This study aimed to explore the challenges academic women, especially those who were mothers of preschool age children, went through. The main guiding question of this study was "How do academic mothers with preschool age children survive in the academia from pregnancy through all the various stages of parenting and motherhood?". This study employed qualitative case study research design. The study was conducted in a faculty of a state university in Turkey. 6 academic women participated in this study based on the selection criteria. Data was collected through open-ended, semi-structured interviews and analysed through thematic analysis. The findings indicated that though academic women in the study valued the experience of being mothers, they were overwhelmed by the workload; lacked administrative support; and suffered from a never-ending struggle to balance between their academic duties and parental responsibilities.

Purpose Elements of national and organizational cultures can contribute much to the success of error management in organizations. Accordingly, this study aims to consider how errors were approached in two state university departments in Turkey in relation to their specific organizational and national cultures. Design/methodology/approach The study follows a qualitative case study design, and the data were collected through five focus groups. The cases under consideration were two state university departments of different organizational sizes. Findings The results showed that organizational and national culture elements (collectivism, high power distance and relatively low future orientation) significantly interacted with error management practices. In both of the organizations studied, there were found to be limited attempts to prevent the errors unless there was an emergent situation. Error detection was shown to be slow and hindered because of indirect communication among staff. Ultimately, effective error management in these organizations was identified as being unattainable because of negative emotional reactions to errors, lower reporting, restricted communication, potential face loss considerations and lack of feedback. Originality/value The findings of the current work extend earlier error management research with empirical data drawn from two cases in the higher education domain. Thus, the study offers preliminary research into the error process in education, and contributes to future research relating organizational culture to error processes.

<p>Students’ development in terms of values, moral education and character is crucial for the culture of any society. Considering that these are gained through family and school, school principals and teachers can be the key players.  Even if teachers do not deliberately act as models or ethic agents, or their main purpose is not merely ethical education, they still affect the students directly and indirectly. Therefore, exploration of their ethical decisions and what orientations guide them in making those ethical decisions is highly important. In this regard, teachers’ ethical orientation is worth measuring. In this study, Ethical Position Questionnaire [1], which has so far been commonly used to explore ethical orientations of a variety of professionals and cultural groups was translated into Turkish; and validity and reliability study was applied on teachers. Research group consisted of 251 primary school teachers working in state schools located in Kocaeli province, Turkey. To identify the construct validity of Ethical Position Questionnaire (EPQ), factor analysis was conducted. The analysis revealed that EPQ is two factor-structured and these factors explain %45 of the variance. Cronbach’s Alpha internal consistency reliability assessed for the total items of Turkish version of EPQ was .81 and for the first subscale –idealism-, for the second scale –relativism- was found .84 and .86 respectively. In conclusion, The Turkish version of Ethical Position Questionnaire was identified as a valid and reliable research tool to assess ethical positions of primary school teachers.</p><p> </p>

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