Suchergebnisse

Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.

Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.

Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.

Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.

Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.

Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.

Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.

Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.

The article deals with theoretical and practical possibilities for collaboration between universities and social partners. Service-learning is presented as one of the possible university-society collaboration strategies, which might help to meet new educational, societal and economic demands. The experience service-learning sociocultural adaptation at higher education institutions in Northern Lithuania is presented and analysed aiming to identify sociocultural factors and conditions under which service-learning was transformed into locally accepted form of this method, i.e. cooperative studies. The analysis showed that service-learning adaptation in Lithuanian socio-educational system is very much dependent on specific and unique, historical, social and cultural contexts. The distinct historical and sociocultural differences between US and Lithuania were the major drivers, which fostered the constitution of a new term of cooperative studies. Service-learning which is based on pragmatic, utilitarian and communitarian ideals in US aims at fostering the development of the democratic, multicultural and civil society. On the contrary, the Lithuanian perception of service is related to religious connotations or to soviet legacy. Therefore the term service was replaced by the more suitable term of cooperation, which emphasizes utilitarian collaboration and responds to the national need to strengthen the civic mission of universities and to the global ideas of knowledge-driven economy and society. Due to the new term, the method content has changed. Cooperative Studies are described as a creative scientific construct of service-learning and cooperative learning. Cooperative studies emphasize not only the collaboration with local communities, but also the integration with other social partners, i.e. non-governmental organizations, business enterprises, public sector institutions.

The article deals with theoretical and practical possibilities for collaboration between universities and social partners. Service-learning is presented as one of the possible university-society collaboration strategies, which might help to meet new educational, societal and economic demands. The experience service-learning sociocultural adaptation at higher education institutions in Northern Lithuania is presented and analysed aiming to identify sociocultural factors and conditions under which service-learning was transformed into locally accepted form of this method, i.e. cooperative studies. The analysis showed that service-learning adaptation in Lithuanian socio-educational system is very much dependent on specific and unique, historical, social and cultural contexts. The distinct historical and sociocultural differences between US and Lithuania were the major drivers, which fostered the constitution of a new term of cooperative studies. Service-learning which is based on pragmatic, utilitarian and communitarian ideals in US aims at fostering the development of the democratic, multicultural and civil society. On the contrary, the Lithuanian perception of service is related to religious connotations or to soviet legacy. Therefore the term service was replaced by the more suitable term of cooperation, which emphasizes utilitarian collaboration and responds to the national need to strengthen the civic mission of universities and to the global ideas of knowledge-driven economy and society. Due to the new term, the method content has changed. Cooperative Studies are described as a creative scientific construct of service-learning and cooperative learning. Cooperative studies emphasize not only the collaboration with local communities, but also the integration with other social partners, i.e. non-governmental organizations, business enterprises, public sector institutions.

The relevance and importance of University and Business Collaboration (UBC) in this dissertation has been analysed at individual academic faculty and business employee level focusing on academic staff readiness to deliver online learning services. Very important issue was pointed out by Davey (2013) study that academic staff needs to be involved more by receiving greater personal benefits from their universities in terms of increasing university business collaboration. According to Kotha et al., (2013) it is not simple for business organizations to combine elements of their existing knowledge with new elicited distant knowledge. Promotion of University and Business Collaboration has a broader framework with strong integrated academic staff role. First of all interdisciplinary aspect should be admitted by covering education science and business areas as academic staff readiness is analysed in the framework of changing university mission, which is influenced by economic change as well. The study is significant because it will outcome by creating a university-business collaboration framework and disclose the academic staff readiness for online services delivery to business strengthening the UBC. Reccomendation for university, business and government has been prepared.

The relevance and importance of University and Business Collaboration (UBC) in this dissertation has been analysed at individual academic faculty and business employee level focusing on academic staff readiness to deliver online learning services. Very important issue was pointed out by Davey (2013) study that academic staff needs to be involved more by receiving greater personal benefits from their universities in terms of increasing university business collaboration. According to Kotha et al., (2013) it is not simple for business organizations to combine elements of their existing knowledge with new elicited distant knowledge. Promotion of University and Business Collaboration has a broader framework with strong integrated academic staff role. First of all interdisciplinary aspect should be admitted by covering education science and business areas as academic staff readiness is analysed in the framework of changing university mission, which is influenced by economic change as well. The study is significant because it will outcome by creating a university-business collaboration framework and disclose the academic staff readiness for online services delivery to business strengthening the UBC. Reccomendation for university, business and government has been prepared.

The relevance and importance of University and Business Collaboration (UBC) in this dissertation has been analysed at individual academic faculty and business employee level focusing on academic staff readiness to deliver online learning services. Very important issue was pointed out by Davey (2013) study that academic staff needs to be involved more by receiving greater personal benefits from their universities in terms of increasing university business collaboration. According to Kotha et al., (2013) it is not simple for business organizations to combine elements of their existing knowledge with new elicited distant knowledge. Promotion of University and Business Collaboration has a broader framework with strong integrated academic staff role. First of all interdisciplinary aspect should be admitted by covering education science and business areas as academic staff readiness is analysed in the framework of changing university mission, which is influenced by economic change as well. The study is significant because it will outcome by creating a university-business collaboration framework and disclose the academic staff readiness for online services delivery to business strengthening the UBC. Reccomendation for university, business and government has been prepared.

The relevance and importance of University and Business Collaboration (UBC) in this dissertation has been analysed at individual academic faculty and business employee level focusing on academic staff readiness to deliver online learning services. Very important issue was pointed out by Davey (2013) study that academic staff needs to be involved more by receiving greater personal benefits from their universities in terms of increasing university business collaboration. According to Kotha et al., (2013) it is not simple for business organizations to combine elements of their existing knowledge with new elicited distant knowledge. Promotion of University and Business Collaboration has a broader framework with strong integrated academic staff role. First of all interdisciplinary aspect should be admitted by covering education science and business areas as academic staff readiness is analysed in the framework of changing university mission, which is influenced by economic change as well. The study is significant because it will outcome by creating a university-business collaboration framework and disclose the academic staff readiness for online services delivery to business strengthening the UBC. Reccomendation for university, business and government has been prepared.