Suchergebnisse

University's of Klaipeda students' today's culture research is described in the article, data, got in the end of 2002 y., in compared to data, got in the end of 2004 y. National upbringing's dimension is analyzed. Conclusions 1. In two years' time social trauma in Lithuania influence to academic youth has decreased: established, e. g., that there are a one third less students, who liked Lithuanian nation at the same time estimating it negative; the amount of students, who are favorably disposed towards their own nation, increased by one third. 2. It showed up, that fathers educate their children more patriotically than mothers; unfortunately, men do not socialize with children enough. 3. It was ascertained, that it is hard to educate youth patriotically because of the particularity of work in high school, but students' national optimism can be raised. 4. Lithuanian schools do not manage to indoctrinate love to native land worth - it stays in the last place between the students in the first courses and is important only for every fifteen student. With reference to working practice, it can be stated, that this worth should be indoctrinated from as early as possible, even before school. Despite the agitations, specific to international political unions, it is necessary to impose patriotic education course for pedagogical profile specialities' students in Lithuanian high schools.

University's of Klaipeda students' today's culture research is described in the article, data, got in the end of 2002 y., in compared to data, got in the end of 2004 y. National upbringing's dimension is analyzed. Conclusions 1. In two years' time social trauma in Lithuania influence to academic youth has decreased: established, e. g., that there are a one third less students, who liked Lithuanian nation at the same time estimating it negative; the amount of students, who are favorably disposed towards their own nation, increased by one third. 2. It showed up, that fathers educate their children more patriotically than mothers; unfortunately, men do not socialize with children enough. 3. It was ascertained, that it is hard to educate youth patriotically because of the particularity of work in high school, but students' national optimism can be raised. 4. Lithuanian schools do not manage to indoctrinate love to native land worth - it stays in the last place between the students in the first courses and is important only for every fifteen student. With reference to working practice, it can be stated, that this worth should be indoctrinated from as early as possible, even before school. Despite the agitations, specific to international political unions, it is necessary to impose patriotic education course for pedagogical profile specialities' students in Lithuanian high schools.

This paper analyzes the scientific discourse of governance and university governance within the framework of the existing concepts, it also deals with alternation of university governance in the context of European higher education regulations and directives, presents analysis of the traditional and entrepreneurial university governance models of the content aspect. It also presents the results of "International Comparative Research on University Governance Models" carried out by the paper authors emphasizing the context of Finland's higher education and university governance and the case of Lapland University. Although traditional higher education values dominate in many missions and visions of Finnish universities, internal institutional governance of the University of Lapland has recently become entrepreneurial. Good governance of the university is associated not only with distinction of administrative and academic functions, reduction of bureaucratic processes, but also with the openness of the university, good communication and understanding of the academic culture.

Article analyzes concept of academic honesty, system of penalties for violations of academic ethics, which is established in national legislation and Kaunas University of Applied Engineering Sciences, as well as relation between penalty system and extent of academic (dis)honesty. Based on data collected by social research, article analyzes application of the principle of academic honesty in the University. Study concludes that penalty system of the University does not fully meet needs and beliefs of academic community, therefore, does not effectively support the implementation of principle of academic honesty. Currently, 162 principle of academic honesty is not fully realized in the University, therefore, violations of this principle and cases of concealment occur in the educational institution. Article presents suggestions on how to improve the implementation of the principle of academic honesty in the University.

Article analyzes concept of academic honesty, system of penalties for violations of academic ethics, which is established in national legislation and Kaunas University of Applied Engineering Sciences, as well as relation between penalty system and extent of academic (dis)honesty. Based on data collected by social research, article analyzes application of the principle of academic honesty in the University. Study concludes that penalty system of the University does not fully meet needs and beliefs of academic community, therefore, does not effectively support the implementation of principle of academic honesty. Currently, 162 principle of academic honesty is not fully realized in the University, therefore, violations of this principle and cases of concealment occur in the educational institution. Article presents suggestions on how to improve the implementation of the principle of academic honesty in the University.

Expanding the research about the old Vilnius University Library launched by L. Vladimirovas, this article discusses the fact (which has never been mentioned in historiography), about a gift to the burnt library of Åbo Academy, which then belonged to the Duchy of Finland, Russian Empire. In support action, which was organised by the supreme government of Russian Empire, lots of scientific, educational and cultural institutions took part; one of them was Vilnius University. Successful research of official documents, preserved in Lithuanian State Historical Archive (one of them The books of gifts to Vilnius University, 1820–1832), and the Activity daybook (1823–1832) of Vilnius University Library, as well as lists of donated books, preserved in the Library of Helsinki National University (Catalogus librorum qui bis extant in Bibliotheca Caesareae Universitatis Vilnensis) and in Vernadsky National Library of Ukraine (Katalog ksiąg dubletowych Biblioteki Uniwesyteckiej Wilenskiej oddanych dla zgorzaley Biblioteki Abowskiej i tamże odeslanych roku 1829 dnia 28 lutego), allowed us to specify chronology of this charity act, discover its effectors in Vilnius, and provide qualitative and quantitative parameters of donated books. It was identified, that the shipment of books delivered from Vilnius no earlier than 1829 February 28, consisted of 1481 volumes, mainly doublet books on different topics, which were deposited to the Helsinki University. Alexander Wictor Bohatkiewicz, a librarian and a bibliographer in Vilnius University Library, played a crucial role in the selection of the books. At present, the best part of the donated books is preserved in the National Library of Helsinki University. Completed research makes a premise to a historical digital reconstruction of the donated collection.

Expanding the research about the old Vilnius University Library launched by L. Vladimirovas, this article discusses the fact (which has never been mentioned in historiography), about a gift to the burnt library of Åbo Academy, which then belonged to the Duchy of Finland, Russian Empire. In support action, which was organised by the supreme government of Russian Empire, lots of scientific, educational and cultural institutions took part; one of them was Vilnius University. Successful research of official documents, preserved in Lithuanian State Historical Archive (one of them The books of gifts to Vilnius University, 1820–1832), and the Activity daybook (1823–1832) of Vilnius University Library, as well as lists of donated books, preserved in the Library of Helsinki National University (Catalogus librorum qui bis extant in Bibliotheca Caesareae Universitatis Vilnensis) and in Vernadsky National Library of Ukraine (Katalog ksiąg dubletowych Biblioteki Uniwesyteckiej Wilenskiej oddanych dla zgorzaley Biblioteki Abowskiej i tamże odeslanych roku 1829 dnia 28 lutego), allowed us to specify chronology of this charity act, discover its effectors in Vilnius, and provide qualitative and quantitative parameters of donated books. It was identified, that the shipment of books delivered from Vilnius no earlier than 1829 February 28, consisted of 1481 volumes, mainly doublet books on different topics, which were deposited to the Helsinki University. Alexander Wictor Bohatkiewicz, a librarian and a bibliographer in Vilnius University Library, played a crucial role in the selection of the books. At present, the best part of the donated books is preserved in the National Library of Helsinki University. Completed research makes a premise to a historical digital reconstruction of the donated collection.

Expanding the research about the old Vilnius University Library launched by L. Vladimirovas, this article discusses the fact (which has never been mentioned in historiography), about a gift to the burnt library of Åbo Academy, which then belonged to the Duchy of Finland, Russian Empire. In support action, which was organised by the supreme government of Russian Empire, lots of scientific, educational and cultural institutions took part; one of them was Vilnius University. Successful research of official documents, preserved in Lithuanian State Historical Archive (one of them The books of gifts to Vilnius University, 1820–1832), and the Activity daybook (1823–1832) of Vilnius University Library, as well as lists of donated books, preserved in the Library of Helsinki National University (Catalogus librorum qui bis extant in Bibliotheca Caesareae Universitatis Vilnensis) and in Vernadsky National Library of Ukraine (Katalog ksiąg dubletowych Biblioteki Uniwesyteckiej Wilenskiej oddanych dla zgorzaley Biblioteki Abowskiej i tamże odeslanych roku 1829 dnia 28 lutego), allowed us to specify chronology of this charity act, discover its effectors in Vilnius, and provide qualitative and quantitative parameters of donated books. It was identified, that the shipment of books delivered from Vilnius no earlier than 1829 February 28, consisted of 1481 volumes, mainly doublet books on different topics, which were deposited to the Helsinki University. Alexander Wictor Bohatkiewicz, a librarian and a bibliographer in Vilnius University Library, played a crucial role in the selection of the books. At present, the best part of the donated books is preserved in the National Library of Helsinki University. Completed research makes a premise to a historical digital reconstruction of the donated collection.

Expanding the research about the old Vilnius University Library launched by L. Vladimirovas, this article discusses the fact (which has never been mentioned in historiography), about a gift to the burnt library of Åbo Academy, which then belonged to the Duchy of Finland, Russian Empire. In support action, which was organised by the supreme government of Russian Empire, lots of scientific, educational and cultural institutions took part; one of them was Vilnius University. Successful research of official documents, preserved in Lithuanian State Historical Archive (one of them The books of gifts to Vilnius University, 1820–1832), and the Activity daybook (1823–1832) of Vilnius University Library, as well as lists of donated books, preserved in the Library of Helsinki National University (Catalogus librorum qui bis extant in Bibliotheca Caesareae Universitatis Vilnensis) and in Vernadsky National Library of Ukraine (Katalog ksiąg dubletowych Biblioteki Uniwesyteckiej Wilenskiej oddanych dla zgorzaley Biblioteki Abowskiej i tamże odeslanych roku 1829 dnia 28 lutego), allowed us to specify chronology of this charity act, discover its effectors in Vilnius, and provide qualitative and quantitative parameters of donated books. It was identified, that the shipment of books delivered from Vilnius no earlier than 1829 February 28, consisted of 1481 volumes, mainly doublet books on different topics, which were deposited to the Helsinki University. Alexander Wictor Bohatkiewicz, a librarian and a bibliographer in Vilnius University Library, played a crucial role in the selection of the books. At present, the best part of the donated books is preserved in the National Library of Helsinki University. Completed research makes a premise to a historical digital reconstruction of the donated collection.

The first conception involved the founding of a secular and autonomous Vilnius University, open to national minorities, whereas the second conception favoured a national Catholic Vilnius University with limited rights of self-rule. Supporters of the first strategy suggested that the opening of the national Vilnius University was rescheduled and the required specialists were educated at foreign universities. Proponents of the second strategy requested immediate opening of the Lithuanian Vilnius University as the country was lacking of well-qualified specialists and foreign universities were unable to educate sufficient numbers of civil servants and economy specialists of various levels; the second stage covers the period from 1919 marked by the loss of Vilnius and its region and the possibility to re-establish Vilnius University by the opening of the University of Lithuania on 16 February 1922. This stage is characterised by the divergence of opinions expressed by political parties, governments, and the academic society regarding higher education in Lithuania. Governments and political parties agreed to put on hold the establishment of the university and confine to the preparation of specialists at foreign universities on the basis of state grants. The academic society, however, held an opposing opinion on the abovementioned issue and initiated the establishment of a private university type school, namely the Advanced Courses in Kaunas; the third stage is related to the founding of the University of Lithuania and covers the period from the opening of the University of Lithuania on 16 February 1922 to the establishment of new universities in the early 1930s. This stage is characterised by the fact that political parties managed to reach a compromise regarding the founding of the University of Lithuania in Kaunas, i.e. the university was intended to meet the interests of both the nation state and [.]

The first conception involved the founding of a secular and autonomous Vilnius University, open to national minorities, whereas the second conception favoured a national Catholic Vilnius University with limited rights of self-rule. Supporters of the first strategy suggested that the opening of the national Vilnius University was rescheduled and the required specialists were educated at foreign universities. Proponents of the second strategy requested immediate opening of the Lithuanian Vilnius University as the country was lacking of well-qualified specialists and foreign universities were unable to educate sufficient numbers of civil servants and economy specialists of various levels; the second stage covers the period from 1919 marked by the loss of Vilnius and its region and the possibility to re-establish Vilnius University by the opening of the University of Lithuania on 16 February 1922. This stage is characterised by the divergence of opinions expressed by political parties, governments, and the academic society regarding higher education in Lithuania. Governments and political parties agreed to put on hold the establishment of the university and confine to the preparation of specialists at foreign universities on the basis of state grants. The academic society, however, held an opposing opinion on the abovementioned issue and initiated the establishment of a private university type school, namely the Advanced Courses in Kaunas; the third stage is related to the founding of the University of Lithuania and covers the period from the opening of the University of Lithuania on 16 February 1922 to the establishment of new universities in the early 1930s. This stage is characterised by the fact that political parties managed to reach a compromise regarding the founding of the University of Lithuania in Kaunas, i.e. the university was intended to meet the interests of both the nation state and [.]

In this Master's thesis, the analysis of theoretical aspects of higher education quality was carried out, and revealed the complexity of polysemy of it, which is the main problem to perform assessment of higher education quality. The case of present Lithuania's situation was discussed, it was talked about quality assessment dimensions and the legislative basis, that can ensure good quality of higher education in Lithuania. It was also examined the Bologna process, which is seen as a driving force to achieve quality and excellent esults in higher education. And the experience of leading universities was carried out too. Subject of the research: Lithuanian university studies an their development. The aim of the work: set Lithuanian higher education quality and topical aspects of development directions based on European Union's proposals for improvement of university education, according to gradutes experience applying academic knowledge in their work. Objectives of the work: 1. Examine scientific literature about education quality improvement issues. 2. Carry out the laws relating with quality of higher education. 3. Examine university education quality assessment indicators. 4. Discuss about Lithuanian university study quality. 5. Creat a research instrument and a group interview with different graduates from different universities who are working their actual speciality. 6. To formulate conclusions and proposals for the development of Lithuanian higher education quality. Research methods: when carrying out the research, a qualitative method – group interview was applied and performed a content analysis. The study identifies major reasons determining low quality of university studies: weak resources (financial, human, infrastructure), rarely renewed curriculum, small application in practice.

In this Master's thesis, the analysis of theoretical aspects of higher education quality was carried out, and revealed the complexity of polysemy of it, which is the main problem to perform assessment of higher education quality. The case of present Lithuania's situation was discussed, it was talked about quality assessment dimensions and the legislative basis, that can ensure good quality of higher education in Lithuania. It was also examined the Bologna process, which is seen as a driving force to achieve quality and excellent esults in higher education. And the experience of leading universities was carried out too. Subject of the research: Lithuanian university studies an their development. The aim of the work: set Lithuanian higher education quality and topical aspects of development directions based on European Union's proposals for improvement of university education, according to gradutes experience applying academic knowledge in their work. Objectives of the work: 1. Examine scientific literature about education quality improvement issues. 2. Carry out the laws relating with quality of higher education. 3. Examine university education quality assessment indicators. 4. Discuss about Lithuanian university study quality. 5. Creat a research instrument and a group interview with different graduates from different universities who are working their actual speciality. 6. To formulate conclusions and proposals for the development of Lithuanian higher education quality. Research methods: when carrying out the research, a qualitative method – group interview was applied and performed a content analysis. The study identifies major reasons determining low quality of university studies: weak resources (financial, human, infrastructure), rarely renewed curriculum, small application in practice.

The thesis presents challenges facing the aging society. One such challenge is ensuring healthy and dignified old age. Its importance is demonstrated by the abundance of recommendations, programs, guidelines, and strategies related to the quality of life of the elderly. The National Science Program Healthy Aging is one of the documents defining the problems of the aging society. Its content emphasizes the contribution of science in solving these problems. In this context, the emphasis is put not only on scientific decisions but also on their dissemination to the target audience – the elderly. This promotes the importance of inter-institutional interaction. The thesis singles out the interaction between the higher education institutions and organizations intended for the elderly as one of the preconditions for the implementing of the idea of healthy aging. It presupposes the need to assess the integration of scientific solutions into the education of the elderly and the potential of such organizations of the context of healthy aging.