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Cultural Exchange Among Indigenous Turkish Cypriot Students and Educational Tourists at the Eastern Mediterranean University, Famagusta, North Cyprus

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Cultural Exchange Among Indigenous Turkish Cypriot Students and Educational Tourists at the Eastern Mediterranean University, Famagusta, North Cyprus Cultural Exchange among Indigenous Turkish Cypriot Students and Educational Tourists at the Eastern Mediterranean University, Famagusta, North Cyprus Henry Ekene Chukwumah Submitted to the Institute of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Science in Tourism Management Eastern Mediterranean University May 2018 Gazimağusa, North Cyprus Approval of the Institute of Graduate Studies and Research Assoc. Prof. Dr. Ali Hakan Ulusoy Acting Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Master of Science in Tourism Management. Prof. Dr. Hasan Kılıç Dean, Faculty of Tourism We certify that we have read this thesis and that in our opinion it is fully adequate in scope and quality as a thesis for the degree of Master of Science in Tourism Management. Asst. Prof. Dr. Ilkay Yorgancı Maloney Supervisor Examining Committee 1. Prof. Dr. Mehmet Altınay 2. Assoc. Prof. Dr. Ali Öztüren 3. Asst. Prof. Dr. Ilkay Yorgancı Maloney ABSTRACT This research studies the nature of cultural exchange between indigenous Turkish/Cypriot and Nigerian students studying at the Eastern Mediterranean University in Turkish Republic of Northern Cyrus (TRNC) in the city of Famagusta. The study used qualitative approach in order to develop an in-depth understanding of the issue. In order to collect data, semi-structured interviews were conducted both with the Turkish Cypriot students and Nigerian Students. Interviews conducted supplied valuable data about the nature and types of friendships, and the impacts of these experiences regarding the Turkish Cypriot and Nigerian students. The results showed that both the Nigerian and the Turkish Cypriot students welcomed each other and were ready to exchange and learn from their cultural differences which aided a strong relationship between both groups. Keywords: North Cyprus, educational tourism, cultural exchange, acculturation. iii ÖZ Bu araştırma Kuzey Kıbrıs Türk Cumhuriyeti’nin Mağusa şehrinde bulunan Doğu Akdeniz Universitesi’nin Nijeryalı ve yerli Kıbrıslı Türk öğrenciler arasındaki kültür alışverişinin türünü incelemektedir. Bu araştırmada konu hakkında geniş kapsamlı bir anlayışın oluşması için nicel analiz kullanıldı. Veri toplamak için Nijeryalı ve Kıbrıslı Türk öğrencilerle yarı yapılandırılmış görüşmeler gerçekleştirildi. Bu görüşmeler sayesinde arkadaşlık türü ve deneyimlerin Nijeryalı ve Kıbrıslı Türk öğrencilerlin üstündeki etkileri hakkında önemli bilgiler edinildi. Sonuçlar Nijeryalı ve Kıbrıslı Türk öğrencilerin birbirlerini içtenlikle karşıladığını ve kültür alışverişi gerçekleştirip kültürel farklılıklarından ders çıkarmaya hazır olduğunu gösterdi. Bu ise iki grup arasında güçlü bir ilişkinin kurulmasına yardımcı oldu. Anahtar kelimeler: Kuzey Kıbrıs, eğitim turizmi, kültür alışverişi, kültürel etkileşim iv ACKNOWLEDGEMENT I would first like to thank my supervisor Asst. Prof. Dr. Ilkay Yorganci Maloney of this great institution for her relentless efforts in making sure that I do what’s right and for sticking with me, even when all circumstances said otherwise. Her courage, support and motivation is the sole reason why I was able to get the job done. May God continue to bless the works of your hand and grant you your heart desires. I would also like to thank the students who were involved in the validation survey for this research work. Without their sincere inputs, I wouldn’t have been able to successfully complete this work. I would also like to acknowledge all the staff of the faculty of Tourism for their tutelage during my academic course work for depositing in me a portion of their knowledge which is something that I will carry with me for the rest of my life. I would also express my profound gratitude to my parents Eze Kingsley Chukwumah and Lolo Angela Chukwumah and my siblings for their support and continuous encouragement throughout years of study and through the process of writing this thesis. This accomplishment would not have been possible without them. Thank you. And finally, I must acknowledge the love and support, I’ve received from my friends, Temitope Mobalade, Toheeb Anifowose, Tochukwu Uzor, Henry Tochuwkwu and to the spiritual head of Alighthouse Apst. Dr. Anyi Obi and my father in the lord Pastor Mike C. Nwagu for all you all have done for me in one way or the other may God continue to keep you all safe in His care. Thank you. v TABLE OF CONTENTS ABSTRACT……………………………….................................................................iii ӦZ…………………………………………………………………………………….iv ACKNOWLEDGEMENT…………………….............................................................v LIST OF TABLES……………………………………………………………........…ix 1 INTRODUCTION…………………………………………………………………...1 1.1 Study Background……...……………………………………………………….1 1.2 Significance of the Study……………………………………………………….3 1.3 The Aim of the Thesis………………………………………...…………..........4 1.4 The Objectives of the Study………………………………….………………....4 1.5 Research Methodology.…………………………………………………………4 1.6 Overview of the Thesis…….…..…………………………………….…............5 2 LITERATURE REVIEW………………………… …………...…………..........….6 2.1 Introduction…………………………………..……………………...……….....6 2.2 Definition of Concepts…………..………………………………………...........7 2.2.1 Definition of Concepts………………..………………...……………...…7 2.2.2 Definition of Tradition…....…………………….…………………….…10 2.2.3 Definition of Cultural Exchange………………………………………..10 2.2.4 Definition of Acculturation………….……………………………….….10 2.2.5 Culture Assimilation…………………...……………….….……….…....11 2.3 Educational Tourism…………………………………………………………..12 2.3.1 Rise of Educational Tourism……………………………………………..12 2.3.2 The Lives of International Students………………………………………13 2.3.3 Impacts of Interaction with Visitors………..………………..………….14 vi 2.3.4 Residents Perception to Educational Tourism in Respect to Host Foreigner Relationship………………………………………………….………………...14 2.3.5 Understanding Educational Tourism in Respect to Host Foreigner Relationship………………………………………………………………...….16 2.4 Case Of North Cyprus…………………………….…………………………...21 2.4.1 Geography…………………………………………………………….…21 2.4.2 Brief History…….………..……………………………….……………. 21 2.4.3 Social Life and Culture………………………………………….……….22 2.4.4 Educational Tourism in North Cyprus……………………………….….23 3 METHODOLOGY………………………………………………………………..26 3.1 Methodology of the Research………………………………………….……..26 3.2 Research Method Structured Interviews………………………………………27 3.3 Sample and the Sampling Methods….……………………………………..…27 3.4 Data Collection Process…………………….………………………………....28 3.5 Research Questions….………………………………………………………...30 4 DATA ANALYSIS……………………………………………………………….31 4.1 Nature of Friendship……………………………….……………………….…31 4.2 The Degree of Friendship of Cultural Exchange...……………………………34 4.3 Issue of Ethnicity…………………………….………………………………..36 4.4 The Impacts of these Relationships among each Group..…………………….37 4.5 How the Relationships can be Improved between the Local and Foreign Students………………………………………………………………………...….37 5 CONCLUSION, DISCUSSION AND RECCOMENDATIONS…………………39 5.1 Summary of the Thesis…………………………...…………….…………...…39 5.2 Conclusions……………………………………………………………………40 vii 5.3 Reccomendations…………………………………………………………...…41 5.4 Practical Implications……….…………………………………………………42 REFERENCES………………………...……………………………………………43 viii LIST OF TABLES Table 1: List of Universities & Institutions that offers Bachelor’s degree or above in North Cyprus………………………………………………………………………...23 Table 2: The Democratic Characteristics of the Respondents………………………28 ix Chapter 1 1 INTRODUCTION 1.1 Study Background Educational tourism is a curriculum in which people or individuals go from one place or destination to another with the hope of gaining knowledge (Bardgett, 2000). Travel for the purposes of education is not new. However, although it is not a new concept, it has been growing over the years and expanding to include different programs such as foreign exchange-student programs, leave and staff exchanges, training and educational tours, school workshops and trips, study and work tours, short courses, method and language courses, conferences and seminars, academic meetings, continuing adult education programs, winter and summer schools, advance practice training, internship periods, sports and coaching seminars, cultural and historical tours (Hayes and McCann, 2013). In certain parts of the world, educational tourism is growing so much so that, some counties such as Turkish Republic of Northern Cyprus (TRNC), making educational tourism the leading sector of their economies (Cyprus Mail Online, Monday 28 May 2018). Even though educational tourism contributes immensely to the economies of host communities, as Lanegran, (2005) pointed out, what is also important here is that an educational tourist also exploits the cultural and social aspects of the new location or destination, and not is only respondents in many activities provided by the destinations, but also relates with the host society during their visit. As the number of international students grows rapidly in a community so does their presence in that community. 1 Thus, higher education institutions such as EMU play a vital role in promoting global learning. They recruit and register international students with a potential of cultural exchanges or cross-cultural interactions for both foreign and domestic students and the community at large. Cross-cultural interactions, used interchangeably with “intercultural interactions”, provide opportunities for give-and-take or a mutual experience or interaction exchange with somebody from another ethnicity.
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