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Why Student Retention Matters for Turkish EMI Universities?

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English as the Medium of Instruction in Turkish Higher Education

Part of the book series: Multilingual Education ((MULT,volume 40))

Abstract

Students entering English-medium Instruction (EMI) universities and programs must demonstrate English language proficiency before proceeding to their academic program. Approximately 20% of incoming students are able to pass a proficiency exam and begin academic studies straight away. This leaves a significant percentage of students needing to successfully complete an intensive language program before progressing to their academic departments. The majority of these students require 1 year (or more) to achieve this goal. Because of the rigorous demands of the intensive language program, all such students are at risk for not completing the program and leaving the university. There are distinct sub-populations within the language program that have an even higher propensity for attrition. For those who leave, there may be immense psychological, social, and financial ramifications. Likewise for the institution – failing to retain students may have significant implications for finances and reputation. EMI universities and intensive language programs may establish student retention initiatives to minimize attrition. This chapter makes the case for such initiatives, briefly exploring student retention, then through the lens of vulnerable sub-populations, explores best-practices that may strengthen retention in the intensive language program, while having a long-term impact on the students and the institution.

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Notes

  1. 1.

    Under the rubric of transfer student there are sub-classifications such as reverse transfer (Townsend & Dever, 1999) and double-dipping and swirling (McCormick, 2003).

  2. 2.

    For revenue-generating institutions, it is also an internal financial responsibility.

  3. 3.

    As an academician and administrator who was Director of Student Retention for 5 years at a higher education institution in the U.S., it is quite clear to me that there is a sharp distinction between awareness of student retention in the U.S. and Turkey, and just how much it is measured and done (cf. The Journal of College Student Retention, the Annual Conference on the First Year Experience, or the NACADA Annual Conference).

  4. 4.

    Common European Framework of Reference for Languages.

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Authors and Affiliations

  1. Izmir University of Economics, Izmir, Turkey

    Donald F. Staub

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  1. Donald F. Staub
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  1. English Language Teaching, Faculty of Education, Çukurova University, Saricam, Adana, Turkey

    Yasemin Kirkgöz

  2. English Language Teaching, Faculty of Education, Burdur Mehmet Akif Ersoy University, Burdur, Turkey

    Ali Karakaş

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Staub, D.F. (2022). Why Student Retention Matters for Turkish EMI Universities?. In: Kirkgöz, Y., Karakaş, A. (eds) English as the Medium of Instruction in Turkish Higher Education. Multilingual Education, vol 40. Springer, Cham. https://doi.org/10.1007/978-3-030-88597-7_13

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