The internationalization of higher education means that a country's higher education spreads cross-border. It can be said that the economic development of countries and their integration with the world in terms of social and cultural aspects are influenced by the internationalization of higher education.

The activities of higher education organizations have been expanding in international scope. These activities range from traditional study-abroad programs, allowing students to learn about other cultures, to providing access to higher education in countries where local institutions cannot meet the demand (Altbach& Knight, 2007, p. 290). The internationalization of higher education is influenced by the economies of the countries, globalization and the importance of knowledge (Mihut, Altbach&Wit, 2017).

The most important element of the internationalization of higher education is considered student and academician mobility. It is observed that the mobility of students and academicians among universities continues. National, regional and international initiatives such as NAFTA, ERASMUS and UMAP support and promote the mobility of students and academicians in higher education (Harry, 2003). Therefore, the mobility of students and academicians must be included in the internationalization of higher education rightly (Mihut, Altbach&Wit, 2017). Students participating in student mobility stated that they are advantageous in terms of job acquisition and have strong positions in the business world (Daly, 2011).

Various programs have been set up to coordinate student and academic mobility in higher education. One of the programs is "Mevlana Exchange Program" developed in the Republic of Turkey. The programme has been implemented since 2011. Mevlana Exchange Programme is a programme which aims the exchange of students and academic staff between theTurkish higher education institutions and higher education institutions of other countries. The programme includes all higher education institutions throughout the world without discriminating between the geographical borders. The primary objective of Mevlana Exchange Programme is to Exchange students and academic staff between the Turkish higher education institutions and higher education institutions of other countries. Additionally, Mevlana Exchange Programme aims; making Turkey a centre of attraction in higher education area, increasing the academic capacity of Turkish higher education institutions, contributing to the globalization process of higher education, sharing the historical and cultural heritage of Turkey in a global scale, enriching the culture of respect and tolerance to differences by increasing intercultural interaction (YOK, n.d.).

All students who study all higher education institutions in the formal education programs in Turkey can participate Mevlana Exchange Programme. Also, scientists who teach in the domestic and foreign higher education institutions signed Mevlana Exchange programme protocol can participate Mevlana Exchange Programme.

Students who participate in the program are provided with a scholarship opportunity during the education period and students have not to paid the scholarship back. Additionally, students have not to pay tuition fees to the higher education institution they will attend within theframework of the exchange program (YOK, n.d.).

It is aimed to analyze the strengths, the weaknesses, the oppurtunities and the threats of Mevlana Exchange Program and develop suggestions for its development.

In order to examine the subject in depth in accordance with the purpose of the study, this study was carried out according to qualitative research methods and procedures. Research design was determined as case study. Case studies are based on how and why questions and allows researchers to study the depth of a case or event that they cannot control (Yıldırım ve Şimşek, 2011). Unlike other types, it is not an objective to reach general conclusions in case studies. The main purpose is to discover, describe and interpret the situation, person or phenomenon in its original environment (Hays, 2004). Participants The participants of this study consist of 20 personnel working in 20 state universities in Mevlana Exchange Program Coordinatorships in 2018-2019 academic year in Turkey. The participants were determined as the maximum diversity sampling method which is one of the purposive sampling methods used in qualitative research. In the maximum diversity sampling method, the aim is to reflect the diversity of the individuals who can be a part of the problem. To provide diversity is not to make generalizations, on the contrary, to find out whether there are any common or shared phenomena between different situations and to reveal the different dimensions of the problem according to this diversity (Yıldırım ve Şimşek, 2011). Data Collection In the study, a semi-structured interview form consisting of seven open-ended questions was used to determine the opinions of 20 personnel working in Mevlana Exchange Program Coordinatorships of 20 different state universities. In a semi-structured interview, research interview questions are prepared in advance and researcher has a flexibility to rearrange the questions during the interview. (Patton, 2002). In order to determine the nature and adequacy of the questions in the interview form, a pilot application was carried out with two Mevlana Exchange Coordinators who were not included among the participants by the researcher. Piloted forms were not evaluated. As a result of the pilot application, the questions were reviewed and revised and the interview form was finalized. Data Analysis The collected data were analyzed with descriptive analysis method. The data obtained according to this approach are summarized and interpreted according to the previously determined themes. In the descriptive analysis, direct quotations are frequently given to reflect the views of the individuals interviewed or observed (Yıldırım ve Şimşek, 2011).

The process of data collection is in progress. The process of data collection is in progress. The results obtained from the collected data are evaluated through SWOT analysis. These results are given below. Exchange programs play important roles in today's world, where globalization has gained momentum and internationalization has come to the forefront in higher education. One of the exchange program revealed by Turkey are called Mevlana Exchange Program. Students and faculty members can learn and teach in a different place from theircountry with Mevlana Exchange Program. By getting experiences, they contribute to their individual and Professional experiences. This program provide being more competitive position to the higher education institutions at the global level in Turkey. On the otherhand, Mevlana Exchange Program has been put forward. Various arrangements are made in this process. Limitations of country quota in the program, selection of students for priority areas, inadequate scholarship fees, lack of communication between the coordinators and the Council of Higher Education can be stated as the weaknesses of the program. The position of Turkey and the increasing recognition of the universities in the country can be specified as the program's opportunities. Mevlana Exchange program should have a good political structure compared to other Exchange programs. The Council of Higher Education should give quota for each university and leave the student and instructor choices to the universities. In order to respond immediately to the problems faced by each university coordinator, a unit with the authorities for each university should be established and individuals benefiting from the program should be monitored in the long term.

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