akhtar hussein mustafa

This article aims to present a theory of foundation data regarding the role of counseling and psychological services in empowering women in universities in a systematic way. Therefore, the data was collected from a semi-structured interview with 22 people selected in a purposeful and criterion manner from among the members of the university community during six months at Kurdistan University in Sanandaj city. The data were analyzed using a new method and continuous comparative analysis through three-step theoretical coding. In this research, it was first revealed that empowerment is a process, not a product, and if all the people involved in the empowerment process at the university do not have a correct understanding of the requirements and methods of women's empowerment, counseling, and psychological service programs cannot be effective and ultimately, it is probably the women themselves who determine the success of these efforts. As much as empowerment is important in the university, it is also important to create a positive organizational atmosphere and a supportive culture of empowerment in which empowerment originates spontaneously from female students, employees, and managers. Second, the establishment of empowerment strengthens the turn towards the independence of universities and the perception of higher education centers as unique entities with a specific culture. Thirdly, the importance of context and situation in the implementation of empowerment and the necessity of avoiding patterns unrelated to cultural contexts were emphasized, and finally, university administrators should be personally committed to empowering women.

This article presents a theory using an interpretive approach to explore the role of counseling and psychological services in empowering women in management and leadership positions at universities. The study systematically examines this role through data collected from 22 participants, including students, staff, professors, and female university managers, from Kurdistan University in Sanandaj and Salah al-Din University in Erbil. Participants were purposefully selected, and data was gathered via semi-structured interviews. Analysis involved a novel method and continuous comparative analysis through three-stage theoretical coding. This process identified 300 open codes, 35 central codes, and seven selective codes: mental ability, economic ability, political ability, social ability, group ability, physical ability, and academic ability. The findings revealed that empowerment is a process rather than a product. For counseling and psychological service programs to be effective, all individuals involved in the empowerment process must have a clear understanding of its requirements and methods. Ultimately, the success of these efforts is likely determined by the women themselves. While empowerment is crucial within universities, creating a positive organizational atmosphere and a supportive culture that fosters spontaneous empowerment among female students, employees, and managers is equally important. Moreover, establishing empowerment initiatives strengthens the move towards university independence and reinforces the perception of higher education institutions as unique entities with distinct cultures. The study also highlights the importance of context and situational factors in implementing empowerment, emphasizing the need to avoid applying models that do not align with cultural contexts. Finally, university administrators must be personally committed to empowering women in management and leadership roles before any efforts can be successful.