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W W omen face many obstacles limiting and complicating their career options and thus their career development. These obstacles may affect both their professional and private lives (Banks, 2006; Coogan & Chen, 2007). People's planning their career in their 30's (O'Dorchai, 2006) and women's body clock following the same chronological order for childbearing influence women's career development process. Both women and men want to start a family and follow other interests during this prolific period. Unfortunately, these coinciding professional and private plans function as a form of punishment for women and impede their career progression (Mavriplis, Heller, Beil, & Dam, 2010). Social cognitive career theory supports the notion that women encounter obstacles throughout their career development process (Lent, Brown, & Hackett, 1994). According to this theory, financial or social status; or aptitude for specific jobs and self-sufficiency can limit women's career choices (Murtagh, Lopes, & Lyons, 2007). However, it is possible to overcome problems that women experience during their career pursuit (Coogan & Chen, 2007). Women Academics and their Career Barriers from a Global Perspective While career displays a linear improvement for some people, it may mean plains, blind alleys and interruptions for others Ampirik Araflt›rma / Original Empirical Research www.yuksekogretim.org Bu araflt›rman›n amac› kamu üniversitelerinde çal›flan Türk kad›n akademisyenlerin kariyerlerinde ilerleme süreçlerinde karfl›laflt›klar› engelleri incelemektir. Araflt›rma nitel desende oluflturulmufltur. Araflt›rmada veri toplama tekni¤i bireysel görüflmedir. Bireysel görüflmelerde, yar› yap›lan-d›r›lm›fl görüflme formu kullan›lm›flt›r. Araflt›rmaya dokuz profesör, bir yard›mc› doçent, iki doktor ve sekiz ö¤retim görevlisi olmak üzere farkl› disiplinlerden toplamda 20 kad›n akademisyen kat›lm›flt›r. Verilerin analizinde içerik analizinden yararlan›lm›flt›r. Analiz sonucu ortaya ç›kan temalar flunlard›r: "Destek", "Kariyere Verilen Ara" ve "Sosyal Faktörler: Özgüven, Önyarg›lar ve Rol Çat›flmas›". Temalar kat›l›mc›lar›n cevapla-r›ndan al›nan direkt al›nt›larla desteklenmifltir. Çal›flma sonunda bulgular do¤rultusunda önerilerde bulunulmufltur.

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There have been many changes in the field of higher education in accordance with the advancements brought by the new industrial era, which is defined as Industry 4.0. Introduction of Industry 4.0 has definitely influenced ongoing practices requiring alignment and adaptations in many spheres of higher education including but not limited to Total Quality Management (TQM). As a TQM system, ISO 21001 has been specifically designed and developed to serve to the needs of educational institutions, in this particular case universities. Considering the rate of advancements in the context of Industry 4.0 where previously defined rules and policies no longer apply, universities have an important role in revising and improving their current practices in TQM accordingly to maintain their quality in this competitive environment. To be successful in the new game with new rules, this paper will provide a framework for higher education institutions for successful implementation of TQM, particularly ISO 21001, in line with the essentials of University 4.0 through alignment of ISO 21001 principles with University 4.0 practices to contribute to quality and competitive advantage of universities under current circumstances.

Since learning, literacy, and life skills have become essential for individuals in the information age, the focus on education has shifted to preparation of students for the knowledge society. This is valid for all levels and spheres of education including but not limited to foreign language teaching in higher education. With this in mind, a new English for Academic Purposes (EAP) Course aiming to equip freshman level university students with necessary learning skills has been launched. A particular emphasis has been given to developing the students’ English language skills so as to facilitate their communicative competence both in their academic and professional lives. The course adopts a challenge-based learning approach, which provides students with a meaningful framework for learning as it is based on solving real-world problems. In the course, the students work on real world challenges based on the 17 Sustainable Development Goals (SDGs) of the United Nations (UN) while using the learning skills (the four C’s) of the 21st Century, namely critical thinking, creativity, collaboration, and communication. During the course, the students work together on the issues highlighted as challenges in United Nation’s report on Turkey’s state regarding the 17 SDGs, and offer solutions in groups in the form of poster presentations, academic papers and oral presentations. The course has been implemented since fall 2021. In this concept paper, the researchers will share their experiences and research plans about the evaluation of the course based on Stufflebeam’s Context (C), Input (I), Process (P), Product (P) (CIPP) Evaluation Model.

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