{"id":28065,"date":"2025-09-17T11:52:04","date_gmt":"2025-09-17T08:52:04","guid":{"rendered":"https:\/\/www.khas.edu.tr\/?page_id=28065"},"modified":"2025-11-04T10:21:30","modified_gmt":"2025-11-04T07:21:30","slug":"womens-application-in-underrepresented-subjects","status":"publish","type":"page","link":"https:\/\/www.khas.edu.tr\/en\/womens-application-in-underrepresented-subjects\/","title":{"rendered":"Women’s Application in Underrepresented Subjects"},"content":{"rendered":"\t\t
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The KHAS Inspiring Women Mentorship Program<\/strong><\/span> is a special development initiative that brings together Kadir Has University\u2019s outstanding female students with accomplished and inspiring women professionals from various fields. Its goal is to further strengthen the potential of young women and support their personal and professional growth.<\/p>

Our students, each ranking first in their department, will embark on their career journeys with valuable guidance\u2014enriched by experience, vision, and inspiration.<\/p>

Through one-on-one meetings with experts in their respective fields, this program offers not only the exchange of knowledge but also the sharing of courage, motivation, and real-world experience<\/strong> at the heart of the process.<\/p>

This unique mentorship experience represents one of the key steps that will carry the strong women of Kadir Has University<\/strong> into the future.<\/p>

\"1454596711<\/p>

The table shows the gender distribution of senior-year students. Out of a total of 827<\/strong> students, 473 are female (57.2%)<\/strong> and 354 are male (42.8%)<\/strong>. This indicates a higher representation of female students<\/strong> in the final year.<\/p><\/div><\/div><\/div><\/div><\/div><\/div><\/article>
Male<\/strong><\/td>Female<\/strong><\/td>Total<\/strong><\/td><\/tr>
354<\/td>473<\/td>827<\/td><\/tr><\/tbody><\/table>

\u00a0<\/p>

KHAS PHD SCHOLARSHIPS: SUPPORTING WOMEN IN UNDERREPRESENTED FIELDS<\/strong><\/span><\/p>

Kadir Has University (KHAS) offers comprehensive graduate scholarship opportunities that empower both master\u2019s and doctoral students to pursue advanced research and contribute to academic excellence. These scholarships are designed to ease financial barriers while fostering a vibrant research culture and encouraging innovation across disciplines.<\/p>

All thesis-based master\u2019s and PhD programs at KHAS are fully funded. The University covers 100% of the tuition fees for these students as part of its commitment to supporting education and research. This full scholarship model reflects KHAS\u2019s dedication to providing equal opportunities for talented graduate students and ensuring that financial limitations do not hinder academic progress or innovation.<\/p>

Aligned with the University\u2019s institutional commitment to gender equality and inclusion, KHAS actively supports women scholars\u2014particularly in fields where they remain underrepresented, such as engineering, technology, and computational sciences.<\/p>

In 2024, a total of 242 graduate students benefited from these scholarships, of whom 64% were women. This reflects KHAS\u2019s continuing efforts to strengthen gender balance and to ensure that women play an active role in shaping the future of science, design, and social innovation.<\/p>

The following table lists graduate scholarship recipients across master\u2019s and PhD programs in various departments. These students represent the next generation of researchers and professionals contributing to KHAS\u2019s mission of academic excellence, diversity, and sustainable development.<\/p>

This initiative supports the United Nations Sustainable Development Goals (SDGs) 4 \u2013 Quality Education, 5 \u2013 Gender Equality, 9 \u2013 Industry, Innovation and Infrastructure, and 10 \u2013 Reduced Inequalities.<\/p>

No<\/strong><\/p><\/td>

Ad\u0131<\/strong><\/p><\/td>

Soyad\u0131<\/strong><\/p><\/td>

Program<\/strong><\/p><\/td><\/tr>

1<\/p><\/td>

\u0130REM<\/p><\/td>

****<\/p><\/td>

Banking and Finance PhD \/ English<\/p><\/td><\/tr>

2<\/p><\/td>

\u00d6MER<\/p><\/td>

****<\/p><\/td>

Computer Engineering (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

3<\/p><\/td>

YOUSEF HANI HASSAN<\/p><\/td>

****<\/p><\/td>

Computer Engineering (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

4<\/p><\/td>

OMAR HISHAM ABDELHAKAM<\/p><\/td>

****<\/p><\/td>

Computer Engineering (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

5<\/p><\/td>

MURAT<\/p><\/td>

****<\/p><\/td>

Computer Engineering PhD \/ English<\/p><\/td><\/tr>

6<\/p><\/td>

SENA<\/p><\/td>

****<\/p><\/td>

Computer Engineering PhD \/ English<\/p><\/td><\/tr>

7<\/p><\/td>

ABDURRAHMAN<\/p><\/td>

****<\/p><\/td>

Economics (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

8<\/p><\/td>

AL\u0130 CAN<\/p><\/td>

****<\/p><\/td>

Economics (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

9<\/p><\/td>

DA\u011eLAR<\/p><\/td>

****<\/p><\/td>

Economics (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

10<\/p><\/td>

AHMED AK\u0130F<\/p><\/td>

****<\/p><\/td>

Economics (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

11<\/p><\/td>

SUAT<\/p><\/td>

****<\/p><\/td>

Economics (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

12<\/p><\/td>

S\u0130NEM<\/p><\/td>

****<\/p><\/td>

Economics (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

13<\/p><\/td>

AMIR<\/p><\/td>

****<\/p><\/td>

Electronics Engineering PhD \/ English<\/p><\/td><\/tr>

14<\/p><\/td>

ERAY<\/p><\/td>

****<\/p><\/td>

Industrial Engineering (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

15<\/p><\/td>

ETEM<\/p><\/td>

****<\/p><\/td>

Industrial Engineering (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

16<\/p><\/td>

H\u00dcSEY\u0130N<\/p><\/td>

****<\/p><\/td>

Industrial Engineering (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

17<\/p><\/td>

B\u0130GEM<\/p><\/td>

****<\/p><\/td>

Industrial Engineering (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

18<\/p><\/td>

HA\u0130L<\/p><\/td>

****<\/p><\/td>

Industrial Engineering PhD \/ English<\/p><\/td><\/tr>

19<\/p><\/td>

DUYGU G\u00d6ZDE<\/p><\/td>

****<\/p><\/td>

Energy and Sustainable Development (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

20<\/p><\/td>

Y\u0130\u011e\u0130T<\/p><\/td>

****<\/p><\/td>

Energy and Sustainable Development (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

21<\/p><\/td>

IBRAHIM NAJI RAGHEB<\/p><\/td>

****<\/p><\/td>

Energy and Sustainable Development (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

22<\/p><\/td>

MUHAMMED NAD\u0130R<\/p><\/td>

****<\/p><\/td>

Energy and Sustainable Development (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

23<\/p><\/td>

\u00c7A\u011eLAR<\/p><\/td>

****<\/p><\/td>

Energy and Sustainable Development (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

24<\/p><\/td>

NECLA<\/p><\/td>

****<\/p><\/td>

Energy and Sustainable Development (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

25<\/p><\/td>

BURAK<\/p><\/td>

****<\/p><\/td>

Energy and Sustainable Development (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

26<\/p><\/td>

AL\u0130 ERTEN<\/p><\/td>

****<\/p><\/td>

Film and Drama (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

27<\/p><\/td>

AYB\u00dcKE<\/p><\/td>

****<\/p><\/td>

Film and Drama (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

28<\/p><\/td>

UTKU<\/p><\/td>

****<\/p><\/td>

Film and Drama (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

29<\/p><\/td>

BERK<\/p><\/td>

****<\/p><\/td>

Film and Drama (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

30<\/p><\/td>

DEN\u0130Z BESTE<\/p><\/td>

****<\/p><\/td>

Film and Drama (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

31<\/p><\/td>

D\u0130DEM NUR<\/p><\/td>

****<\/p><\/td>

Film and Drama (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

32<\/p><\/td>

EFE<\/p><\/td>

****<\/p><\/td>

Film and Drama (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

33<\/p><\/td>

HAKAN<\/p><\/td>

****<\/p><\/td>

Film and Drama (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

34<\/p><\/td>

YE\u015e\u0130M TATLIHAN<\/p><\/td>

****<\/p><\/td>

Film and Drama (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

35<\/p><\/td>

BERF\u0130N<\/p><\/td>

****<\/p><\/td>

Film and Drama (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

36<\/p><\/td>

HAL\u0130ME<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

37<\/p><\/td>

H\u0130KMET SERENAY<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

38<\/p><\/td>

TURAN<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

39<\/p><\/td>

AHMET CAN<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

40<\/p><\/td>

BER\u0130L<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

41<\/p><\/td>

BERKAY<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

42<\/p><\/td>

D\u0130LARA<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

43<\/p><\/td>

ECE<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

44<\/p><\/td>

EDA<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

45<\/p><\/td>

FURKAN<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

46<\/p><\/td>

MELEK<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

47<\/p><\/td>

NAZ<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

48<\/p><\/td>

NURC\u0130HAN EMEL<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

49<\/p><\/td>

PINAR<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

50<\/p><\/td>

T\u00dcNAY<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

51<\/p><\/td>

YASEM\u0130N<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

52<\/p><\/td>

BESTE<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

53<\/p><\/td>

EZG\u0130<\/p><\/td>

****<\/p><\/td>

Film and Drama (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

54<\/p><\/td>

AYSAN<\/p><\/td>

****<\/p><\/td>

Computational Sciences and Engineering (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

55<\/p><\/td>

BATUHAN<\/p><\/td>

****<\/p><\/td>

Computational Sciences and Engineering (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

56<\/p><\/td>

DORUK CAN<\/p><\/td>

****<\/p><\/td>

Computational Sciences and Engineering (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

57<\/p><\/td>

\u0130REM<\/p><\/td>

****<\/p><\/td>

Computational Sciences and Engineering (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

58<\/p><\/td>

BERKE \u00d6ZG\u00dcR<\/p><\/td>

****<\/p><\/td>

Computational Sciences and Engineering (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

59<\/p><\/td>

SUDE<\/p><\/td>

****<\/p><\/td>

Computational Sciences and Engineering (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

60<\/p><\/td>

EZG\u0130<\/p><\/td>

****<\/p><\/td>

Computational Sciences and Engineering PhD \/ English<\/p><\/td><\/tr>

61<\/p><\/td>

RICARDO<\/p><\/td>

****<\/p><\/td>

Computational Sciences and Engineering PhD \/ English<\/p><\/td><\/tr>

62<\/p><\/td>

PATRYK<\/p><\/td>

****<\/p><\/td>

Communication Studies (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

63<\/p><\/td>

JULIA<\/p><\/td>

****<\/p><\/td>

Communication Studies (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

64<\/p><\/td>

J\u00dcL\u0130DE<\/p><\/td>

****<\/p><\/td>

Communication Studies (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

65<\/p><\/td>

SAIF ALI<\/p><\/td>

****<\/p><\/td>

Communication Studies (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

66<\/p><\/td>

IGOR STANISLAW<\/p><\/td>

****<\/p><\/td>

Communication Studies (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

67<\/p><\/td>

ADAMA<\/p><\/td>

****<\/p><\/td>

Communication Studies (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

68<\/p><\/td>

BARAN<\/p><\/td>

****<\/p><\/td>

Communication Studies (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

69<\/p><\/td>

B\u0130LGE NUR<\/p><\/td>

****<\/p><\/td>

Communication Studies (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

70<\/p><\/td>

LOTTA MIA<\/p><\/td>

****<\/p><\/td>

Communication Studies (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

71<\/p><\/td>

L\u0130VANUR DAMRA<\/p><\/td>

****<\/p><\/td>

Communication Studies (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

72<\/p><\/td>

\u00d6NEM CEREN<\/p><\/td>

****<\/p><\/td>

Communication Studies (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

73<\/p><\/td>

YA\u011eMUR<\/p><\/td>

****<\/p><\/td>

Communication Studies (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

74<\/p><\/td>

SIAMAK<\/p><\/td>

****<\/p><\/td>

Communication Studies PhD \/ English<\/p><\/td><\/tr>

75<\/p><\/td>

MELEK \u00d6YK\u00dc<\/p><\/td>

****<\/p><\/td>

Communication Studies PhD \/ English<\/p><\/td><\/tr>

76<\/p><\/td>

CEYLAN<\/p><\/td>

****<\/p><\/td>

Communication Studies PhD \/ English<\/p><\/td><\/tr>

77<\/p><\/td>

G\u00dcL<\/p><\/td>

****<\/p><\/td>

Communication Studies PhD \/ English<\/p><\/td><\/tr>

78<\/p><\/td>

HASAN \u00c7A\u011eRI<\/p><\/td>

****<\/p><\/td>

Communication Studies PhD \/ English<\/p><\/td><\/tr>

79<\/p><\/td>

MAHMURE CEREN<\/p><\/td>

****<\/p><\/td>

Communication Studies PhD \/ English<\/p><\/td><\/tr>

80<\/p><\/td>

UFUK<\/p><\/td>

****<\/p><\/td>

Communication Studies PhD \/ English<\/p><\/td><\/tr>

81<\/p><\/td>

UMUT MAH\u0130R<\/p><\/td>

****<\/p><\/td>

Communication Studies PhD \/ English<\/p><\/td><\/tr>

82<\/p><\/td>

TOOBA<\/p><\/td>

****<\/p><\/td>

Business Intelligence and Analytics (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

83<\/p><\/td>

YASSMINE<\/p><\/td>

****<\/p><\/td>

Business Intelligence and Analytics (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

84<\/p><\/td>

FAHAD<\/p><\/td>

****<\/p><\/td>

Business Intelligence and Analytics (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

85<\/p><\/td>

ABEERA<\/p><\/td>

****<\/p><\/td>

Business Intelligence and Analytics (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

86<\/p><\/td>

SHANZAY<\/p><\/td>

****<\/p><\/td>

Business Intelligence and Analytics (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

87<\/p><\/td>

NIMRA<\/p><\/td>

****<\/p><\/td>

Business Intelligence and Analytics (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

88<\/p><\/td>

SARA<\/p><\/td>

****<\/p><\/td>

Business Intelligence and Analytics (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

89<\/p><\/td>

ENES<\/p><\/td>

****<\/p><\/td>

Business Intelligence and Analytics (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

90<\/p><\/td>

NOURHENE<\/p><\/td>

****<\/p><\/td>

Business Intelligence and Analytics (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

91<\/p><\/td>

EBRU<\/p><\/td>

****<\/p><\/td>

Business Administration (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

92<\/p><\/td>

EMRE<\/p><\/td>

****<\/p><\/td>

Business Administration (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

93<\/p><\/td>

ERTAN<\/p><\/td>

****<\/p><\/td>

Business Administration (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

94<\/p><\/td>

ABDULLAH EKREM<\/p><\/td>

****<\/p><\/td>

Business Administration (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

95<\/p><\/td>

MEHMET EYMEN<\/p><\/td>

****<\/p><\/td>

Business Administration (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

96<\/p><\/td>

EL\u0130F<\/p><\/td>

****<\/p><\/td>

Business Administration (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

97<\/p><\/td>

MAHNOOR FATIMA<\/p><\/td>

****<\/p><\/td>

Business Administration (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

98<\/p><\/td>

MUHAMMAD ANAS<\/p><\/td>

****<\/p><\/td>

Business Administration (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

99<\/p><\/td>

ANAYA<\/p><\/td>

****<\/p><\/td>

Business Administration (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

100<\/p><\/td>

SYEDA AYESHA<\/p><\/td>

****<\/p><\/td>

Business Administration (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

101<\/p><\/td>

BORA<\/p><\/td>

****<\/p><\/td>

Business Administration (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

102<\/p><\/td>

CEYL\u0130N<\/p><\/td>

****<\/p><\/td>

Business Administration (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

103<\/p><\/td>

MEL\u0130SSA<\/p><\/td>

****<\/p><\/td>

Business Administration (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

104<\/p><\/td>

HAFSAH<\/p><\/td>

****<\/p><\/td>

Business Administration (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

105<\/p><\/td>

IQRA<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

106<\/p><\/td>

FARWA SHAKEEL<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

107<\/p><\/td>

WISHMAL<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

108<\/p><\/td>

FAJAR<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

109<\/p><\/td>

ZOYA ZEESHAN<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

110<\/p><\/td>

NOOR<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

111<\/p><\/td>

MILKI HAJI<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

112<\/p><\/td>

AIMEN<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

113<\/p><\/td>

CHAIMA<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

114<\/p><\/td>

AURANGZAIB<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

115<\/p><\/td>

HUMA<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

116<\/p><\/td>

SAFA<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

117<\/p><\/td>

AMJED<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

118<\/p><\/td>

EMNA<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

119<\/p><\/td>

DANIYA<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

120<\/p><\/td>

G\u00dcLAY SENA<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

121<\/p><\/td>

SIKANDAR<\/p><\/td>

****<\/p><\/td>

Business Administration (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

122<\/p><\/td>

AKINALP<\/p><\/td>

****<\/p><\/td>

Business Administration PhD \/ English<\/p><\/td><\/tr>

123<\/p><\/td>

DEMET<\/p><\/td>

****<\/p><\/td>

Business Administration PhD \/ English<\/p><\/td><\/tr>

124<\/p><\/td>

DO\u011eAN<\/p><\/td>

****<\/p><\/td>

Business Administration PhD \/ English<\/p><\/td><\/tr>

125<\/p><\/td>

NAC\u0130YE BET\u00dcL<\/p><\/td>

****<\/p><\/td>

Business Administration PhD \/ English<\/p><\/td><\/tr>

126<\/p><\/td>

DAMLA<\/p><\/td>

****<\/p><\/td>

Gender Studies PhD \/ English<\/p><\/td><\/tr>

127<\/p><\/td>

FULYA<\/p><\/td>

****<\/p><\/td>

Gender Studies PhD \/ English<\/p><\/td><\/tr>

128<\/p><\/td>

AYSUN<\/p><\/td>

****<\/p><\/td>

Gender Studies PhD \/ English<\/p><\/td><\/tr>

129<\/p><\/td>

AY\u015eE TU\u011eBA<\/p><\/td>

****<\/p><\/td>

Gender Studies PhD \/ English<\/p><\/td><\/tr>

130<\/p><\/td>

S\u0130MGE<\/p><\/td>

****<\/p><\/td>

Gender Studies PhD \/ English<\/p><\/td><\/tr>

131<\/p><\/td>

MELTEM SUDE<\/p><\/td>

****<\/p><\/td>

Public Law (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

132<\/p><\/td>

BATUHAN<\/p><\/td>

****<\/p><\/td>

Public Law (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

133<\/p><\/td>

MUHAMMED SAN\u0130<\/p><\/td>

****<\/p><\/td>

Public Law (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

134<\/p><\/td>

RANEEM<\/p><\/td>

****<\/p><\/td>

User Experience Design (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

135<\/p><\/td>

ALLA KHALED MOKHTAR<\/p><\/td>

****<\/p><\/td>

User Experience Design (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

136<\/p><\/td>

ALARA<\/p><\/td>

****<\/p><\/td>

User Experience Design (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

137<\/p><\/td>

G\u00d6ZDE NUR<\/p><\/td>

****<\/p><\/td>

User Experience Design (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

138<\/p><\/td>

YASEM\u0130N ECEM<\/p><\/td>

****<\/p><\/td>

User Experience Design (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

139<\/p><\/td>

MERT<\/p><\/td>

****<\/p><\/td>

Cultural Heritage Conservation (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

140<\/p><\/td>

GAMZE<\/p><\/td>

****<\/p><\/td>

K\u00fclt\u00fcr Varl\u0131klar\u0131n\u0131 Koruma (Tezsiz) Y\u00fcksek Lisans \/ T\u00fcrk\u00e7e<\/p><\/td><\/tr>

141<\/p><\/td>

YA\u011eMUR CEREN<\/p><\/td>

****<\/p><\/td>

Cultural Heritage Conservation (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

142<\/p><\/td>

BELEDA\u011e BATUHAN<\/p><\/td>

****<\/p><\/td>

Private Law (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

143<\/p><\/td>

MERYEM MERVE<\/p><\/td>

****<\/p><\/td>

Private Law (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

144<\/p><\/td>

SERDAR<\/p><\/td>

****<\/p><\/td>

Private Law (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

145<\/p><\/td>

SERRA<\/p><\/td>

****<\/p><\/td>

Private Law (Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

146<\/p><\/td>

ECE<\/p><\/td>

****<\/p><\/td>

Private Law (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

147<\/p><\/td>

MEFA\u0130L MESUT<\/p><\/td>

****<\/p><\/td>

Private Law (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

148<\/p><\/td>

MEL\u0130SSA<\/p><\/td>

****<\/p><\/td>

Private Law (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

149<\/p><\/td>

SELEN<\/p><\/td>

****<\/p><\/td>

Private Law (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

150<\/p><\/td>

SEZ\u0130<\/p><\/td>

****<\/p><\/td>

Private Law (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

151<\/p><\/td>

TUGAY<\/p><\/td>

****<\/p><\/td>

Private Law (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

152<\/p><\/td>

\u0130REM GAYE<\/p><\/td>

****<\/p><\/td>

Private Law (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

153<\/p><\/td>

SADIK<\/p><\/td>

****<\/p><\/td>

Private Law (Non-Thesis) Master\u2019s \/ Turkish<\/p><\/td><\/tr>

154<\/p><\/td>

CANSU<\/p><\/td>

****<\/p><\/td>

Private Law PhD \/ Turkish<\/p><\/td><\/tr>

155<\/p><\/td>

ASENA<\/p><\/td>

****<\/p><\/td>

Psychology (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

156<\/p><\/td>

BA\u015eAK<\/p><\/td>

****<\/p><\/td>

Psychology (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

157<\/p><\/td>

CEREN<\/p><\/td>

****<\/p><\/td>

Psychology (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

158<\/p><\/td>

ECE<\/p><\/td>

****<\/p><\/td>

Psychology (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

159<\/p><\/td>

ENES<\/p><\/td>

****<\/p><\/td>

Psychology (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

160<\/p><\/td>

HAT\u0130CE SEVDE<\/p><\/td>

****<\/p><\/td>

Psychology (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

161<\/p><\/td>

SELEN AY<\/p><\/td>

****<\/p><\/td>

Psychology (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

162<\/p><\/td>

SEL\u0130N BERJ\u0130N<\/p><\/td>

****<\/p><\/td>

Psychology (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

163<\/p><\/td>

SUEDA<\/p><\/td>

****<\/p><\/td>

Psychology (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

164<\/p><\/td>

ARDA<\/p><\/td>

****<\/p><\/td>

Psychology (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

165<\/p><\/td>

AY\u015eE SENA<\/p><\/td>

****<\/p><\/td>

Psychology (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

166<\/p><\/td>

FURKAN<\/p><\/td>

****<\/p><\/td>

Psychology (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

167<\/p><\/td>

NAGEHAN<\/p><\/td>

****<\/p><\/td>

Psychology (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

168<\/p><\/td>

TAHA YA\u011eIZ<\/p><\/td>

****<\/p><\/td>

Psychology (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

169<\/p><\/td>

ASLI<\/p><\/td>

****<\/p><\/td>

Psychology PhD \/ English<\/p><\/td><\/tr>

170<\/p><\/td>

EL\u0130F<\/p><\/td>

****<\/p><\/td>

Psychology PhD \/ English<\/p><\/td><\/tr>

171<\/p><\/td>

\u0130LAYDA<\/p><\/td>

****<\/p><\/td>

Psychology PhD \/ English<\/p><\/td><\/tr>

172<\/p><\/td>

\u015eAH\u0130N<\/p><\/td>

****<\/p><\/td>

Psychology PhD \/ English<\/p><\/td><\/tr>

173<\/p><\/td>

ABDAAL KHAN<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

174<\/p><\/td>

BERFIN EBRAR<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

175<\/p><\/td>

HAMROZ<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

176<\/p><\/td>

MAHNOOR<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

177<\/p><\/td>

MINHAZ<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

178<\/p><\/td>

NITIKA<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

179<\/p><\/td>

RASHID<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

180<\/p><\/td>

REMILEKUN<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

181<\/p><\/td>

RESUL BEDII<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

182<\/p><\/td>

SAMSOON NAHAR<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

183<\/p><\/td>

PURUJIT<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

184<\/p><\/td>

EDEN TAKELE<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

185<\/p><\/td>

VAISHNAVI SANTOSH<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

186<\/p><\/td>

SIMRAN<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

187<\/p><\/td>

ADOLFO SEBASTIAN<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

188<\/p><\/td>

DANIUM SHAHNOWAZ<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

189<\/p><\/td>

GAINIKAMAL<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

190<\/p><\/td>

USMAN<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

191<\/p><\/td>

TSAFAC NKOMBONG<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

192<\/p><\/td>

RIFQI ARDIA<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

193<\/p><\/td>

GERTRUDE<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

194<\/p><\/td>

IMELDA<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

195<\/p><\/td>

SHAMANNIZAH MARYAM ALAM ROSKHA<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

196<\/p><\/td>

SRISTI<\/p><\/td>

****<\/p><\/td>

Cyber Security (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

197<\/p><\/td>

FURKAN<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

198<\/p><\/td>

LENEAR AMAGOVE<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

199<\/p><\/td>

JOEL ISARIA<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

200<\/p><\/td>

NIKOLA<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

201<\/p><\/td>

RANA<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

202<\/p><\/td>

TEDI<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

203<\/p><\/td>

ANDRES MARCELO<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

204<\/p><\/td>

ANDRO ANDITYA<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

205<\/p><\/td>

BADRIYA<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

206<\/p><\/td>

SOWAT<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

207<\/p><\/td>

ALLAN<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

208<\/p><\/td>

TIONGE<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

209<\/p><\/td>

PANHARITH<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

210<\/p><\/td>

TAJRIYAN<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

211<\/p><\/td>

RAZAN<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

212<\/p><\/td>

BAL\u0160A<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

213<\/p><\/td>

DIANA<\/p><\/td>

****<\/p><\/td>

Cyber Security (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

214<\/p><\/td>

DUYGU<\/p><\/td>

****<\/p><\/td>

Design (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

215<\/p><\/td>

CAV\u0130T AYDINCAN<\/p><\/td>

****<\/p><\/td>

Design (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

216<\/p><\/td>

D\u0130CLE<\/p><\/td>

****<\/p><\/td>

Design (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

217<\/p><\/td>

ERD\u0130N\u00c7<\/p><\/td>

****<\/p><\/td>

Design (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

218<\/p><\/td>

MEL\u0130H KAAN<\/p><\/td>

****<\/p><\/td>

Design (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

219<\/p><\/td>

MERYEM MELEAN\u0130<\/p><\/td>

****<\/p><\/td>

Design (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

220<\/p><\/td>

MUSTAFA TOLGAY<\/p><\/td>

****<\/p><\/td>

Design (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

221<\/p><\/td>

SELEN<\/p><\/td>

****<\/p><\/td>

Design (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

222<\/p><\/td>

\u00d6ZKAN<\/p><\/td>

****<\/p><\/td>

Design (Non-Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

223<\/p><\/td>

DO\u011eANCAN<\/p><\/td>

****<\/p><\/td>

Design, Technology and Society PhD \/ English<\/p><\/td><\/tr>

224<\/p><\/td>

DOLUNAY<\/p><\/td>

****<\/p><\/td>

Design, Technology and Society PhD \/ English<\/p><\/td><\/tr>

225<\/p><\/td>

G\u00d6ZDE NUR<\/p><\/td>

****<\/p><\/td>

Design, Technology and Society PhD \/ English<\/p><\/td><\/tr>

226<\/p><\/td>

\u0130ZZET<\/p><\/td>

****<\/p><\/td>

Design, Technology and Society PhD \/ English<\/p><\/td><\/tr>

227<\/p><\/td>

SEVG\u0130<\/p><\/td>

****<\/p><\/td>

Design, Technology and Society PhD \/ English<\/p><\/td><\/tr>

228<\/p><\/td>

NIKOLAOS<\/p><\/td>

****<\/p><\/td>

International Relations (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

229<\/p><\/td>

AHMED BILAL<\/p><\/td>

****<\/p><\/td>

International Relations (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

230<\/p><\/td>

ALPEREN<\/p><\/td>

****<\/p><\/td>

International Relations (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

231<\/p><\/td>

CEREN<\/p><\/td>

****<\/p><\/td>

International Relations (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

232<\/p><\/td>

SEDEF<\/p><\/td>

****<\/p><\/td>

International Relations (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

233<\/p><\/td>

DEN\u0130Z M\u0130NE<\/p><\/td>

****<\/p><\/td>

International Relations PhD \/ English<\/p><\/td><\/tr>

234<\/p><\/td>

ZAID YAHYA<\/p><\/td>

****<\/p><\/td>

International Relations PhD \/ English<\/p><\/td><\/tr>

235<\/p><\/td>

ANDRII<\/p><\/td>

****<\/p><\/td>

International Relations PhD \/ English<\/p><\/td><\/tr>

236<\/p><\/td>

ERIC<\/p><\/td>

****<\/p><\/td>

Management Information Systems (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

237<\/p><\/td>

VLAD GABRIEL<\/p><\/td>

****<\/p><\/td>

Management Information Systems (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

238<\/p><\/td>

YA\u011eMUR SENA<\/p><\/td>

****<\/p><\/td>

Management Information Systems (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

239<\/p><\/td>

OLLA MOHAMED AWAD<\/p><\/td>

****<\/p><\/td>

Management Information Systems (Thesis) Master\u2019s \/ English<\/p><\/td><\/tr>

240<\/p><\/td>

NOOR UL<\/p><\/td>

****<\/p><\/td>

Management Information Systems PhD \/ English<\/p><\/td><\/tr>

241<\/p><\/td>

AYL\u0130N<\/p><\/td>

****<\/p><\/td>

Management Information Systems PhD \/ English<\/p><\/td><\/tr>

242<\/p><\/td>

OSMAN<\/p><\/td>

****<\/p><\/td>

Management Information Systems PhD \/ English<\/p><\/td><\/tr><\/tbody><\/table>

Through these scholarships, KHAS not only nurtures academic excellence but also strengthens women\u2019s participation in advanced education and research leadership.<\/p>

Active Scholarship Students at Kadir Has University<\/strong><\/span><\/p>

At Kadir Has University, Active Scholarship Students are selected to gain professional experience while supporting their education. These students can work up to 40 hours per month, and their working hours are arranged in accordance with their class schedules to ensure academic priorities come first.<\/p>

Every year, students have the opportunity to work in different administrative units, allowing them to explore diverse professional fields and develop a broad set of skills. The program is open to all students, and each administrative unit announces its own available positions. Students can then apply to the postings that match their interests and qualifications.<\/p>

Through this initiative, Kadir Has University aims to provide meaningful, hands-on experience that enhances students\u2019 employability and contributes to their personal and professional development.<\/p>

In 2024, 45 students participated in this initiative, as listed below:<\/p>
No<\/strong><\/td>NAME<\/strong><\/td>FACULTY<\/strong><\/td>DEPARTMENT<\/strong><\/td>ADMINISTRATIVE DEPARTMENT THEY ARE WORKING AT<\/strong><\/td><\/tr>
1<\/td>Ayb\u00fcke Y**<\/td>Faculty of Law<\/td>Law<\/td>Directorate of Education Policies and Monitoring<\/td><\/tr>
2<\/td>Bilgesu E**<\/td>Faculty of Art and Design<\/td>Theatre<\/td>Psychology<\/td><\/tr>
3<\/td>Fatma Nur E**<\/td>Faculty of Art and Design<\/td>Architecture<\/td>Psychology<\/td><\/tr>
4<\/td>Yaren S**<\/td>Faculty of Economics, Administrative and Social Sciences<\/td>International Trade and Finance<\/td>International Trade and Finance<\/td><\/tr>
5<\/td>Cahide Ilg\u0131n T**<\/td>Faculty of Economics, Administrative and Social Sciences<\/td>Business Administration<\/td>Management Information Systems<\/td><\/tr>
6<\/td>Ay\u015fe Sena \u00dc**<\/td>Faculty of Communication<\/td>Radio, Television and Cinema<\/td>Faculty of Communication<\/td><\/tr>
7<\/td>Ezgi \u00dc**<\/td>Faculty of Communication<\/td>Advertising<\/td>Faculty of Communication<\/td><\/tr>
8<\/td>G\u00f6zde Elif M**<\/td>Faculty of Economics, Administrative and Social Sciences<\/td>Psychology<\/td>Psychological Counseling and Guidance Office<\/td><\/tr>
9<\/td>Sudenur K**<\/td>Faculty of Communication<\/td>Radio, Television and Cinema<\/td>Directorate of Corporate Communication<\/td><\/tr>
10<\/td>Meri\u00e7 Y**<\/td>Faculty of Communication<\/td>New Media<\/td>Directorate of Corporate Communication<\/td><\/tr>
11<\/td>Dilvin A**<\/td>Faculty of Engineering and Natural Sciences<\/td>Molecular Biology and Genetics<\/td>Directorate of Corporate Communication<\/td><\/tr>
12<\/td>Taha \u00d6**<\/td>Faculty of Engineering and Natural Sciences<\/td>Computer Engineering<\/td>Directorate of Corporate Communication<\/td><\/tr>
13<\/td>Fatma A**<\/td>Faculty of Economics, Administrative and Social Sciences<\/td>Economics<\/td>Directorate of Corporate Communication<\/td><\/tr>
14<\/td>Gizem U**<\/td>Faculty of Economics, Administrative and Social Sciences<\/td>Political Science and Public Administration<\/td>Directorate of Corporate Communication<\/td><\/tr>
14<\/td>Tu\u011f\u00e7e Z**<\/td>Faculty of Communication<\/td>Public Relations and Publicity<\/td>Directorate of Corporate Communication<\/td><\/tr>
15<\/td>Selin D**<\/td>Faculty of Engineering and Natural Sciences<\/td>Industrial Engineering<\/td>Directorate of Campus Life<\/td><\/tr>
16<\/td>\u0130lkim G**<\/td>Faculty of Economics, Administrative and Social Sciences<\/td>Psychology<\/td>Directorate of Campus Life<\/td><\/tr>
17<\/td>Duru T**<\/td>Faculty of Art and Design<\/td>Architecture<\/td>Directorate of Campus Life<\/td><\/tr>
18<\/td>Eylul U**<\/td>Faculty of Engineering and Natural Sciences<\/td>Electrical-Electronics Engineering<\/td>Directorate of Campus Life<\/td><\/tr>
19<\/td>Gamze A**<\/td>Faculty of Law<\/td>Law<\/td>Graduate School<\/td><\/tr>
20<\/td>Dilara N**<\/td>Faculty of Economics, Administrative and Social Sciences<\/td>Management Information Systems<\/td>Erasmus and Exchange Office<\/td><\/tr>
21<\/td>Muhammad Hasan Mahdi K**<\/td>Faculty of Economics, Administrative and Social Sciences<\/td>Business Administration<\/td>Erasmus and Exchange Office<\/td><\/tr>
22<\/td>S\u00fcmeyra S**<\/td>Faculty of Economics, Administrative and Social Sciences<\/td>Psychology<\/td>Faculty of Law<\/td><\/tr>
23<\/td>Merve Y**<\/td>Faculty of Economics, Administrative and Social Sciences<\/td>Economics<\/td>Directorate of Information Center<\/td><\/tr>
24<\/td>Nilhan Nur \u00d6**<\/td>Faculty of Economics, Administrative and Social Sciences<\/td>Business Administration<\/td>Directorate of Information Center<\/td><\/tr>
25<\/td>Zeynep Cansu S**<\/td>Faculty of Communication<\/td>Radio, Television and Cinema<\/td>Directorate of Information Center<\/td><\/tr>
26<\/td>Elif Hilal Y**<\/td>Faculty of Economics, Administrative and Social Sciences<\/td>Political Science and Public Administration<\/td>Directorate of Information Center<\/td><\/tr>
27<\/td>Melike Nur H**<\/td>Faculty of Art and Design<\/td>Industrial Design<\/td>Directorate of Information Center<\/td><\/tr>
28<\/td>\u0130zlen T**<\/td>Faculty of Communication<\/td>New Media<\/td>Department of Common Courses<\/td><\/tr>
29<\/td>Zeynep E**<\/td>Faculty of Art and Design<\/td>Industrial Design<\/td>Industrial Product Design<\/td><\/tr>
30<\/td>Bilal Emir U**<\/td>Faculty of Economics, Administrative and Social Sciences<\/td>Management Information Systems<\/td>Center for Cyber Security and Critical Infrastructure Protection<\/td><\/tr>
31<\/td>Furkan \u00c7**<\/td>Faculty of Economics, Administrative and Social Sciences<\/td>Management Information Systems<\/td>Center for Cyber Security and Critical Infrastructure Protection<\/td><\/tr>
32<\/td>Vahap Gazi F**<\/td>Faculty of Engineering and Natural Sciences<\/td>Computer Engineering<\/td>Molecular Biology and Genetics<\/td><\/tr>
33<\/td>Elif \u0130lke \u015e**<\/td>Faculty of Engineering and Natural Sciences<\/td>Molecular Biology and Genetics<\/td>Center for Gender and Women\u2019s Studies<\/td><\/tr>
34<\/td>Seher Naz H**<\/td>Faculty of Communication<\/td>New Media<\/td>Center for Gender and Women\u2019s Studies<\/td><\/tr>
42<\/td>Zeynep K**<\/td>Faculty of Communication<\/td>Visual Communication Design<\/td>Rezan Has Museum<\/td><\/tr>
43<\/td>\u0130rem A**<\/td>Faculty of Engineering and Natural Sciences<\/td>Industrial Engineering<\/td>Alumni Relations Office<\/td><\/tr>
44<\/td>At\u0131f Ata \u00d6**<\/td>Faculty of Communication<\/td>Visual Communication Design<\/td>Directorate of Creative Industries Platform<\/td><\/tr>
45<\/td>Eman Gul B**<\/td>Faculty of Economics, Administrative and Social Sciences<\/td>Political Science and Public Administration<\/td>Directorate of Institutional Research and Evaluation (KADED)<\/td><\/tr><\/tbody><\/table>

We also have a related policy, which can be found below.<\/p>

KAD\u0130R HAS UNIVERSITY GENDER EQUALITY PLAN<\/strong><\/span><\/p>

KAD\u0130R HAS UNIVERSITY GENDER EQUALITY POLICY<\/strong><\/span><\/p>

Gender inequality is still one of the most common social problems both in Turkey and throughout the world in particular as a matter of justice and human rights. The problem of gender inequality includes the types of marginalization and discrimination faced by individuals based on gender. This covers all types of current practices and power imbalances concerning social patterns that appear as gender-based violence and discrimination, including those affecting transgender individuals. To attain the target of gender equality, it is required to question the power imbalances and unequal gender dynamics and, encourage fair access to resources and opportunities.<\/p>

All people must be treated fairly and with dignity without any discrimination based on gender, ethnic origin, belief, sexual orientation, gender identity, nationality, and similar grounds, which is a matter of human rights. As an academic institution embracing universal values, Kadir Has University also accepts this approach. As it is provided in article 10 of our Constitution, \u201cEveryone is equal before the law without distinction as to language, race, color, sex, political opinion, philosophical belief, religion, and sect, or any such grounds.\u201d Article 10 of the Constitution guarantees that it is the positive and direct obligation of the state to put into practice gender equality and, that positive action will not mean discrimination (Additional paragraph: 7\/5\/2004-5170\/Article 1)<\/strong>.<\/p>

Our country is also one of the parties to the UN Convention on the Elimination of All Forms of Discrimination against Women. Gender equality is one of the Sustainable Development Goals that are explained in 17 articles by the United Nations. Likewise, gender equality is one of the priority policies of the Council of Europe of which Turkey is a member, and the Council of Europe sets forth the targets and methods in the Gender Equality Strategy documents in order to put into practice this policy.<\/p>

Considering the academic principles and the objectives of the Policy on Prevention of Harassment and Discrimination; the Policy Document Intended to Prevent Gender-Based Harassment, Sexual Harassment and Sexual Assault as well as the Directives and Practices of the Unit to Prevent Gender-Based Harassment, Sexual Harassment and Sexual Assault; the research, projects and activities of the Gender and Women Studies Research Center on gender inequality and the Gender Studies Ph.D. Program, Kadir Has University is one of the few universities that directly deal with gender-based inequalities in Turkey and, has committed itself to serving as a role model developing the best practices in terms of gender equality.<\/p>

The main objectives the KHAS Gender Equality Plan (GEP) are as follows:<\/strong><\/p>

  1. Eliminate gender-based discriminatory practices in the fields of recruitment, employment security and career development of employees and, create practices intended to improve gender equality.<\/li>
  2. Make visible gender unbalances in the decision-making processes and take measures to establish gender equality to improve collaborative and coherent working processes, engagement, and transparency.<\/li>
  3. Create and make sustainable a safe and supportive working environment, where there is no gender-based violence, and there is no discrimination in conducts and behaviors for academic and administrative staff, the outsourced personnel, and the students.<\/li>
  4. Strengthen the balance of gender by means of considering the gender perspective in all the scientific fields for both the content of research and various processes of research such as the formation of teams, and the publication of results.<\/li><\/ol>

    In order to attain these objectives,\u00a0within the framework of the GEP, Kadir Has University<\/strong>\u00a0aims to take necessary steps in:<\/p>

    • Corporate culture, management, and leadership mechanisms as well as corporate directions, encouragements and directives,<\/li>
    • All the areas and processes forming the campus climate and during the procedures intended to further strengthen the gender equality perspective among the academic and administrative staff, the outsourced employees, and the students,<\/li>
    • Career development, the management of recruitment and promotion processes, the consideration of work-life balance, as well as private\/temporary conditions concerning private life such as birth, having children, the necessity to take care of relatives for leaves and promotions,<\/li>
    • Educational processes and curricula and,<\/li>
    • Research processes,<\/li><\/ul>

      in order to ensure and enforce the gender equality policies and principles.<\/p>

      KAD\u0130R HAS UNIVERSITY GENDER EQUALITY ACTION PLAN<\/strong><\/span><\/p>

      To prevent any type of gender-based discrimination and sexist attitudes and behaviors within the framework of the main themes listed in detail above within the organization of Kadir Has University,\u00a0the KHAS Gender Equality Action Plan<\/strong>\u00a0has been drafted in a way that contains the details on the information, enforcement and application aspects thereof.<\/p>

      1. Corporate Culture, Management, and Leadership<\/strong><\/li><\/ol>

        Gender Equality Committee<\/strong><\/p>

        A\u00a0Gender Equality Committee (GEC)<\/strong>\u00a0will be established, which is to be identified by and will operate reporting to the President. This committee will consist of academic staff, administrative staff and students, and meet on a regular basis to determine policies and make efforts in respect of gender equality. For the formation of the GEC, those who work in the field of gender equality and who are trained in this field will be prioritized. The GEC makes efforts to ensure not only the permanent staff and students of the university but also the businesses serving to our university and their employees accommodate themselves to the policies in the field of gender equality.\u00a0 Accordingly, the main tasks of the committee will be the activities of due diligence, continuing education, and monitoring and evaluation.\u00a0 The efforts made within the organization of the GEC will be reported to the senior management on a regular basis.\u00a0\u00a0\u00a0<\/p>

        Due Diligence:<\/strong>\u00a0The GEC will carry out necessary quantitative and qualitative data collections intended to determine the current condition of Kadir Has University in respect of gender equality. Within the scope of these efforts, the data will be analyzed in respect of the titles of researchers and academic staff, the male & female percentages by faculties, departments and units, and the male female male percentages among the conductors and researchers of the research projects and, the authors of the publications. In addition, the conditions and needs of those who feel that they are exposed to discrimination due to their gender identity and sexual orientation among the university staff and students will be identified by means of the reports from the Unit to Prevent Sexual Harassment and Sexual Assault (UPSHSA).<\/p>

        Continuing Education:<\/strong>\u00a0Seminars, workshops and projects will be organized with the participation of all the stakeholders within the scope of a time schedule that is to be jointly prepared by the faculties and the\u00a0KHAS GEC<\/strong>\u00a0in order to enhance the knowledge and awareness of the academicians, researchers, administrative staff, outsourced personnel and students in respect of sexual discrimination, and the affects thereof will be measured in a structured way.<\/p>

        Monitoring and Evaluation: <\/strong>After the formation of the\u00a0KHAS GEC<\/strong>, the statistical and qualitative studies detailed under the title \u201cDue Diligence\u201d will be renewed every year, and the developments will be monitored and reported by the\u00a0KHAS GEC<\/strong>\u00a0to the President.<\/p>

        Theme<\/strong><\/p><\/td>

        Subject\/Evidence to Discuss<\/strong><\/p><\/td>

        Planned Action<\/strong><\/p><\/td>

        2022<\/strong><\/p><\/td>

        2023<\/strong><\/p><\/td>

        2024<\/strong><\/p><\/td>

        Responsible Person\/Unit\/Department & Success Indicators<\/strong><\/p><\/td><\/tr>

        Leadership & Management<\/p><\/td>

        Improvement of gender equality in the main commissions where decisions are made<\/p><\/td>

        Guarantee the continuity of an egalitarian gender balance<\/p><\/td>

        X<\/p><\/td>

        X<\/p><\/td>

        X<\/p><\/td>

        President
        At least %40 female members in all the commissions<\/p><\/td><\/tr>

        Leadership & Management<\/p><\/td>

        Lack of education in respect of gender equality<\/p><\/td>

        Integration of the online gender equality training to the administrative and academic staff in the promotion and employment contract renewal processes<\/p><\/td>

        		\u00a0<\/td>

        X<\/p><\/td>

        		\u00a0<\/td>

        The Gender and Women Studies Research Center, The Directorate of Human Resources
        50% of the academic and administrative staff receiving the training<\/p><\/td><\/tr>

        Audit Policy & Practices<\/p><\/td>

        Improvement of the policies and the respective units to fight harassment, mobbing, sexual assault, and violence<\/p><\/td>

        Ensure that the policy and the respective unit are announced (through MyKhas and on the website) and all the KHAS society members are informed accordingly<\/p><\/td>

        X<\/p><\/td>

        		\u00a0<\/td>\u00a0<\/td>

        The UPSHSA, The Directorate of Human Resources
        The policy is available on the MyKhas and KHAS website, and both the policy and unit are announced to the KHAS society<\/p><\/td><\/tr>

        Audit Policy & Practices<\/p><\/td>

        Improvement of the processes for data collection, publication, and reporting based on gender<\/p><\/td>

        Ensure that the data are maintained and reported on the basis of gender in order to monitor the progress and, correct the deficiencies if any<\/p><\/td>

        X<\/p><\/td>

        		\u00a0<\/td>\u00a0<\/td>

        The Directorate of Institutional Research and Assessment , the UPSHSA, The Directorate of Human Resources, The Directorate of Operation and Purchasing
        Maintain and report the data separated based on the gender equality<\/p><\/td><\/tr>

        Audit Policy & Practices<\/p><\/td>

        Improvement of the University\u2019s Quality System with the aims for gender equality<\/p><\/td>

        Integration of the gender equality policies and the Gender Equality Plan with the Quality System and the strategic plan of the university<\/p><\/td>

        		\u00a0<\/td>

        X<\/p><\/td>

        		\u00a0<\/td>

        The Directorate of Institutional Research and Assessment
        A page on the KHAS website, where the Gender Equality Plan and the data on gender equality are made available<\/p><\/td><\/tr><\/tbody><\/table>

        1. Campus Climate<\/strong><\/li><\/ol>

          Our university aims to create a campus climate, which is egalitarian, libertarian, dialogue-based, engaging, inclusive, accessible to all the society members and where any type of gender-based discriminatory attitude, behavior and practice are completely excluded. It is one of the priorities of our university in respect of the campus climate to ensure that all the members, in particular, the students, academic and administrative personnel and outsourced personnel, are aware of the concept of gender equality.<\/p>
          \u00a0<\/td>

          Theme<\/strong><\/p><\/td>

          Subject\/Evidence to Discuss<\/strong><\/p><\/td>

          Planned Action<\/strong><\/p><\/td>

          Time Schedule<\/strong><\/p><\/td>

          Responsible Person\/Unit\/Department<\/strong><\/p><\/td>

          Success Indicators<\/strong><\/p><\/td>

          		\u00a0<\/td>\u00a0<\/td><\/tr>
          \u00a0<\/td>

          \u00a0<\/strong><\/p><\/td>

          		\u00a0<\/td>\u00a0<\/td><\/tr>

          \u00a0<\/strong><\/p><\/td>

          		\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>

          2022<\/p><\/td>

          2023<\/p><\/td>

          2024<\/p><\/td>

          		\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td><\/tr>

          Campus Climate<\/strong><\/p><\/td>

          Awareness<\/p><\/td>

          Lack of knowledge of the students in respect of the perception of gender at the campus<\/p><\/td>

          Planning of focus groups with the students<\/p><\/td>

          		\u00a0<\/td>

          X<\/p><\/td>

          		\u00a0<\/td>

          The Directorate of Institutional Research and Assessment, The Gender and Women Studies Research Center<\/p><\/td>

          Focus groups<\/p><\/td>

          		\u00a0<\/td>\u00a0<\/td><\/tr>

          Campus Climate<\/strong><\/p><\/td>

          Awareness<\/p><\/td>

          Enhance the visibility of gender at the campus<\/p><\/td>

          Use of stickers, posters and other materials on the boards; organization of gender-based exhibitions, theaters and forums<\/p><\/td>

          		\u00a0<\/td>

          X<\/p><\/td>

          		\u00a0<\/td>

          The Campus Life Office, The Corporate Communication<\/p><\/td>

          Physical and online materials, exhibitions, plays, forums and similar events<\/p><\/td>

          		\u00a0<\/td>\u00a0<\/td><\/tr>

          Campus Climate<\/strong><\/p><\/td>

          Awareness<\/p><\/td>

          Enhance the awareness of gender at the campus<\/p><\/td>

          Provision of training on gender equality<\/p><\/td>

          		\u00a0<\/td>

          X<\/p><\/td>

          		\u00a0<\/td>

          The Gender and Women Studies Research Center<\/p><\/td>

          Training on gender equality, the number and percentages of the participants<\/p><\/td>

          		\u00a0<\/td>\u00a0<\/td><\/tr>
          \u00a0<\/td>\u00a0<\/td><\/tr>

          Campus Climate<\/strong><\/p><\/td>

          Awareness<\/p><\/td>

          Awareness of the sub-employers and the outsourced personnel<\/p><\/td>

          Questionnaires with the sub-employers and outsourced personnel; improvement of gender balance in the process of recruitment; challenging the gender stereotypes in the process of recruitment (e.g. female shuttle vehicle drivers); directives on the expectations from the sub-employers<\/p><\/td>

          		\u00a0<\/td>

          X<\/p><\/td>

          		\u00a0<\/td>

          The Directorate of Operation and Purchasing<\/p><\/td>

          Preparation of a code of conduct for the sub-employers and employees and, inclusion thereof into their contracts<\/p><\/td>

          		\u00a0<\/td>\u00a0<\/td><\/tr>

          Campus Climate<\/strong><\/p><\/td>

          Engagement<\/p><\/td>

          Enhance the engagement of the students and student clubs<\/p><\/td>

          Training to the students and student clubs on gender; training of trainers; development of a co-presidency system for the student clubs<\/p><\/td>

          		\u00a0<\/td>

          X<\/p><\/td>

          		\u00a0<\/td>

          The Campus Life Office, Core Program<\/p><\/td>

          Training and projects to the student clubs<\/p><\/td>

          		\u00a0<\/td>\u00a0<\/td><\/tr>
          \u00a0<\/td>\u00a0<\/td>\u00a0<\/td><\/tr>

          Gender projects with the participation of the students<\/p><\/td>

          		\u00a0<\/td>\u00a0<\/td><\/tr>

          Campus Climate<\/strong><\/p><\/td>

          Engagement<\/p><\/td>

          Increase the number of male participants in the Gender Equality Plan<\/p><\/td>

          Organization of training programs and workshops with both the employees and students in order to discuss on how to increase the number of male participants in the efforts for gender equality<\/p><\/td>

          		\u00a0<\/td>

          X<\/p><\/td>

          		\u00a0<\/td>

          The Gender and Women Studies Research Center, Core Program<\/p><\/td>

          Training programs focusing on males<\/p><\/td>

          		\u00a0<\/td>\u00a0<\/td><\/tr>
          \u00a0<\/td>\u00a0<\/td><\/tr><\/tbody><\/table>
          1. Career Development, Recruitment Process and Work-Life Balance<\/strong><\/li><\/ol>

            There is already a gender balance established in our university in respect of the number of both the students and the academic and administrative staff. In addition, significant steps have been taken with the intention to ensure gender equality in the employment and performance directives after the updates thereon in 2018, 2019 and 2020. There have been some improvements, for example, an academic person who takes a maternity\/parental leave will not be included in the annual performance for a period of one year following the year they restarted to work, and the period used for these leaves will be added to the periodic performance period. Nevertheless, the concept of gender equality is a dynamic area so that it must be continuously monitored in the career development and recruitment processes, and thus the current improvement areas must be identified and, new practices must be developed accordingly. Our university takes necessary steps in cooperation with the\u00a0KHAS GEC\u00a0and the Directorate of Human Resources in order to ensure gender equality in the career development and recruitment processes.<\/p>
            \u00a0<\/td>

            Theme<\/strong><\/p><\/td>

            Subject\/Evidence to Discuss<\/strong><\/p><\/td>

            Planned Action<\/strong><\/p><\/td>

            Time Schedule<\/strong><\/p><\/td>

            Responsible Person\/Unit\/Department<\/strong><\/p><\/td>

            Success Indicators<\/strong><\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td><\/tr>
            \u00a0<\/td>

            \u00a0<\/strong><\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td><\/tr>

            \u00a0<\/strong><\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>

            2022<\/p><\/td>

            2023<\/p><\/td>

            2024<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>\u00a0<\/td><\/tr>

            Career Development<\/strong><\/p><\/td>

            Professional Development<\/p><\/td>

            The percentage of female employees is getting decreased as the position is getting higher<\/p><\/td>

            Development of a mentorship system for female employees<\/p><\/td>

            X<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td>

            The President, The General Secretary, The Directorate of Human resources, The Gender and Women Studies Research Center<\/p><\/td>

            The number and percentage of female employees receiving mentorship and, the percentage by gender and position<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td><\/tr>

            Career Development<\/strong><\/p><\/td>

            Professional Development<\/p><\/td>

            Lack of representation of the female doctoral students<\/p><\/td>

            Encourage the female students in the undergraduate programs to apply to the master\u2019s degree and doctoral programs<\/p><\/td>

            X<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td>

            The School of Graduate Studies, The Scholarship Committee<\/p><\/td>

            Percentages of female graduate and doctoral students<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td><\/tr>
            \u00a0<\/td>\u00a0<\/td><\/tr>

            Career Development<\/strong><\/p><\/td>

            Professional Development<\/p><\/td>

            Enhancement of support mechanisms for the researchers at the beginning of their careers (Ph.D. Candidates, Assistant Professors, Research Assistants)<\/p><\/td>

            Training in respect of career development, funding opportunities and publication methods\/tips<\/p><\/td>

            		\u00a0<\/td>

            X<\/p><\/td>

            X<\/p><\/td>

            The Directorate of R&D Resources<\/p><\/td>

            3 training programs organized in a year and at least 70% of the female employees attending these training programs<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td><\/tr>

            Career Development<\/strong><\/p><\/td>

            Professional Development<\/p><\/td>

            Mentorship for undergraduate students<\/p><\/td>

            Joint efforts with non-governmental organizations such as KAG\u0130DER, TurkishWIN, CampusWIN for the development of mentorship and leadership for female students<\/p><\/td>

            		\u00a0<\/td>

            X<\/p><\/td>

            X<\/p><\/td>

            The Career Office, The Campus Life Office, The Student Clubs, The Gender and Women Studies Research Center<\/p><\/td>

            Training and mentorships provided<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td><\/tr>

            Career Development<\/strong><\/p><\/td>

            Employee Profile<\/p><\/td>

            Improvement of the respective processes in the HR system concerning the data separated by gender<\/p><\/td>

            Ensure that the HR system maintains the data separated by gender for all the areas<\/p><\/td>

            X<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td>

            The Directorate of Human Resources<\/p><\/td>

            The HR keeps the data on the following subjects on the basis of gender equality. personnel, recruitment, promotions, those quitting, and use of the business-life balance provisions<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td><\/tr>
            \u00a0<\/td>\u00a0<\/td><\/tr>
            \u00a0<\/td>\u00a0<\/td><\/tr>
            \u00a0<\/td>\u00a0<\/td><\/tr>

            Career Development<\/strong><\/p><\/td>

            Recruitment<\/p><\/td>

            Improvement of the recruitment practices<\/p><\/td>

            Formation of regulations\/procedures intended to create a recruitment system established based on gender equality and diversity containing practices to enhance the diversity of candidates and employees; preparation of a text for job adverts referring to gender equality and diversity<\/p><\/td>

            		\u00a0<\/td>

            X<\/p><\/td>

            		\u00a0<\/td>

            The President, The General Secretary, The Directorate of Human Resources, The Directorate of Corporate Communication, The Gender and Women Studies Research Center<\/p><\/td>

            Regulations and procedures drafted<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td><\/tr>

            Addition of a text for job adverts highlighting the concept of gender equality and diversity<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td><\/tr>

            Career Development<\/strong><\/p><\/td>

            Recruitment<\/p><\/td>

            Provision of training on gender equality to all the university members within the scope of the employee orientation programs<\/p><\/td>

            Creation of training and workshops on gender equality; inclusion of gender equality into the employee orientation programs<\/p><\/td>

            X<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td>

            The Directorate of Human Resources, The Directorate of Student Affairs, the Directorate of Operation and Purchasing<\/p><\/td>

            Training and workshops<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td><\/tr>

            Informing all the employees of the gender equality policy and practices<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td><\/tr>
            \u00a0<\/td>\u00a0<\/td>\u00a0<\/td><\/tr>
            \u00a0<\/td>\u00a0<\/td>\u00a0<\/td><\/tr>

            Career Development<\/strong><\/p><\/td>

            Business & Life Balance<\/p><\/td>

            Ensure that the paternity leaves are efficiently used.<\/p><\/td>

            Announcement of the paternity leave policy (MyKhas and website) ensuring that both the academic and administrative staff benefits from this policy<\/p><\/td>

            X<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td>

            The President, The General Secretary, The Directorate of Human Resources<\/p><\/td>

            The paternity leave policy made available on MyKhas and KHAS website<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td><\/tr>
            \u00a0<\/td>\u00a0<\/td>\u00a0<\/td><\/tr>

            Training on paternity to the employees who are to take their paternity leaves<\/p><\/td>

            		\u00a0<\/td>\u00a0<\/td><\/tr>
            \u00a0<\/td>\u00a0<\/td>\u00a0<\/td><\/tr><\/tbody><\/table>
            1. Educational Processes and Curriculum<\/strong><\/li><\/ol>

              All the faculties and departments will set and announce their targets for the gender equality in compliance with the KHAS Gender Equality Plan detailed hereunder, monitoring the results thereof and, considering them in the respective performance evaluation processes.<\/p>

              \u00a0A short paragraph, which summarizes the policies against any type of violence and discrimination in all the processes of the university including the courses and activities affiliated therewith, and the rules and sanctions considering thereto, to all the curricula, and this text will highlight the safeguarding of gender equality. In addition, it will be encouraged to include the gender equality aspect in the respective course into the curricula.<\/p>
              \u00a0<\/td>

              Theme<\/strong><\/p><\/td>

              Subject\/Evidence to Discuss<\/strong><\/p><\/td>

              Planned Action<\/strong><\/p><\/td>

              Time Schedule<\/strong><\/p><\/td>

              Responsible Person\/Unit\/Department<\/strong><\/p><\/td>

              Success Indicators<\/strong><\/p><\/td><\/tr>

              \u00a0<\/td>

              \u00a0<\/strong><\/p><\/td>

              \u00a0<\/strong><\/p><\/td><\/tr>

              \u00a0<\/strong><\/p><\/td>

              		\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>

              2022<\/p><\/td>

              2023<\/p><\/td>

              2024<\/p><\/td>

              		\u00a0<\/td>\u00a0<\/td><\/tr>

              Gender in Education<\/strong><\/p><\/td>

              Culture & Curriculum<\/p><\/td>

              Courses on gender across the university<\/p><\/td>

              Provision of gender courses to all the students<\/p><\/td>

              		\u00a0<\/td>

              X<\/p><\/td>

              		\u00a0<\/td>

              Faculties, The School of Graduate Studies, Core Program<\/p><\/td>

              Addition of new courses to the pool of (elective) courses<\/p><\/td><\/tr>

              Gender in Education<\/strong><\/p><\/td>

              Culture & Curriculum<\/p><\/td>

              Gender equality in STEM<\/p><\/td>

              Planning and enforcement of activities for STEM<\/p><\/td>

              		\u00a0<\/td>

              X<\/p><\/td>

              		\u00a0<\/td>

              Faculties, The School of Graduate Studies, Core Program<\/p><\/td>

              Education, workshops and events for STEM<\/p><\/td><\/tr>

              Gender in Education<\/strong><\/p><\/td>

              Culture & Curriculum<\/p><\/td>

              Development of a sensitive language in respect of gender equality<\/p><\/td>

              Directives for inclusive communication (Language and visual descriptions)<\/p><\/td>

              		\u00a0<\/td>

              X<\/p><\/td>

              		\u00a0<\/td>

              The Gender and Women Studies Research Center,<\/p><\/td>

              Development and enforcement of directives for inclusive communication<\/p><\/td><\/tr>

              Directorate of Corporate Communications<\/p><\/td><\/tr>

              Gender in Education<\/strong><\/p><\/td>

              Culture & Curriculum<\/p><\/td>

              Ensuring gender equality in education; enhancement of the dialogue and engagement among the male and female students<\/p><\/td>

              Informing the academic personnel to enhance gender equality and engagement in the classrooms<\/p><\/td>

              		\u00a0<\/td>

              X<\/p><\/td>

              		\u00a0<\/td>

              The Gender and Women Studies Research Center<\/p><\/td>

              Informing the academic staff of gender equality and engagement in the classrooms<\/p><\/td><\/tr>

              Gender in Education<\/strong><\/p><\/td>

              Culture & Curriculum<\/p><\/td>

              Ensuring that the students are efficiently informed of the university\u2019s anti-discrimination and gender-based policies<\/p><\/td>

              Addition of a chapter focusing on anti-discrimination, gender equality and diversity aspects in all syllabi<\/p><\/td>

              X<\/p><\/td>

              		\u00a0<\/td>\u00a0<\/td>

              The Education Committee<\/p><\/td>

              Addition of a chapter based on gender equality and diversity in syllabi<\/p><\/td><\/tr><\/tbody><\/table>

              1. Research<\/strong><\/li><\/ol>

                It is one of the priorities of our university in the field of research to monitor the gender data in the research deliverables such as research projects and publications, and to develop and put into practice a mentorship system in the respective areas. It is aimed to ensure improvement through a merit-based system in terms of fulfilling the criteria of appointments and promotions by means of enhancing the research competencies and deliverables of all the faculty members and researchers, leading to equality between men and women among the academic staff for all positions.<\/p>

                It is one of the main approaches of our university to safeguard gender equality in all the research processes and all the events, where the research deliverables are shared internally and externally such as conferences and panels in line with our gender equality approach.<\/p>
                \u00a0<\/td>

                Theme<\/strong><\/p><\/td>

                Subject\/Evidence to Discuss<\/strong><\/p><\/td>

                Planned Action<\/strong><\/p><\/td>

                Time Schedule<\/strong><\/p><\/td>

                Responsible Person\/Unit\/Department<\/strong><\/p><\/td>

                Success Indicators<\/strong><\/p><\/td><\/tr>

                \u00a0<\/td>

                \u00a0<\/strong><\/p><\/td>

                \u00a0<\/strong><\/p><\/td><\/tr>

                \u00a0<\/strong><\/p><\/td>

                		\u00a0<\/td>\u00a0<\/td>\u00a0<\/td>

                2022<\/p><\/td>

                2023<\/p><\/td>

                2024<\/p><\/td>

                		\u00a0<\/td>\u00a0<\/td><\/tr>

                Gender in Research<\/strong><\/p><\/td>

                Gender & Research<\/p><\/td>

                Gender equality in research processes and deliverables<\/p><\/td>

                Monitoring the gender data within the scope of the research processes and deliverables<\/p><\/td>

                X<\/p><\/td>

                X<\/p><\/td>

                X<\/p><\/td>

                The Gender and Women Studies Research Center, The Directorate of R&D Resources, The Directorate of Institutional Research and Assessment<\/p><\/td>

                Percentages of male and female coordinators and researchers in research projects<\/p><\/td><\/tr>

                \u00a0<\/td><\/tr>

                Percentages of male and female authors of publications and articles<\/p><\/td><\/tr>

                Gender in Research<\/strong><\/p><\/td>

                Gender & Research<\/p><\/td>

                A supporting mechanism aiming for gender equality in research processes<\/p><\/td>

                Development of a mentorship system aiming for gender equality in the scope of research projects and publications<\/p><\/td>

                X<\/p><\/td>

                		\u00a0<\/td>\u00a0<\/td>

                The Gender and Women Studies Research Center, The Directorate of R&D Resources, The Directorate of Institutional Research and Assessment<\/p><\/td>

                The number and percentage of female employees receiving mentorship and, the percentages or male and female researchers by research deliverables<\/p><\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

                \n\t\t\t\t\t
                \n\t\t\t\t
                \n\t\t\t\t
                \n\t\t\t\t\t\t\t
                \n\t\t\t
                <\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

                The KHAS Inspiring Women Mentorship Program is a special development initiative that brings together Kadir Has University\u2019s outstanding female students with accomplished and inspiring women professionals from various fields. Its goal is to further strengthen the potential of young women and support their personal and professional growth. Our students, each ranking first in their department, […]<\/p>\n","protected":false},"author":11,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"slim_seo":{"title":"Women's Application in Underrepresented Subjects - Kadir Has University","description":"The KHAS Inspiring Women Mentorship Program is a special development initiative that brings together Kadir Has University\u2019s outstanding female students with acc"},"footnotes":""},"birimler":[181],"class_list":["post-28065","page","type-page","status-publish","hentry","birimler-impact"],"_links":{"self":[{"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/pages\/28065","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/users\/11"}],"replies":[{"embeddable":true,"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/comments?post=28065"}],"version-history":[{"count":28,"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/pages\/28065\/revisions"}],"predecessor-version":[{"id":30524,"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/pages\/28065\/revisions\/30524"}],"wp:attachment":[{"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/media?parent=28065"}],"wp:term":[{"taxonomy":"birimler","embeddable":true,"href":"https:\/\/www.khas.edu.tr\/en\/wp-json\/wp\/v2\/birimler?post=28065"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}