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Journals / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Issue: 3

Motivational Factors Influencing Academic Staff Participation in Erasmus+ Staff Mobility for Teaching Assignments (STA)

Akademik Personelin Erasmus+ Ders Verme Hareketliliğine (STA) Katılımını Etkileyen Motivasyonel Faktörler

A. Cenk Katı(ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ)0009-0001-7930-9515
Ali Emrah Tokatlıoğlu(ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ, SİYASAL BİLGİLER FAKÜLTESİ, ULUSLARARASI İLİŞKİLER BÖLÜMÜ)0000-0002-9444-1864
Pages
—
Publication Date
2026-06-25
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Within this context, staff mobility functions as a context-sensitive mechanism for knowledge circulation, partnership building, and pedagogical transfer in higher education.

📌 3 Key Takeaways

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Objective & Hypothesis:Purpose: This study examines the motivational factors shaping academic staff participation in the Erasmus+ Staff Mobility for Teaching Assignments program through a qualitative inquiry conducted at a public university in Türkiye.
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Key Findings & Data:Method: Data were collected through semi-structured interviews with academic staff who had previously participated in the program and were analyzed in MAXQDA using reflexive thematic analysis.
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Conclusion & Impact:Within this context, staff mobility functions as a context-sensitive mechanism for knowledge circulation, partnership building, and pedagogical transfer in higher education.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Erasmus · Staff Mobility for Teaching Assignments · Internationalization

Abstract

Purpose: This study examines the motivational factors shaping academic staff participation in the Erasmus+ Staff Mobility for Teaching Assignments program through a qualitative inquiry conducted at a public university in Türkiye. Method: Data were collected through semi-structured interviews with academic staff who had previously participated in the program and were analyzed in MAXQDA using reflexive thematic analysis. The analysis focused on how participants described the personal, institutional, and structural conditions shaping their mobility decisions. Findings: The findings show that participants primarily associated participation with establishing and sustaining international academic collaborations, acquiring and sharing international experience, enriching teaching practices, and broadening their international outlook. Institutional facilitation, procedural clarity, and supportive organizational conditions also appeared among the factors encouraging participation. On the constraining side, foreign language anxiety emerged as the most prominent barrier in participants’ accounts, alongside concerns related to limited career recognition, financial constraints, cultural adaptation, and family responsibilities. Conclusion: The study concludes that academic staff motivation in Erasmus+ STA should be understood as a multidimensional configuration shaped by the intersection of personal academic aspirations and institutional internationalization conditions. Within this context, staff mobility functions as a context-sensitive mechanism for knowledge circulation, partnership building, and pedagogical transfer in higher education.

Özet

Amaç: Bu çalışma, Erasmus+ Ders Verme Hareketliliği programına akademik personelin katılımını şekillendiren motivasyonel etkenleri, Türkiye’deki bir devlet üniversitesinde yürütülen nitel bir araştırma temelinde incelemektedir. Yöntem: Veriler, programa daha önce katılmış akademik personelle gerçekleştirilen yarı yapılandırılmış görüşmeler yoluyla toplanmış ve MAXQDA kullanılarak refleksif tematik analiz ile çözümlenmiştir. Analiz, hareketlilik kararlarını biçimlendiren bireysel, kurumsal ve yapısal koşulların katılımcı anlatılarında nasıl kurulduğuna odaklanmıştır. Bulgular: Bulgular, katılımcıların hareketliliği öncelikle uluslararası akademik iş birlikleri kurma ve sürdürme, uluslararası deneyim edinme ve aktarma, öğretim uygulamalarını geliştirme ve uluslararası bir bakış açısı kazanma bağlamında anlamlandırdıklarını göstermektedir. Kurumsal kolaylaştırıcılık, süreçlerin açıklığı ve destekleyici örgütsel koşullar da katılımı teşvik eden etkenler arasında yer almıştır. Katılımı sınırlayan boyutta ise yabancı dil kaygısı en belirgin engel olarak öne çıkmış, buna sınırlı kariyer tanınırlığı, finansal kısıtlar, kültürel uyum ve aile sorumlulukları eşlik etmiştir. Sonuç: Çalışma, Erasmus+ ders verme hareketliliğine yönelik akademik personel motivasyonunun, kişisel akademik yönelimler ile kurumsal uluslararasılaşma koşullarının kesişiminde şekillenen çok boyutlu bir yapı olarak ele alınması gerektiğini ortaya koymaktadır. Bu bağlamda personel hareketliliği, yükseköğretimde bilgi dolaşımı, ortaklık kurma ve pedagojik aktarım açısından bağlama duyarlı bir mekanizma olarak değerlendirilmektedir.

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Cite This Article

Katı, A. C., Tokatlıoğlu, A. E. (2026). Motivational Factors Influencing Academic Staff Participation in Erasmus+ Staff Mobility for Teaching Assignments (STA). Bartın Üniversitesi Eğitim Fakültesi Dergisi, Issue: 3. https://doi.org/10.14686/buefad.1754115

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