GRADUATES’ REFLECTIONS ON THE IMPACT OF INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM IN TERTIARY EDUCATION

A CASE FROM TURKEY

  • AKIN METLİ BELS
  • Halime İlarslan, Ms BELS
Keywords: International Baccalaureate Diploma Program, post-secondary education, international education, student experience, university preparedness

Abstract

The purpose of this study is to explore International Baccalaureate Diploma Program (IBDP) alumni’s perceptions of IBDP education as well as to investigate IBDP graduates’ reflections about the extent to which the IBDP education has impacted their university study at the higher education in the Turkish context. The study utilized a survey design analyzed quantitatively (descriptive statistics) and qualitatively (content analysis) to collect data from IBDP alumni (N=170 out of 347) who graduated from a national private school (from 2012 to 2019) implementing international education in eastern Turkey. The results of the research revealed that participants gained the IB learner profile attributes and learned how to become an internationally-minded individual through the IB education. Specifically, research participants indicated that they gained communicative skills in a foreign language, academic abilities such as researching as well as critical and analytical thinking skills, which were transferred to their post-secondary education. However, participants do not think that they are better prepared for the Turkish university entrance examination through the IBDP education they received in their secondary education. These implications are significant for practitioners for IBDP implementation improvements at secondary schools as well as for educators for promoting recognition of international education at post-secondary institutions.

Author Biography

Halime İlarslan, Ms, BELS

Halime İlarslan is a counselor (former head of counseling department) at Bilkent Erzurum Laboratory School (BELS), Turkey. She counsels high school students registered for International General Certifıcate of Secondary Education (IGCSE) Program and International Baccalaureate Diploma Program (IBDP).  She completed her MA in Philosophy at Ege University. Currently, she pursues her Ph.D. in Sociology at the Graduate School of Social Sciences at Atatürk University.

References

ACS International Schools. (2017). Thriving at University: University Admissions Officers

Report 2017. Retrieved from https://www.acsschools.com/university-admissions-officers-report-2017.

Aldana, U., Mayer, A., & Ee, J. (2020). The impact of the IB Diploma Programme in public

schools in the United States serving students from low-income households. Bethesda, MD, USA. International Baccalaureate Organization.

Ateşkan, A., Onur, J., Sagun, S., Sands, M., & Çorlu, M.S. (2015). Alignment between the DP

and MoNEP in Turkey and the effects of these programmes on the achievement and development of university students. Bethesda, MD, USA. International Baccalaureate Organization.

Aulls, M.W., & Peláez, S. (2013). Exploring the Learning Benefits and Outcomes of the IB

Extended Essay in Preparing Students for University Studies in Canada: Student Perceptions of the Impact of the Diploma Programme and the Extended Essay on the Academic Demands of First year in University. Montreal: Department of Educational and Counselling Psychology, McGill University.

Barnett, E. (2013). Implementation of the Diploma Programme in Ecuador’s state schools.

Bethesda, MD, USA. International Baccalaureate Organization.

Bergeron, L. (2015). Diploma Programme students’ enrollment and outcomes at US

postsecondary institutions 2008–2014. Bethesda, MD, USA. International Baccalaureate Organization.

Büyükgenç, F. (2014). Reflections on the International Baccalaureate Programme: Graduates’

Perspectives. (Unpublished master’s thesis), Ankara University, Turkey.

Caspary, K. (2011). Postsecondary enrollment patterns of IB certificate and diploma candidates

from international high schools. Research Brief. Menlo Park, CA, USA. SRI International.

Caspary, K., & Bland, J. (2011). First college courses taken by Florida IB students. Research

Brief. Menlo Park, CA, USA. SRI International.

Coca, V., Johnson, D., Kelley-Kemple, T., Roderick, M., Moeller, E., Williams, N., & Moragne,

K. (2012). Working to my potential: The postsecondary experiences of CPS students in the International Baccalaureate Diploma Programme. Chicago, IL: The University of Chicago Consortium on Chicago Schools Research.

Cole, D. R., Gannon, S., Ullman, J., & Rooney, P. (2014). Theory of knowledge (TOK):

Exploring learning outcomes, benefits and perceptions. Bethesda, MD, USA. International Baccalaureate Organization.

Conley, D., McGaughy, C., Davis-Molin, W., Farkas, R., & Fukuda, E. (2014). International

Baccalaureate Diploma Programme: Examining college readiness. Bethesda, MD, USA. International Baccalaureate Organization.

Culross, R., & Tarver, E. (2011). A Summary of Research on the International Baccalaureate

Diploma Programme: Perspectives of Students, Teachers, and University Admissions Offices in the USA. Journal of Research in International Education, 10(3), 231–243.

Demir, N. K. (2009). The Points of the Principals, Teachers, Parents and Graduates related to

International Baccalaureate Diploma Programme. (Unpublished doctoral thesis), Ankara

University, Turkey.

Feld, L. D., & Shusterman, A. (2015). Into the pressure cooker: Student stress in college

preparatory high schools. Journal of Adolescence, 41, 31-42.

Foust, R. C., Hertberg-Davis, H., & Callahan, C. (2009). Students’ perceptions of the non-

academic advantages and disadvantages of participation in Advanced Placement courses and International Baccalaureate programs. Adolescence, 44(174), 289-312.

Ganzeboom, H. (2017). Student Workload and Well-Being During the International

Baccalaureate Diploma Programme: A Three-Wave Panel Study. Presented at American Educational Research Association Annual Meeting, San Antonio, United States.

Halic, O. (2013). Postsecondary Educational Attainment of IB Diploma Programme Candidates

from US High Schools. Bethesda, MD, USA. International Baccalaureate Organization.

Hayden, M., Hemmens, A., McIntosh, S., Sandoval-Hernández, A., & Thompson, J. (2017).

The impact of creativity, action, service (CAS) on students and communities. Bethesda, MD, USA. International Baccalaureate Organization.

Hearon, B. V. (2015). Stress and Coping in High School Students in Accelerated Academic

Curricula: Developmental Trends and Relationships with Student Success (Doctoral dissertation), University of South Florida.

Hertberg-Davis, H., & Callahan, C. M. (2008). A Narrow Escape: Gifted Students’ Perceptions

of Advanced Placement and International Baccalaureate Programs. Gifted Child Quarterly, 52(3), 199-216.

Higher Education Statistics Agency (HESA). (2016). International Baccalaureate students

studying at UK higher education institutions: How do they perform in comparison with A level students? Bethesda, MD, USA. International Baccalaureate Organization.

Higher Education Statistics Agency (HESA). (2011). International Baccalaureate Students

studying at UK Higher Education Institutions: How do they fare? UK: HESA.

Hill, I. & Saxton, S. (2014). The International Baccalaureate (IB) Programme: An International

Gateway to Higher Education and Beyond. Higher Learning Research Communications, 4(3), 42-52.

Holman, A., Pascal, E.A., Bostan, C., Hoşbotă, A.M., and Constantin, T. (2016). Developing

academic persistence in the International Baccalaureate Diploma Programme: Educational strategies and associated personality traits. Bethesda, MD, USA. International Baccalaureate Organization.

International Baccalaureate. (n.d). Diploma Programme. Retrieved from

https://www.ibo.org/programmes/diploma-programme/

Inkelas, K. K., Swan, A., Pretlow, J., & Jones, J. (2013). Exploring the Benefits of the

International Baccalaureate Extended Essay for University Study at the University of Virginia. Charlottesville, VA, USA. Center for Advanced Study of Teaching and Learning in Higher Education, University of Virginia.

Lee, M., Spinks, J. A., Wright, E., Dean, J., & Ryoo, J. H. (2017). A Study of the Post-Secondary

Outcomes of IB Diploma Alumni in Leading Universities in Asia Pacific: Report for the International Baccalaureate Organization. Bethesda, MD, USA. International Baccalaureate Organization.

Metli, A., & Martin, R. A. (2018). The Development of International-Mindedness: An investigation

into how IBDP core components (TOK, CAS, and EE) foster students’ multilingualism, intercultural understanding and global engagement. Bethesda, MD, USA. International Baccalaureate Organization.

Metli, A., & Özcan, O. (2020). Relationship between Achievement Performances of University

Entrance Examination and International Baccalaureate Diploma Program: A Case from Turkey, Manuscript submitted for publication.

Nagel, I. (2017). Workload in the International Baccalaureate Diploma Programme: Objective

Situation Versus Subjective Report. Presented at American Educational Research Association Annual Meeting, San Antonio, United States.

Pilchen, A., Caspary, K., & Woodworth, K. (2020). Postsecondary outcomes of International

Baccalaureate Diploma Programme graduates in the United States. Bethesda, MD, USA. International Baccalaureate Organization.

Saavedra, A. (2011). The Academic Impact of Enrollment in International Baccalaureate

Diploma Programs: A Case Study of Chicago Public Schools. Santa Monica, CA, USA. RAND Corporation. Retrieved from http://www.rand.org/pubs/ working_papers/WR867.

Saavedra, A. R., Lavore, E., & Flores, G. (2013). The International Baccalaureate Diploma

Programme in Mexico as Preparation for Higher Education. Bethesda, MD, USA. International Baccalaureate Organization.

Sagun, S. (2016). Students’ Performance, Skills and Perspectives on the Combination of National

and International Curricula for University Education in Turkey. (Doctoral Dissertation).

Bilkent University, Turkey.

Smith, S. S. (2009). The Advanced Placement and International Baccalaureate Programs: The

Graduates’ Perspective. (Unpublished doctoral thesis), The University of Southern

Mississippi, USA.

Suldo, S. M., & Shaunessy-Dedrick, E. (2013). Changes in stress and psychological adjustments

during the transition to high school among freshmen in an accelerated curriculum. Journal of Advanced Academics, 24(3), 195-218.

Taylor, M., & Porath, M. (2006). Reflections on the International Baccalaureate Programme:

Graduates’ Perspectives. The Journal of Secondary Gifted Education. 17(3), 149–158.

Wade, J. (2011). Student Performance and Student Engagement in the International

Baccalaureate Middle Years Programme. Bethesda, MD, USA. International Baccalaureate Organization.

Wright, K. (2015). International Baccalaureate programmes: Longer-term outcomes. Bethesda,

MD, USA. International Baccalaureate Organization.

Published
2021-03-24
How to Cite
METLİ, A., & İlarslan, H. (2021). GRADUATES’ REFLECTIONS ON THE IMPACT OF INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM IN TERTIARY EDUCATION. Proceedings of the International Conference on Future of Education, 3(01), 11-24. https://doi.org/10.17501/26307413.2020.3102