Statistics show that in the year 2001, there occurred a major demographic transformation in Iranian universities, a transformation that, along with it, brought about many cultural, social and economic consequences. That year, the number of women admitted to public universities exceeded for the first time that of men. In other words, 50.5% of all those admitted to universities were women . If we assume this increase in number as the beginning of the feminization of the student status in Iranian universities, we must ask ourselves what is the relationship between this transformation and the cultural, social and economic changes that universities witnessed from that year onwards? This is a fundamental question in the cultural and social studies of universities in Iran. 
The year 2001 can also be considered the beginning of a general debate on the role of women in Iran's higher education. Since then, many researches have been conducted and articles have come up in this regard. Most of these researches and articles could focus on two issues: 1) Gender and identity changes affected by this great transformation, and 2) Difficulties and problems related to attracting female graduates in the labor market. We have dedicated this issue of the University Studies Quarterly in collaboration with the Department of Women's Studies of the Research Institute of Cultural, Social and Civilization Studies to investigate the issues of women in higher education and thus collected articles under the two aforementioned topics. In the first article, which examines the understanding of university women about the managerial tenure in higher education, Mohammad Taghi Karmi Qahi and Zainab Moradinejad have presented a noteworthy typology from the point of view of women regarding the problems and capacities of proper management in the university. In the second article, "Women in Iran's Higher Education Management: A Double-glazed Glass Ceiling over the Shuttered Gates of Faculties", Leila Falahati has addressed the same issue, having a more extensive discussion about these problems. In the subsequent articles, Saideh Pourkhazaei et al., Samieh Fereidouni, and Zahra Mirhosseini et al. have addressed the issue of empowering women in higher education and their employment after graduating from universities. Somayeh Fereidouni, in her article, raises the question as why there has not been a significant change in women’s entry into the labor market despite the increase of female graduates. The last two articles are dedicated to gender and identity changes affected by the presence of women in higher education. Mohammad Aghasi and Zahra Sadat Rooholamin have narrated the female students’ experience of identity changes while attending the university whereas; Khadijeh Keshavarz has examined the views of students from three universities in the Iranian capital such as the University of Tehran, Amir Kabir University and Al Zahra University on gender relations. She categorizes those views into three approaches and carefully lists their differences. Based on procedures adopted in previous issues of the quarterly, Mehri Tayebinia has written a review on Karam Habibpour Getabi's book entitled The Social Construction of Difference: Gender in the University Classroom. This is a critical review that highlights the strengths and weaknesses of this book and offers helpful suggestions at the end.