This study aims to find out the academic life experiences of early career female academics during the Covid-19 pandemic in Turkey. The study group consisted of 13 female academics working from home with their spouses. The interpretative phenomenological analysis was used to analyze the data collected through semi-structured telephone interviews. The findings were clustered under two main themes: the life before the pandemic, and academic life during the pandemic. The main theme of academic life during the pandemic consisted of the following sub-themes: adaptation problem, withdrawal from academic life, excessive workload interfering academic productivity, and integration of academic life into family life. The results indicate that the pandemic has deepened gender inequalities, and the working life of early-career female academics has drastically changed in terms of academic productivity. Based on our findings, we recommend that quantitative research with large samples of early-career female academics should be conducted to develop nation-wide policies for gender inequality prevention. We also recommend that the professional development and career advancement of female academics in the early career stage should be compared with their male peers to reveal any gender-based disadvantages.

about research design. In both national and international studies, it was found that primary data sources were used predominantly, and the data source was determined as "space / building". As a result, it was seen that the scientific basis of the studies conducted in Turkey was not sufficiently robust and did not have the function of transforming education. It is recommended that the data source, data collection, data analysis and reporting processes should be reported according to current research designs. In addition, it is necessary that the research should include deep investigations rather than declaring descriptive findings.

To become third generation university, higher education (HE) institutions must compete, create value for internal and external stakeholders, and adapt to changing market conditions. The concept of organizational agility (OA) refers to a dynamic organization that can sense the change imposed by internal and external elements, routinely implement change, and has the capacity to learn continuously. Based on this concept, this research aims to develop a scale to discover the perceptional evaluations of academic and administrative staff of public universities in the context of OA, and thereby to establish an OA framework for public universities. The research was carried out in psychometric design. The resulting Organizational Agility Scale in Higher Education was pilot tested and administered to 893 academic and administrative staff from 10 public universities in Istanbul. The principal components analysis with varimax rotation supported four dimensions. Through confirmatory factor analysis, four-factor structure was found to be at acceptable level. Four dimensions of the scale (strategy and staff-oriented organizational design, internal stakeholder orientation, cooperation with external stakeholders, support for innovation) focus more on human side of higher education institutions and less on change management and responsiveness, compared to business agility. The findings imply that institutional and national efforts are needed to form a strategy and stakeholder-oriented organization design for universities. A separate OA framework should be constructed for private universities to reach a more holistic understanding of Turkish HE and to compare public and private higher education institutions and to discover how Turkish HE system can be more agile and responsive in national and international contexts.

ÖzBu derleme çalışması, karşılaştırmalı eğitim araştırmalarının gelişimini incelemeyi ve bu araştırmaların güncel doğasını ortaya çıkarmayı amaçlamaktadır. Bu amaca ulaşmak için öncelikle karşılaştırma araştırmalarının genel özellikleri ve var oluş sebepleri tartışılmış; eğitim araştırmalarında 'karşılaştırma' teriminin epistemolojik dayanakları ele alınmıştır. Ardından bir disiplin olarak karşılaştırmalı eğitimin tarihsel süreçte edindiği -etkileri halen sürmekte olan-amaçları ve işlevleri dönemsel olarak incelenmiştir. Son olarak, güncel karşılaştırmalı eğitim araştırmalarını şekillendiren kavramlar, birbirleri ile olan ilişkileri bağlamında değerlendirilmiştir. AbstractThis review study aims to examine the development of comparative education research and to reveal the current nature of the knowledge area. To achieve this goal, the general characteristics of comparative research and dimensions which has led to its existence are discussed and also epistemological foundations of the term 'comparison' in educational research are addressed. Afterwards, the aims and functions of comparative education as a discipline have been studied in the context of historical process. Finally, the concepts which shape contemporary comparative education research have been examined in relation to each other.