This paper presents some data from an empiric study carried out in Winter-Spring 2019, which was a presidential election and election to municipalities year in Lithuania; therefore, respondents had immediate and recent insights into issues related to citizenship. Almost 300 respondents: law enforcement officers, the absolute majority being police officers or future police officers, also representatives of other law enforcement agencies, such as state border guards, participated in the study. Due to ample data, a part of results was presented in a publication in 2019; in this paper in 2020 other part of results is analysed to a greater depth. Notwithstanding the limitations of the study, which is related to the convenience sample, the results provide certain insights, useful for educational settings. The findings of empiric survey enabled conclusion about the need to address issues of citizenship education in educational settings in order to support officer's nearly impossible quest towards perfection in one's profession via emphasising the rights and entitlements an officer legally has as a citizen, as a member of democratic society, which may contribute to having a more rewarding professional and social life.
The main purpose of this article is to investigate the awareness of students, future law enforcement officers – who will be expected to protect other citizens – on the risks of their personal safety in the digital space. The paper presents both theoretical considerations and empiric data from a study (completed in 2016 and in 2017), dedicated to investigating whether future law enforcement students recognize the main risks for safety in digital space. This study is important in light of the fact that a large part of our contemporary social, personal and professional lives is being carried out in digital spaces. If future law enforcement officers are unable to recognize the risks on safety, they, as a consequence, will not be professional and ready enough to consult and provide support for citizens on the issues that begin, in some cases, to dominate the functioning of a contemporary person in a contemporary world.
The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.
The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.
The contemporary world, also referred to as late modernity (Giddens, 2000), reflexive modernity and post-modernity, is characterized by insecurity, falseness, unpredictability and marginalisation. In economics, falseness and insecurity are caused by interdependence of national economies and political measures that are being utilized in order to sustain competitionand hence survive; and therefore systems of education face new challenges. Third level studies (PhD/doctoral studies) also are exposedto new requirements. The analysis of the European documents makes it evident that the major component of doctoral programmes has been research based advancement of science; however, it has been emphasised that preparation of doctoral students should meet market demands which are broader than university demands as a young researcher needs to acquire transferable skills together with research competencies. Doctoral student's as researcher's qualification is the highest level (level eight) qualification, it manifests itself in the ability to use the acquired knowledge properly in various complex situations, to be able to plan and implement complicated projects taking into account the changing nature of knowledge. As the evidence of the achievement of the highestn level, a doctoral student must demonstrate broad range skills at the end of the doctoraln studies, presenting the outcomes of the research work, i.e. the dissertation; the assessment of the research work takes into account the doctoral student's ability to reveal the complexity of the research problem, to prepare research design and implement it, choosing appropriate research methods, to interpret the research findings and present proper research conclusions preparing the research findings for dissemination.
The paper is dedicated to analysis of cooperation between University and stake holders in Lithuania. Based on critical analysis of references of research literature and documents, the perspective of governmental agencies on cooperation between University and stake holders with the special emphasis on educating law-enforcement officers in Lithuania is analysed. The general forms of cooperation are being analysed and also examples of good practices are presented (based on the case of educating professionals, especially, future law-enforcement officers, at Mykolas Romeris University). Methods of critical references analysis, documents 'analysis and analysis of situations and cases are employed for the development of this paper. This study revealed that cooperation between universities and stake holders is necessary in the context of globalisation. Universities are expected to go beyond the traditional tasks of providing studies and get engaged in research. Moreover, the pressure from stake holders on universities becomes increasingly evident. Representatives from professional world require teachers, and especially, students, to be confident in applying knowledge into practical situations. Study revealed that the cooperation is only possible with sufficient facilities and resources, development of which is prompted by positive perspective of governmental agencies and programmes and a focused input. The number of forms of cooperation signifies the fact that there is no universal understanding or consensus on the concepts or terms; moreover, certain terms are being used for describing one forms, and other – for other forms. Nevertheless, the general agreement on the necessity for cooperation itself is universal. Please, be advised that a more extensive and analysis with the employment of more numerous examples from professional world was presented by these authors in the presentation at the International Conference in Danang, Vietnam, October, 2017, as an integral part of activities in the project Hub4Growth. In this paper, however, an aspect of the analysis is presented in greater detail in section 3.1, 3.2, though the concepts and the context are presented and analysed extensively in the 1, 2, 3 sections of the paper. The examples of good practices of cooperation between University and stake holders at Mykolas Romeris University revealed that the main orientation was toward innovation, and enabling students at practicing the skills that are necessary for professional career. The paper is developed as an integral activity while implementing the Erasmus+ project Hub4Growth (for the action Capacity Building in Higher Education (reference number 561978-EPP-1-2015-1-UK-EPPKA2-CBHE-JP)). ; Straipsnis skirtas universiteto ir suinteresuotųjų organizacijų bendradarbiavimo Lietuvoje analizei. Remiantis moksline literatūros ir dokumentų analize, analizuojamas universitetų ir suinteresuotųjų šalių bendradarbiavimas, ypatingą dėmesį skiriant teisėsaugos pareigūnų švietimui Lietuvoje. Analizuojamos bendros bendradarbiavimo formos, pristatomi gerosios praktikos pavyzdžiai (paremti Mykolo Romerio universiteto profesionalų, ypač būsimų teisėsaugos pareigūnų). Šio straipsnio rengimui buvo naudojami mokslinės literatūros analizės metodai, dokumentų analizė, situacijų ir atvejų analizė. Šis tyrimas parodė, kad universitetų ir suinteresuotųjų subjektų bendradarbiavimas yra būtinas globalizacijos kontekste. Universitetams nebeužtenka rengti aukštos kvalifikacijos specialistus, atlikti mokslinius tyrimus. Didėja vyriausybinių organizacijų "spaudimas" dėstytojams ir studentams, noras, kad studentai išmoktų žinias sėkmingai pritaikyti praktinėje veikloje, kurtų naujas darbo vietas. Atliktas tyrimas parodė, kad sėkmingas mokslo ir suinteresuotųjų asmenų bendradarbiavimas neįmanomas be tam tikros materialinės bazės, o ją gali sukurti valstybės remiamos programos. Lietuvoje yra nemaža tokių programų įvairovė ir jos nuolat tobulinamos, atsižvelgiant tiek į universitetų, tiek į suinteresuotųjų asmenų poreikius. Mokslo ir suinteresuotųjų asmenų bendradarbiavimo formų įvairovė rodo, kad nėra vieningos mokslininkų nuomonės dėl vartojamų sąvokų, dažnai vienų autorių atskirų formų mechanizmai priskiriami prie vienos formos, kitų – prie kitos. Tačiau vieningai sutariama, kad universitetų ir suinteresuotųjų asmenų bendradarbiavimas yra būtinas. Išanalizuoti Mykolo Romerio universiteto gerosios praktikos pavyzdžiai parodė kad universitetas glaudžiai bendradarbiauja su suinteresuotaisiais asmenimis, ieško inovatyvių sprendimų, kuriant naujas inovatyvias paslaugas, siekia sudaryti sąlygas studentams lengviau adaptuotis praktinėje veikloje. Straipsnis parengtas pagal Erasmus+ projekto Hub4Growth metu atliktas situacijos analizes.
The paper is dedicated to analysis of cooperation between University and stake holders in Lithuania. Based on critical analysis of references of research literature and documents, the perspective of governmental agencies on cooperation between University and stake holders with the special emphasis on educating law-enforcement officers in Lithuania is analysed. The general forms of cooperation are being analysed and also examples of good practices are presented (based on the case of educating professionals, especially, future law-enforcement officers, at Mykolas Romeris University). Methods of critical references analysis, documents 'analysis and analysis of situations and cases are employed for the development of this paper. This study revealed that cooperation between universities and stake holders is necessary in the context of globalisation. Universities are expected to go beyond the traditional tasks of providing studies and get engaged in research. Moreover, the pressure from stake holders on universities becomes increasingly evident. Representatives from professional world require teachers, and especially, students, to be confident in applying knowledge into practical situations. Study revealed that the cooperation is only possible with sufficient facilities and resources, development of which is prompted by positive perspective of governmental agencies and programmes and a focused input. The number of forms of cooperation signifies the fact that there is no universal understanding or consensus on the concepts or terms; moreover, certain terms are being used for describing one forms, and other – for other forms. Nevertheless, the general agreement on the necessity for cooperation itself is universal. Please, be advised that a more extensive and analysis with the employment of more numerous examples from professional world was presented by these authors in the presentation at the International Conference in Danang, Vietnam, October, 2017, as an integral part of activities in the project Hub4Growth. In this paper, however, an aspect of the analysis is presented in greater detail in section 3.1, 3.2, though the concepts and the context are presented and analysed extensively in the 1, 2, 3 sections of the paper The examples of good practices of cooperation between University and stake holders at Mykolas Romeris University revealed that the main orientation was toward innovation, and enabling students at practicing the skills that are necessary for professional career. The paper is developed as an integral activity while implementing the Erasmus+ project Hub4Growth (for the action Capacity Building in Higher Education (reference number 561978-EPP-1-2015-1-UK-EPPKA2-CBHE-JP)).
The paper is dedicated to analysis of cooperation between University and stake holders in Lithuania. Based on critical analysis of references of research literature and documents, the perspective of governmental agencies on cooperation between University and stake holders with the special emphasis on educating law-enforcement officers in Lithuania is analysed. The general forms of cooperation are being analysed and also examples of good practices are presented (based on the case of educating professionals, especially, future law-enforcement officers, at Mykolas Romeris University). Methods of critical references analysis, documents 'analysis and analysis of situations and cases are employed for the development of this paper. This study revealed that cooperation between universities and stake holders is necessary in the context of globalisation. Universities are expected to go beyond the traditional tasks of providing studies and get engaged in research. Moreover, the pressure from stake holders on universities becomes increasingly evident. Representatives from professional world require teachers, and especially, students, to be confident in applying knowledge into practical situations. Study revealed that the cooperation is only possible with sufficient facilities and resources, development of which is prompted by positive perspective of governmental agencies and programmes and a focused input. The number of forms of cooperation signifies the fact that there is no universal understanding or consensus on the concepts or terms; moreover, certain terms are being used for describing one forms, and other – for other forms. Nevertheless, the general agreement on the necessity for cooperation itself is universal. Please, be advised that a more extensive and analysis with the employment of more numerous examples from professional world was presented by these authors in the presentation at the International Conference in Danang, Vietnam, October, 2017, as an integral part of activities in the project Hub4Growth. In this paper, however, an aspect of the analysis is presented in greater detail in section 3.1, 3.2, though the concepts and the context are presented and analysed extensively in the 1, 2, 3 sections of the paper The examples of good practices of cooperation between University and stake holders at Mykolas Romeris University revealed that the main orientation was toward innovation, and enabling students at practicing the skills that are necessary for professional career. The paper is developed as an integral activity while implementing the Erasmus+ project Hub4Growth (for the action Capacity Building in Higher Education (reference number 561978-EPP-1-2015-1-UK-EPPKA2-CBHE-JP)).
The purpose of the article is to investigate the influence of international documents on the process of internationalization of higher education and to identify political, legal, organizational, financial pre-requisites for internationalization of higher education in Lithuania. Method of comparative critical analysis of references was employed for the study. Therefore, this paper aims at investigating the influence of international documents, related to internationalization of higher education and at identifying political, legal, organizational, financial prerequisites for internationalization of higher education in Lithuania. The study showed that the scope and content of internationalization may be conceptualized as having several tiers: macro, mezzo and micro. Macro tier assigns higher education with the role to contribute to positive developments in society and economies, to democracy and cohesion. Mezzo tier assigns higher education with a task to provide students with high level educational services in order to help graduates to acquire necessary competencies. Micro tier assigns higher education institutions with task to organize their activities in order to secure achievement of tasks at mezzo and macro tiers. In Lithuania both idea and purpose of internationalization gained support by general public, national authorities and authorities of individual higher education institutions. The numbers of students incoming and outgoing of Lithuania in the framework of Erasmus program is increasing but the negative difference between the outgoing and incoming Erasmus students could be addressed by the Lithuanian authorities. Its negative influence is outweighed by the steadily increasing number of foreign students coming to study to Lithuania without any supporting exchange programs.
The purpose of the article is to investigate the influence of international documents on the process of internationalization of higher education and to identify political, legal, organizational, financial pre-requisites for internationalization of higher education in Lithuania. Method of comparative critical analysis of references was employed for the study. Therefore, this paper aims at investigating the influence of international documents, related to internationalization of higher education and at identifying political, legal, organizational, financial prerequisites for internationalization of higher education in Lithuania. The study showed that the scope and content of internationalization may be conceptualized as having several tiers: macro, mezzo and micro. Macro tier assigns higher education with the role to contribute to positive developments in society and economies, to democracy and cohesion. Mezzo tier assigns higher education with a task to provide students with high level educational services in order to help graduates to acquire necessary competencies. Micro tier assigns higher education institutions with task to organize their activities in order to secure achievement of tasks at mezzo and macro tiers. In Lithuania both idea and purpose of internationalization gained support by general public, national authorities and authorities of individual higher education institutions. The numbers of students incoming and outgoing of Lithuania in the framework of Erasmus program is increasing but the negative difference between the outgoing and incoming Erasmus students could be addressed by the Lithuanian authorities. Its negative influence is outweighed by the steadily increasing number of foreign students coming to study to Lithuania without any supporting exchange programs.
The purpose of the article is to investigate the influence of international documents on the process of internationalization of higher education and to identify political, legal, organizational, financial pre-requisites for internationalization of higher education in Lithuania. Method of comparative critical analysis of references was employed for the study. Therefore, this paper aims at investigating the influence of international documents, related to internationalization of higher education and at identifying political, legal, organizational, financial prerequisites for internationalization of higher education in Lithuania. The study showed that the scope and content of internationalization may be conceptualized as having several tiers: macro, mezzo and micro. Macro tier assigns higher education with the role to contribute to positive developments in society and economies, to democracy and cohesion. Mezzo tier assigns higher education with a task to provide students with high level educational services in order to help graduates to acquire necessary competencies. Micro tier assigns higher education institutions with task to organize their activities in order to secure achievement of tasks at mezzo and macro tiers. In Lithuania both idea and purpose of internationalization gained support by general public, national authorities and authorities of individual higher education institutions. The numbers of students incoming and outgoing of Lithuania in the framework of Erasmus program is increasing but the negative difference between the outgoing and incoming Erasmus students could be addressed by the Lithuanian authorities. Its negative influence is outweighed by the steadily increasing number of foreign students coming to study to Lithuania without any supporting exchange programs.
In context of contemporary discourse on a contemporary society, a theme of transformation is evident. It is sometimes claimed that a contemporary society transcends itself. At a first glance, the claim seems ambitious, however, only to a degree. There are several arguments supporting the statement. This paper presents an overview of some theoretical arguments, and also presents some of the data from an international study carried out in Autumn, 2013. However, just data from Lithuania is presented due to the limitations for format of this paper. The research question addressed in this paper is: what are the interpretations of people (in our case: young people) about their own feelings towards the state - or - more precisely – the territory they reside. Methods of critical of references analysis and a quantitative approach (survey) were employed for the development of the paper, also citizenship activity questionnaire was used for the study. ; Diskusijų apie šiuolaikinę visuomenę kontekste akivaizdi transformacijos tema. Yra tvirtinama, kad modernioji visuomenė peržengia savo pačios ribas. Iš pirmo žvilgsnio tai atrodo perdėm ambicingas užmojis, tačiau tik tam tikru laipsniu. Yra keletas argumentų paremiančių šį teiginį. Šiame straipsnyje pateikiama tokių teorinių argumentų apžvalga, o taip pat pristatoma dalis tarptautinio tyrimo, atlikto 2013 metų rudenį, duomenys. Dėl straipsnio apimties apribojimų pristatomi tik tyrimo Lietuvoje rezultatai. Tyrime dalyvavo 351 paaugliai (10-18 metų). Buvo naudojamas 34 punktų jaunimo pilietiškumo veiklos klausimynas siekiant įvertinti paauglių pilietiškumo veiklą. Tyrimas parodė, kad jauni žmonės (amžiaus vidurkis 13,8 metų) yra labai aktyvūs savo asmeninio tobulėjimo, asmeninių siekių ir interesų plotmėje ir daug mažiau - politinėje veikloje. Jaunesni respondentai labiau siejo savo pasirinkimus su aktyviu pilietiškumu. Buvo nustatyti statistiškai reikšmingi skirtumai tarp šeimos statuso ir pilietiškumo lygio. Visi veiksniai turėtų būti ir toliau tiriami, siekiant atrasti moksliškai pagrįstas tiriamų reiškinių priežastis.
