENCİLERİN YER BAĞLILIĞINI ANLAMAK: KASTAMONU KENTİ ÖRNEĞİ. Lnternational Journal of Geography and Geography Education(46), 40-60. https://doi.org/10.32003/igge.1083148
AMA Yazan S. ULUSLARARASI ÖĞRENCİLERİN YER BAĞLILIĞINI ANLAMAK: KASTAMONU KENTİ ÖRNEĞİ. IGGE. May 2022;(46):40-60. doi:10.32003/igge.1083148
Chicago Yazan, Suat. “ULUSLARARASI ÖĞRENCİLERİN YER BAĞLILIĞINI ANLAMAK: KASTAMONU KENTİ ÖRNEĞİ”. Lnternational Journal of Geography and Geography Education, no. 46 (May 2022): 40-60. https://doi.org/10.32003/igge.1083148.
EndNote Yazan S (May 1, 2022) ULUSLARARASI ÖĞRENCİLERİN YER BAĞLILIĞINI ANLAMAK: KASTAMONU KENTİ ÖRNEĞİ. lnternational Journal of Geography and Geography Education 46 40–60.
IEEE S. Yazan, “ULUSLARARASI ÖĞRENCİLERİN YER BAĞLILIĞINI ANLAMAK: KASTAMONU KENTİ ÖRNEĞİ”, IGGE, no. 46, pp. 40–60, May 2022, doi: 10.32003/igge.1083148.
ISNAD Yazan, Suat. “ULUSLARARASI ÖĞRENCİLERİN YER BAĞLILIĞINI ANLAMAK: KASTAMONU KENTİ ÖRNEĞİ”. lnternational Journal of Geography and Geography Education 46 (May 2022), 40-60. https://doi.org/10.32003/igge.1083148.
JAMA Yazan S. ULUSLARARASI ÖĞRENCİLERİN YER BAĞLILIĞINI ANLAMAK: KASTAMONU KENTİ ÖRNEĞİ. IGGE. 2022;:40–60.
MLA Yazan, Suat. “ULUSLARARASI ÖĞRENCİLERİN YER BAĞLILIĞINI ANLAMAK: KASTAMONU KENTİ ÖRNEĞİ”. Lnternational Journal of Geography and Geography Education, no. 46, 2022, pp. 40-60, doi:10.32003/igge.1083148.
Vancouver Yazan S. ULUSLARARASI ÖĞRENCİLERİN YER BAĞLILIĞINI ANLAMAK: KASTAMONU KENTİ ÖRNEĞİ. IGGE. 2022(46):40-6.