Suchergebnisse

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.

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.

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.

University mergers could be perceived as a political process – at least during the first stages of the pro-cess, which contain discussions about common visions, goals, and measures. Therefore, a university merger could be analyzed using the methods of political discourse analysis, which allows to understand how public discourses about merging universities have been constructed, legitimized, and institutionalized.It is important to understand the process of university mergers as a political phenomenon that is constructed by stakeholders using public discourses. Public discourses, reflected in the media, form the society's opinion about a university merger and have influence on policy decisions and the implementation process of these decisions. In this context, the purpose of this article is to analyze the written content related to university merger issues pub-lished in online media during the course of three years (2016–2018). Quantitative content analysis was made using software Hamlet II 3.0. Some trends of public discourse related to university mergers have been detected. It is no-ticed that a university merger is primarily related to the improvement of higher education quality and the needs of business and the state in public discourse. However, the declared political goal of seeking competitiveness and qual-ity of research is not developed and reflected in the media. This shows a certain fragmentation of ideas in the process of merging universities, because the society, the academic community, and the government agree (as reflected in the documents (2017)) that only a unity of research and studies could assure the highest quality university education and international recognition.Also, differences between business and university mergers have been noticed. More rational arguments are used to justify business mergers than social and cultural ones (Vaara, Tienari 2002) when compared to university mergers. Stakeholders usually use a combination of social and rational arguments in public discourse to justify university mergers.

University mergers could be perceived as a political process – at least during the first stages of the pro-cess, which contain discussions about common visions, goals, and measures. Therefore, a university merger could be analyzed using the methods of political discourse analysis, which allows to understand how public discourses about merging universities have been constructed, legitimized, and institutionalized.It is important to understand the process of university mergers as a political phenomenon that is constructed by stakeholders using public discourses. Public discourses, reflected in the media, form the society's opinion about a university merger and have influence on policy decisions and the implementation process of these decisions. In this context, the purpose of this article is to analyze the written content related to university merger issues pub-lished in online media during the course of three years (2016–2018). Quantitative content analysis was made using software Hamlet II 3.0. Some trends of public discourse related to university mergers have been detected. It is no-ticed that a university merger is primarily related to the improvement of higher education quality and the needs of business and the state in public discourse. However, the declared political goal of seeking competitiveness and qual-ity of research is not developed and reflected in the media. This shows a certain fragmentation of ideas in the process of merging universities, because the society, the academic community, and the government agree (as reflected in the documents (2017)) that only a unity of research and studies could assure the highest quality university education and international recognition.Also, differences between business and university mergers have been noticed. More rational arguments are used to justify business mergers than social and cultural ones (Vaara, Tienari 2002) when compared to university mergers. Stakeholders usually use a combination of social and rational arguments in public discourse to justify university mergers.

University mergers could be perceived as a political process – at least during the first stages of the pro-cess, which contain discussions about common visions, goals, and measures. Therefore, a university merger could be analyzed using the methods of political discourse analysis, which allows to understand how public discourses about merging universities have been constructed, legitimized, and institutionalized.It is important to understand the process of university mergers as a political phenomenon that is constructed by stakeholders using public discourses. Public discourses, reflected in the media, form the society's opinion about a university merger and have influence on policy decisions and the implementation process of these decisions. In this context, the purpose of this article is to analyze the written content related to university merger issues pub-lished in online media during the course of three years (2016–2018). Quantitative content analysis was made using software Hamlet II 3.0. Some trends of public discourse related to university mergers have been detected. It is no-ticed that a university merger is primarily related to the improvement of higher education quality and the needs of business and the state in public discourse. However, the declared political goal of seeking competitiveness and qual-ity of research is not developed and reflected in the media. This shows a certain fragmentation of ideas in the process of merging universities, because the society, the academic community, and the government agree (as reflected in the documents (2017)) that only a unity of research and studies could assure the highest quality university education and international recognition.Also, differences between business and university mergers have been noticed. More rational arguments are used to justify business mergers than social and cultural ones (Vaara, Tienari 2002) when compared to university mergers. Stakeholders usually use a combination of social and rational arguments in public discourse to justify university mergers.

University mergers could be perceived as a political process – at least during the first stages of the pro-cess, which contain discussions about common visions, goals, and measures. Therefore, a university merger could be analyzed using the methods of political discourse analysis, which allows to understand how public discourses about merging universities have been constructed, legitimized, and institutionalized.It is important to understand the process of university mergers as a political phenomenon that is constructed by stakeholders using public discourses. Public discourses, reflected in the media, form the society's opinion about a university merger and have influence on policy decisions and the implementation process of these decisions. In this context, the purpose of this article is to analyze the written content related to university merger issues pub-lished in online media during the course of three years (2016–2018). Quantitative content analysis was made using software Hamlet II 3.0. Some trends of public discourse related to university mergers have been detected. It is no-ticed that a university merger is primarily related to the improvement of higher education quality and the needs of business and the state in public discourse. However, the declared political goal of seeking competitiveness and qual-ity of research is not developed and reflected in the media. This shows a certain fragmentation of ideas in the process of merging universities, because the society, the academic community, and the government agree (as reflected in the documents (2017)) that only a unity of research and studies could assure the highest quality university education and international recognition.Also, differences between business and university mergers have been noticed. More rational arguments are used to justify business mergers than social and cultural ones (Vaara, Tienari 2002) when compared to university mergers. Stakeholders usually use a combination of social and rational arguments in public discourse to justify university mergers.

The Lithuanian system of higher education should be diversified so as to match students' potential talents with the university offerings. In Europe, almost eighty per cent of graduates feel that they work in an international environment. This calls for English to be used at least in Masters programmes, as well as for some internationally oriented Bachelor studies. Rather than spend money in political and economic cooperation on translators, we need to produce graduates who are fluent in English next to their mother tongue. A wider usage of the English language in university studies will create more favourable conditions for teacher and student exchange and will encourage young people from abroad to enter Lithuanian universities.

The Lithuanian system of higher education should be diversified so as to match students' potential talents with the university offerings. In Europe, almost eighty per cent of graduates feel that they work in an international environment. This calls for English to be used at least in Masters programmes, as well as for some internationally oriented Bachelor studies. Rather than spend money in political and economic cooperation on translators, we need to produce graduates who are fluent in English next to their mother tongue. A wider usage of the English language in university studies will create more favourable conditions for teacher and student exchange and will encourage young people from abroad to enter Lithuanian universities.

The Lithuanian system of higher education should be diversified so as to match students' potential talents with the university offerings. In Europe, almost eighty per cent of graduates feel that they work in an international environment. This calls for English to be used at least in Masters programmes, as well as for some internationally oriented Bachelor studies. Rather than spend money in political and economic cooperation on translators, we need to produce graduates who are fluent in English next to their mother tongue. A wider usage of the English language in university studies will create more favourable conditions for teacher and student exchange and will encourage young people from abroad to enter Lithuanian universities.

The Lithuanian system of higher education should be diversified so as to match students' potential talents with the university offerings. In Europe, almost eighty per cent of graduates feel that they work in an international environment. This calls for English to be used at least in Masters programmes, as well as for some internationally oriented Bachelor studies. Rather than spend money in political and economic cooperation on translators, we need to produce graduates who are fluent in English next to their mother tongue. A wider usage of the English language in university studies will create more favourable conditions for teacher and student exchange and will encourage young people from abroad to enter Lithuanian universities.

Vilnius University has been the preeminent high school of The Grand Duchy of Lithuania for several centuries, spreading its influence across different areas of public life – religion, politics, culture. This article analyzes the influence of the Vilnius Alma Mater on the development of the Order of Saint Basil the Great (which had operated between 1617–1839). To that end, three aspects, revealing the connections of the two establishments, are distinguished: Basilians as university students, Basilians as university professors, and Basilians as university partners in the field of education. The research indicates that over a hundred young Basilians were studying in Vilnius University between 1617 and 1832. The members of the Basilian Order constituted a significant group of monk students from the mid-18th to the early 19th centuries. Cooperation in administering secondary schools yielded mutual benefits for both Vilnius University, which supervised the Vilnius educational district in 1803–1832, and the Basilian Order. The Order secured maintenance and provided support for a certain part of the Vilnius educational district schools, while the University became the protector and representative of the Order's interests in Russian governmental institutions. The employment of Basilian lecturers (professors and vice-professors) at Vilnius University indicates the public recognition of the Order.