Suchergebnisse

The goal of the article – to analyse and accentuate international declarations and conventions aimed at non-university studies and their fluctuation, colleges' evaluation sectors, criteria and indicators that are used for the realisation of the tasks of the Bologna process; evaluate subjective and objective obstacles that hinder international agreements from introducing them into colleges' activity. The subject of the research – the expression of the Bologna process dimensions in the requirements for quality of the activity. Such objectives of the Bologna process as comparability and recognition of qualifications and degrees, establishment of the ECTS system, promotion of international mobility, the concept of lifelong learning, promotion of European dimension in higher education and strengthening of the attraction and competitiveness of the common European higher education area are topical to the activities of colleges. Most of international documents of the Bologna process unexceptionally emphasize the importance of quality while aiming at the implementation of the main objectives of the Bologna process, tasks for aiming at objectives and means directed to tasks. Neither of the main objectives of Bologna – international competitiveness, mobility and employability - is possible to be reached without the reliable system of quality assurance on an institutional, national and international scale. The initiated demand of the Bologna process for developing collectively adopted the criteria and methods of quality assurance in the whole Europe makes the match of procedures of national external quality assessment and assurance between the demands of Bologna a central object in this process, i.e. between European compatibility and transparency, that will make the access to the European labour market easier for students and promote the attraction and competitiveness of European higher education together with collectively adopted systems of quality assurance.

The demand for science and study internationalisation and study quality is increasing, the characteristics of higher education institutions are fluctuating because of expediting processes of integration in the whole world, globalisation, developing knowledge economics. Higher education institutions face new challenges of changing surroundings; the challenges condition the demand for discussions about structural changes of study and science in higher education institutions. One of the most important questions is: how can higher education institutions become (remain) competitive and attractive in the global surroundings of today? As Lithuania is already a part of the common European study and science area, it is topical to analyse the readiness of higher education institutions to become equal, attractive and competitive partners of the common European higher education area where one of the underlying tasks is study quality assurance. These processes do not leave aside the new Lithuanian link of the binary system of higher education – colleges whose aim is to perform non-university higher studies – vocational studies that are oriented to practical activities and these studies allow to get a professional qualification that is based on applied scientific research and (or) applied scientific activities. It is meaningful for Lithuanian colleges to analyse and assess the fundamental changes in their external surroundings, new challenges to their activities and the common tendencies in the higher education area both on a national and European scale, prepare and implement strategies for the strengthening of their attraction and competitiveness. It is also topical to evaluate to what extent Lithuanian institutions of quality assessment recommend and request for implementation of the Bologna process dimensions into studies and other activities of higher education institutions. The article strives to discuss the Bologna process dimensions of international agreements that are topical to colleges and evaluate the requirements ...

The goal of the article – to analyse and accentuate international declarations and conventions aimed at non-university studies and their fluctuation, colleges' evaluation sectors, criteria and indicators that are used for the realisation of the tasks of the Bologna process; evaluate subjective and objective obstacles that hinder international agreements from introducing them into colleges' activity. The subject of the research – the expression of the Bologna process dimensions in the requirements for quality of the activity. Such objectives of the Bologna process as comparability and recognition of qualifications and degrees, establishment of the ECTS system, promotion of international mobility, the concept of lifelong learning, promotion of European dimension in higher education and strengthening of the attraction and competitiveness of the common European higher education area are topical to the activities of colleges. Most of international documents of the Bologna process unexceptionally emphasize the importance of quality while aiming at the implementation of the main objectives of the Bologna process, tasks for aiming at objectives and means directed to tasks. Neither of the main objectives of Bologna – international competitiveness, mobility and employability - is possible to be reached without the reliable system of quality assurance on an institutional, national and international scale. The initiated demand of the Bologna process for developing collectively adopted the criteria and methods of quality assurance in the whole Europe makes the match of procedures of national external quality assessment and assurance between the demands of Bologna a central object in this process, i.e. between European compatibility and transparency, that will make the access to the European labour market easier for students and promote the attraction and competitiveness of European higher education together with collectively adopted systems of quality assurance.

The goal of the article – to analyse and accentuate international declarations and conventions aimed at non-university studies and their fluctuation, colleges' evaluation sectors, criteria and indicators that are used for the realisation of the tasks of the Bologna process; evaluate subjective and objective obstacles that hinder international agreements from introducing them into colleges' activity. The subject of the research – the expression of the Bologna process dimensions in the requirements for quality of the activity. Such objectives of the Bologna process as comparability and recognition of qualifications and degrees, establishment of the ECTS system, promotion of international mobility, the concept of lifelong learning, promotion of European dimension in higher education and strengthening of the attraction and competitiveness of the common European higher education area are topical to the activities of colleges. Most of international documents of the Bologna process unexceptionally emphasize the importance of quality while aiming at the implementation of the main objectives of the Bologna process, tasks for aiming at objectives and means directed to tasks. Neither of the main objectives of Bologna – international competitiveness, mobility and employability - is possible to be reached without the reliable system of quality assurance on an institutional, national and international scale. The initiated demand of the Bologna process for developing collectively adopted the criteria and methods of quality assurance in the whole Europe makes the match of procedures of national external quality assessment and assurance between the demands of Bologna a central object in this process, i.e. between European compatibility and transparency, that will make the access to the European labour market easier for students and promote the attraction and competitiveness of European higher education together with collectively adopted systems of quality assurance.

The goal of the article – to analyse and accentuate international declarations and conventions aimed at non-university studies and their fluctuation, colleges' evaluation sectors, criteria and indicators that are used for the realisation of the tasks of the Bologna process; evaluate subjective and objective obstacles that hinder international agreements from introducing them into colleges' activity. The subject of the research – the expression of the Bologna process dimensions in the requirements for quality of the activity. Such objectives of the Bologna process as comparability and recognition of qualifications and degrees, establishment of the ECTS system, promotion of international mobility, the concept of lifelong learning, promotion of European dimension in higher education and strengthening of the attraction and competitiveness of the common European higher education area are topical to the activities of colleges. Most of international documents of the Bologna process unexceptionally emphasize the importance of quality while aiming at the implementation of the main objectives of the Bologna process, tasks for aiming at objectives and means directed to tasks. Neither of the main objectives of Bologna – international competitiveness, mobility and employability - is possible to be reached without the reliable system of quality assurance on an institutional, national and international scale. The initiated demand of the Bologna process for developing collectively adopted the criteria and methods of quality assurance in the whole Europe makes the match of procedures of national external quality assessment and assurance between the demands of Bologna a central object in this process, i.e. between European compatibility and transparency, that will make the access to the European labour market easier for students and promote the attraction and competitiveness of European higher education together with collectively adopted systems of quality assurance.

The goal of the article – to analyse and accentuate international declarations and conventions aimed at non-university studies and their fluctuation, colleges' evaluation sectors, criteria and indicators that are used for the realisation of the tasks of the Bologna process; evaluate subjective and objective obstacles that hinder international agreements from introducing them into colleges' activity. The subject of the research – the expression of the Bologna process dimensions in the requirements for quality of the activity. Such objectives of the Bologna process as comparability and recognition of qualifications and degrees, establishment of the ECTS system, promotion of international mobility, the concept of lifelong learning, promotion of European dimension in higher education and strengthening of the attraction and competitiveness of the common European higher education area are topical to the activities of colleges. Most of international documents of the Bologna process unexceptionally emphasize the importance of quality while aiming at the implementation of the main objectives of the Bologna process, tasks for aiming at objectives and means directed to tasks. Neither of the main objectives of Bologna – international competitiveness, mobility and employability - is possible to be reached without the reliable system of quality assurance on an institutional, national and international scale. The initiated demand of the Bologna process for developing collectively adopted the criteria and methods of quality assurance in the whole Europe makes the match of procedures of national external quality assessment and assurance between the demands of Bologna a central object in this process, i.e. between European compatibility and transparency, that will make the access to the European labour market easier for students and promote the attraction and competitiveness of European higher education together with collectively adopted systems of quality assurance.

Given the complex nature of the system of governance for HE in Azerbaijan, major areas require further development in order to align with European practices. IIn the area of quality assurance in HE, there is slow growing understanding of its importance in terms of external quality assurance. So, even if ESG could be endorsed top-down, the implementation could be performed only bottom-up. In order to have a successful Azerbaijan's HE transition towards European Higher Education Area (hereinafter EHEA) standards for quality assurance, it is crucial to reveal and discuss the state of the art at the Azerbaijan universities against ESG standards and guidelines. Therefore, the following research question is raised in this study: What are the obstacles (weaknesses) in context and management of Azerbaijan universities to establish and maintain internal quality assurance systems based on Standards and Guidelines for Quality Assurance in the European Higher Education Area? The aim of this study was to reveal the experiences of academic and administrative staff of Azerbaijan universities regarding the external and internal current circumstances to establish and maintain internal quality assurance systems based on Standards and Guidelines for Quality Assurance in the European Higher Education Area. Research involves a heterogeneous set of private and public universities, and a broad range of geographically widely istributed Azerbaijan HEIs with the profile of Social, Natural, Technological, Agriculture sciences and Humanities. 110 participants represented vice-rectors, deans, chairs and heads of Quality assurance centres and its employers of the universities. The data analysis was based on the inductive qualitative content analysis approach. The process included open coding, creating categories and abstraction. Six qualitative categories were revealed after analysis of qualitative data regarding the external and internal current circumstances which determine the establishment and maintenance of internal quality assurance systems based on Standards and Guidelines for Quality Assurance in the European Higher Education Area.