Institutions-organizations and institutions-rules (norms), levels of institutionalization and its influence on political development of political system, constitutions and constitutional interpretation, structural-functional characteristic of the main political institutions (parties, party and electoral systems, legislatures and executive power, public administration, interest groups, local governance, judicial and political communication institutions), variuos types, models of these institutions and activity, interaction between political institutions and their influence on real politics, institutional engineering, institutionalization of the political institutions, democratization and democratic consolidation processes – all these questions were discussed in this methodical book.
Institutions-organizations and institutions-rules (norms), levels of institutionalization and its influence on political development of political system, constitutions and constitutional interpretation, structural-functional characteristic of the main political institutions (parties, party and electoral systems, legislatures and executive power, public administration, interest groups, local governance, judicial and political communication institutions), variuos types, models of these institutions and activity, interaction between political institutions and their influence on real politics, institutional engineering, institutionalization of the political institutions, democratization and democratic consolidation processes – all these questions were discussed in this methodical book.
Institutions-organizations and institutions-rules (norms), levels of institutionalization and its influence on political development of political system, constitutions and constitutional interpretation, structural-functional characteristic of the main political institutions (parties, party and electoral systems, legislatures and executive power, public administration, interest groups, local governance, judicial and political communication institutions), variuos types, models of these institutions and activity, interaction between political institutions and their influence on real politics, institutional engineering, institutionalization of the political institutions, democratization and democratic consolidation processes – all these questions were discussed in this methodical book.
Recently, the necessity to apply education management elements in the activities of pre-school educational institutions is becoming more prominent. As stated in the Law on Education of the Republic of Lithuania, it is crucial to master the knowledge, skills and abilities of education management. Managing an educational institution is not limited to setting out the goals and objectives, planning and organizing work, but also includes purposeful targeting of technical, social, pedagogical, psychological and biological processes seeking optimal results, while taking into account the peculiarities of these processes. To explore the importance of education management in pre-school educational institutions it has been decided to analyze how the heads of pre-school educational institutions organize work in the institutions they lead, which managerial features are present there, what leadership styles are used during administrative work and how the chosen leadership style impacts the cooperation between the head of the pre-school educational institution and the community. The objective of the study is to examine the theoretical aspects of education management in pre-school educational institutions, to show the current leadership and behavior situation of the heads of particular institutions and to provide guidelines for improving performance. The object of the study – pre-school educational institutions. Hypothesis: an inappropriate leadership style has a negative impact on the cooperation between the heads of pre-school educational institutions and community members. The theoretical study of the problem has revealed that a pre-school educational institution is a group of people in which all its members are closely linked to one another. These links must be improved and the activity process must be managed. Therefore, the organization needs a head. Leadership is one of the key factors affecting the quality of education, and a leadership style has an impact on cooperation, which is part of democratic life and means tolerance, mutual aid, ability to work, teamwork and options of opinion compatibility. The empirical part states that heads of the nurseries - kindergartens "Pipiras", "Drugelis" and "Vaidilutė" are different in terms of personality, leadership principles and leadership style. An in-depth method of interviews provides more opportunities to analyze the managerial situation and existing problems at pre-school educational institutions and to identify the managerial characteristics. The in-depth study revealed that heads of pre-school educational institutions have more responsibilities than heads of schools; the co-operation between the head and parents "begins from the cradle"; children are accepted by the municipality, not by the institution itself etc.
Recently, the necessity to apply education management elements in the activities of pre-school educational institutions is becoming more prominent. As stated in the Law on Education of the Republic of Lithuania, it is crucial to master the knowledge, skills and abilities of education management. Managing an educational institution is not limited to setting out the goals and objectives, planning and organizing work, but also includes purposeful targeting of technical, social, pedagogical, psychological and biological processes seeking optimal results, while taking into account the peculiarities of these processes. To explore the importance of education management in pre-school educational institutions it has been decided to analyze how the heads of pre-school educational institutions organize work in the institutions they lead, which managerial features are present there, what leadership styles are used during administrative work and how the chosen leadership style impacts the cooperation between the head of the pre-school educational institution and the community. The objective of the study is to examine the theoretical aspects of education management in pre-school educational institutions, to show the current leadership and behavior situation of the heads of particular institutions and to provide guidelines for improving performance. The object of the study – pre-school educational institutions. Hypothesis: an inappropriate leadership style has a negative impact on the cooperation between the heads of pre-school educational institutions and community members. The theoretical study of the problem has revealed that a pre-school educational institution is a group of people in which all its members are closely linked to one another. These links must be improved and the activity process must be managed. Therefore, the organization needs a head. Leadership is one of the key factors affecting the quality of education, and a leadership style has an impact on cooperation, which is part of democratic life and means tolerance, mutual aid, ability to work, teamwork and options of opinion compatibility. The empirical part states that heads of the nurseries - kindergartens "Pipiras", "Drugelis" and "Vaidilutė" are different in terms of personality, leadership principles and leadership style. An in-depth method of interviews provides more opportunities to analyze the managerial situation and existing problems at pre-school educational institutions and to identify the managerial characteristics. The in-depth study revealed that heads of pre-school educational institutions have more responsibilities than heads of schools; the co-operation between the head and parents "begins from the cradle"; children are accepted by the municipality, not by the institution itself etc.
In the guidelines of the EU cultural policies, institutional frameworks and missions of cultural organizations, cultural communication, and art marketing theories the concept of "audience development" indicates not only the integrated approach towards the cultivation of the demand for the arts, but also the shift in the understanding of the notion of the recipients of art as well as the audience. On the conceptual level the prioritizing of audience development (public engagement with arts) in the agendas of cultural policy makers signals the acknowledgment of art audiences as the equal participant of the aesthetic communication and legitimation of the equation of the process of art perception to that of art creation. The focus on the demands of the audience and its development is embedded in the guidelines of Lithuanian cultural policy, criteria of project funding on the national and municipal level as well as the missions and documents of the Lithuanian theatre institutions. However, the detailed analysis demonstrates that the declarative attention to the building of theatre audiences is only partly reflected in the "real politics" of theatre institutions or their practical activities. Empirical research indicates that in case of particular theatre institution theoretically justified synergy among marketing communication, education and programming in practice means sharing of the influence and responsibilities of different departments, which is often neither easily achieved nor effective. Moreover, costly time and work consuming and unpredictable projects for the attracting of the new audiences do not always seem beneficial or financially sustainable for theatre organizations. [.]
In the guidelines of the EU cultural policies, institutional frameworks and missions of cultural organizations, cultural communication, and art marketing theories the concept of "audience development" indicates not only the integrated approach towards the cultivation of the demand for the arts, but also the shift in the understanding of the notion of the recipients of art as well as the audience. On the conceptual level the prioritizing of audience development (public engagement with arts) in the agendas of cultural policy makers signals the acknowledgment of art audiences as the equal participant of the aesthetic communication and legitimation of the equation of the process of art perception to that of art creation. The focus on the demands of the audience and its development is embedded in the guidelines of Lithuanian cultural policy, criteria of project funding on the national and municipal level as well as the missions and documents of the Lithuanian theatre institutions. However, the detailed analysis demonstrates that the declarative attention to the building of theatre audiences is only partly reflected in the "real politics" of theatre institutions or their practical activities. Empirical research indicates that in case of particular theatre institution theoretically justified synergy among marketing communication, education and programming in practice means sharing of the influence and responsibilities of different departments, which is often neither easily achieved nor effective. Moreover, costly time and work consuming and unpredictable projects for the attracting of the new audiences do not always seem beneficial or financially sustainable for theatre organizations. [.]
In the guidelines of the EU cultural policies, institutional frameworks and missions of cultural organizations, cultural communication, and art marketing theories the concept of "audience development" indicates not only the integrated approach towards the cultivation of the demand for the arts, but also the shift in the understanding of the notion of the recipients of art as well as the audience. On the conceptual level the prioritizing of audience development (public engagement with arts) in the agendas of cultural policy makers signals the acknowledgment of art audiences as the equal participant of the aesthetic communication and legitimation of the equation of the process of art perception to that of art creation. The focus on the demands of the audience and its development is embedded in the guidelines of Lithuanian cultural policy, criteria of project funding on the national and municipal level as well as the missions and documents of the Lithuanian theatre institutions. However, the detailed analysis demonstrates that the declarative attention to the building of theatre audiences is only partly reflected in the "real politics" of theatre institutions or their practical activities. Empirical research indicates that in case of particular theatre institution theoretically justified synergy among marketing communication, education and programming in practice means sharing of the influence and responsibilities of different departments, which is often neither easily achieved nor effective. Moreover, costly time and work consuming and unpredictable projects for the attracting of the new audiences do not always seem beneficial or financially sustainable for theatre organizations. [.]
The aim of this work is to assess the the realization of strategic management principles in Švenčionys district general education schools, to present the conclusions and proposals for the development of strategic management in general education schools. The issue raised in this research is the importance of strategic management development and implementation, both in public and in private sectors, which is emphasized as an essential factor in achieving a higher standard of living for progress of people, science and technology. However, democracy and progress in every development, practicing the principles of strategic management in organizations, are done only in part, and they are constantly faced with different obstacles. There are no published studies about the realization of strategic management principles in Lithuanian schools, which is why this fact reveals the novelty of the given subject. Research objectives: 1. To reveal the strategic management concept. 2. To discuss the applicability of strategic management principles in educational institutions. 3. To evaluate the realization of strategic management principles in Lithuanian educational institutions by theoretical aspect. 4. To investigate the application of strategic management principles in Švenčionys district general education schools. 5. To present the possibilities of strategic management development in general education. The contingent of the exploratory: The research was conducted in nine schools in Švenčionys district and in five institutions which are social school partners. The method used in this research: survey (used in two different forms). 160 respondents in total. Main research conclusions: Once summarizing the research results, we came to the conclusion that the strategic management principles are not yet implemented in Švenčionys district schools: some of the research participants claimed that their schools were not ready for creation of any strategic plan and they were certainly not yet ready for its implementation. One-fifth of the respondents admitted that they were not fully familiar with the school's strategic plan; only two-thirds of respondents made use of opportunity to influence the strategy development, three quarters understood their participation in the strategic management process as their personal coordination with the school's policy. Only little more than half of the survey participants rated the indicators marked in school strategic plan as real, based on comprehensive school environmental and internal analysis. Often this opinion was expressed by respondents with higher duties than by those occupying a lower position. The major obstacles to the implementation of the school's strategy for the participating in the survey Švenčionys district secondary school's headmasters and teachers, were lack of financial resources and lack of motivation. Younger respondents significantly more often than older respondents considered lack of motivation as a significant obstacle to the realization of the strategic management principles in general education school management. The research confirmed that there is a positive correlation between the realization of strategic management principles, school reputation, and education quality for students to gain.
The aim of this work is to assess the the realization of strategic management principles in Švenčionys district general education schools, to present the conclusions and proposals for the development of strategic management in general education schools. The issue raised in this research is the importance of strategic management development and implementation, both in public and in private sectors, which is emphasized as an essential factor in achieving a higher standard of living for progress of people, science and technology. However, democracy and progress in every development, practicing the principles of strategic management in organizations, are done only in part, and they are constantly faced with different obstacles. There are no published studies about the realization of strategic management principles in Lithuanian schools, which is why this fact reveals the novelty of the given subject. Research objectives: 1. To reveal the strategic management concept. 2. To discuss the applicability of strategic management principles in educational institutions. 3. To evaluate the realization of strategic management principles in Lithuanian educational institutions by theoretical aspect. 4. To investigate the application of strategic management principles in Švenčionys district general education schools. 5. To present the possibilities of strategic management development in general education. The contingent of the exploratory: The research was conducted in nine schools in Švenčionys district and in five institutions which are social school partners. The method used in this research: survey (used in two different forms). 160 respondents in total. Main research conclusions: Once summarizing the research results, we came to the conclusion that the strategic management principles are not yet implemented in Švenčionys district schools: some of the research participants claimed that their schools were not ready for creation of any strategic plan and they were certainly not yet ready for its implementation. One-fifth of the respondents admitted that they were not fully familiar with the school's strategic plan; only two-thirds of respondents made use of opportunity to influence the strategy development, three quarters understood their participation in the strategic management process as their personal coordination with the school's policy. Only little more than half of the survey participants rated the indicators marked in school strategic plan as real, based on comprehensive school environmental and internal analysis. Often this opinion was expressed by respondents with higher duties than by those occupying a lower position. The major obstacles to the implementation of the school's strategy for the participating in the survey Švenčionys district secondary school's headmasters and teachers, were lack of financial resources and lack of motivation. Younger respondents significantly more often than older respondents considered lack of motivation as a significant obstacle to the realization of the strategic management principles in general education school management. The research confirmed that there is a positive correlation between the realization of strategic management principles, school reputation, and education quality for students to gain.
The Italian economist Pier Luigi Sacco, a representative of the European Expert Network on Culture, in his presentation "Culture 3.0: A new perspective for the EU 2014-2020 structural funds programming" claims that contemporary situation in European culture is marked by the transition towards a new stage in the historical development. Characteristic to this new stage is the expansion of the possibilities of the production as opposite to the expansion of the demand and audiences in the previous stage, called Culture 2.0. New digital technologies make the professional tools for producing, treating and communicating texts, still and moving images, sound and multimedia available to almost everyone. Eventually, it is getting impossible to make a distinction between cultural producer and consumer. Such situation, as well as many other modern practices and grounding theories, that emphasize a changing consumer's position in the field of economy, computer software, politics, media, institutions and finally in the cultural and creative spheres, is described by the term "prosumer" proposed by Alvin Toffler in 1980's. Both Sacco and other theorists of the new developments in contemporary culture point out that the new possibilities came up mostly due to the technological factors such as ICT, Internet, Cellular Network, etc. For example, such prevailing concepts for productive participation as open source or interactivity are used to pinpoint alternative cultural practices (open access, free content, creative commons, crowdsourcing, open research, peer-to-peer, co-creation, free culture, etc.) retaining however the undertone of their prior technological context. However, the article argues, that by putting too much stress on the technological factors we risk to underestimate other, namely, political, economic and above all institutional contexts and their significance for real cultural change. [.]
The Italian economist Pier Luigi Sacco, a representative of the European Expert Network on Culture, in his presentation "Culture 3.0: A new perspective for the EU 2014-2020 structural funds programming" claims that contemporary situation in European culture is marked by the transition towards a new stage in the historical development. Characteristic to this new stage is the expansion of the possibilities of the production as opposite to the expansion of the demand and audiences in the previous stage, called Culture 2.0. New digital technologies make the professional tools for producing, treating and communicating texts, still and moving images, sound and multimedia available to almost everyone. Eventually, it is getting impossible to make a distinction between cultural producer and consumer. Such situation, as well as many other modern practices and grounding theories, that emphasize a changing consumer's position in the field of economy, computer software, politics, media, institutions and finally in the cultural and creative spheres, is described by the term "prosumer" proposed by Alvin Toffler in 1980's. Both Sacco and other theorists of the new developments in contemporary culture point out that the new possibilities came up mostly due to the technological factors such as ICT, Internet, Cellular Network, etc. For example, such prevailing concepts for productive participation as open source or interactivity are used to pinpoint alternative cultural practices (open access, free content, creative commons, crowdsourcing, open research, peer-to-peer, co-creation, free culture, etc.) retaining however the undertone of their prior technological context. However, the article argues, that by putting too much stress on the technological factors we risk to underestimate other, namely, political, economic and above all institutional contexts and their significance for real cultural change. [.]
The Italian economist Pier Luigi Sacco, a representative of the European Expert Network on Culture, in his presentation "Culture 3.0: A new perspective for the EU 2014-2020 structural funds programming" claims that contemporary situation in European culture is marked by the transition towards a new stage in the historical development. Characteristic to this new stage is the expansion of the possibilities of the production as opposite to the expansion of the demand and audiences in the previous stage, called Culture 2.0. New digital technologies make the professional tools for producing, treating and communicating texts, still and moving images, sound and multimedia available to almost everyone. Eventually, it is getting impossible to make a distinction between cultural producer and consumer. Such situation, as well as many other modern practices and grounding theories, that emphasize a changing consumer's position in the field of economy, computer software, politics, media, institutions and finally in the cultural and creative spheres, is described by the term "prosumer" proposed by Alvin Toffler in 1980's. Both Sacco and other theorists of the new developments in contemporary culture point out that the new possibilities came up mostly due to the technological factors such as ICT, Internet, Cellular Network, etc. For example, such prevailing concepts for productive participation as open source or interactivity are used to pinpoint alternative cultural practices (open access, free content, creative commons, crowdsourcing, open research, peer-to-peer, co-creation, free culture, etc.) retaining however the undertone of their prior technological context. However, the article argues, that by putting too much stress on the technological factors we risk to underestimate other, namely, political, economic and above all institutional contexts and their significance for real cultural change. [.]
This article analyzes the position of disabled students in the lithuanian higher education institutions. The lithuanian national legislation guarantees equal opportunities for disabled people to study in higher education institutions. however, in practice disabled students face various problems and barriers while pursuing their education. using anthony Giddens's structuration theory and the paradigm of social participation, this article presents some data from rūta ruolytė-Verschoore's doctoral research. to analyze 32 semi-structured interviews with disabled students actively involved in leadership activities, the author uses grounded theory. The research results demonstrate that students with disabilities encounter the following obstacles in the lithuanian higher education institutions: a lack of access to physical and informational environment, a lack of flexibility in study organization process, the absence of special services and academic community's skeptical attitude towards their abilities to study. The research also shows that civically engaged disabled students orient their strategies of action towards changing academic community's attitudes and making study organization process more flexible. as a consequence of disabled students' actions and interactions, study routine and institutional practices in higher education institutions start to change and become more inclusive and flexible.
This article analyzes the position of disabled students in the lithuanian higher education institutions. The lithuanian national legislation guarantees equal opportunities for disabled people to study in higher education institutions. however, in practice disabled students face various problems and barriers while pursuing their education. using anthony Giddens's structuration theory and the paradigm of social participation, this article presents some data from rūta ruolytė-Verschoore's doctoral research. to analyze 32 semi-structured interviews with disabled students actively involved in leadership activities, the author uses grounded theory. The research results demonstrate that students with disabilities encounter the following obstacles in the lithuanian higher education institutions: a lack of access to physical and informational environment, a lack of flexibility in study organization process, the absence of special services and academic community's skeptical attitude towards their abilities to study. The research also shows that civically engaged disabled students orient their strategies of action towards changing academic community's attitudes and making study organization process more flexible. as a consequence of disabled students' actions and interactions, study routine and institutional practices in higher education institutions start to change and become more inclusive and flexible.
