Suchergebnisse

The world economy changes, attention is paid not only to the industry production, but also to the knowledge society and cultural diversity. In this way culture gains broader meaning, while governments of the democratic states strive to set cultural policy goals, principles, tasks and the ways to implement it, seek to create the environment for the public, municipal institutions and nongovernmental organizations, as well as public purposeful and coordinated cultural activities. In this case Lithuania is not an exception, while the Lithuanian government is constantly criticized for the attention shortage to the cultural policy. The aim with the master thesis "Cultural policy in the Netherlands: the case study" was not only to analyze cultural policy in the Kingdom of the Netherlands, its principles, administrative system and trends, but also to scrutinize the concept of the cultural policy and to review the development of the cultural policy in the European Union. Having the analysis of the cultural policy model used in the Netherlands it was possible to evaluate possibilities and propose recommendations how to implement some elements and experience of the Dutch cultural policy model in Lithuania, in order to create qualitative, effective and representative system of the cultural policy. The main concepts used in the work:  State cultural policy model, when state controls and finances cultural policy field; state property of the cultural expressions, implements of production and dissemination.  Liberal cultural policy model follows the principles of the market economy, private property of the cultural expressions, implements of production and dissemination. The main key words used in the work are: cultural policy, state cultural policy model, liberal cultural policy model, cultural institutions, cultural diversity, cultural sector.

The world economy changes, attention is paid not only to the industry production, but also to the knowledge society and cultural diversity. In this way culture gains broader meaning, while governments of the democratic states strive to set cultural policy goals, principles, tasks and the ways to implement it, seek to create the environment for the public, municipal institutions and nongovernmental organizations, as well as public purposeful and coordinated cultural activities. In this case Lithuania is not an exception, while the Lithuanian government is constantly criticized for the attention shortage to the cultural policy. The aim with the master thesis "Cultural policy in the Netherlands: the case study" was not only to analyze cultural policy in the Kingdom of the Netherlands, its principles, administrative system and trends, but also to scrutinize the concept of the cultural policy and to review the development of the cultural policy in the European Union. Having the analysis of the cultural policy model used in the Netherlands it was possible to evaluate possibilities and propose recommendations how to implement some elements and experience of the Dutch cultural policy model in Lithuania, in order to create qualitative, effective and representative system of the cultural policy. The main concepts used in the work:  State cultural policy model, when state controls and finances cultural policy field; state property of the cultural expressions, implements of production and dissemination.  Liberal cultural policy model follows the principles of the market economy, private property of the cultural expressions, implements of production and dissemination. The main key words used in the work are: cultural policy, state cultural policy model, liberal cultural policy model, cultural institutions, cultural diversity, cultural sector.

This thesis aims to test feasibility of the hybrid model for wood chips price in Lithuania's market forecasting. Conducting literature review such model was found as most accurate and promising amongst all other time series models. Analysis of wood chips market and prices resulted in conclusion that market is in developing state and the subject of energy production using renewable energy sources is getting more attention in Lithuania and European Union. Based on the approach presented by Zhang (2003) hybrid model –combination of ARIMA and feedback non linear autoregressive neural network, was designed. As a result of met performance targets: forecasting accuracy, general fit and outperform benchmark –naïve random walk, the model was determined as feasible for the step ahead wood chips price in Lithuania's market forecasting. The findings of this thesis supplements general body of knowledge on hybrid models outperforming traditional approaches.

This thesis aims to test feasibility of the hybrid model for wood chips price in Lithuania's market forecasting. Conducting literature review such model was found as most accurate and promising amongst all other time series models. Analysis of wood chips market and prices resulted in conclusion that market is in developing state and the subject of energy production using renewable energy sources is getting more attention in Lithuania and European Union. Based on the approach presented by Zhang (2003) hybrid model –combination of ARIMA and feedback non linear autoregressive neural network, was designed. As a result of met performance targets: forecasting accuracy, general fit and outperform benchmark –naïve random walk, the model was determined as feasible for the step ahead wood chips price in Lithuania's market forecasting. The findings of this thesis supplements general body of knowledge on hybrid models outperforming traditional approaches.

European cultural dimensions. This implies: developing a Europe of knowledge, strengthening of stable, peaceful and democratic societies; enhancing mobility in employment and study; implementing the Bologna Magna Charta Universitatum 1988. In short the Declaration focuses on the promotion of co-operation and international competitiveness of European higher education. There are expectations of national reforms: the changes in two-tier degree structures, shorter first degrees, bridges between university and non-university sectors and external evaluation. At the institutional level, the reforms should also be considered to shape the curriculum development and evaluations (mare professionally relevant, more international and mare multidisciplinary). The article focuses on the universities role to facilitate study and labour mobility. Identifying labour needs calls for a constant update of the curriculum. The question is whether universities should move to professional training instead of providing an academic education. The article is dealing with the difficulties of the implementation of Bologna Declaration: a tension between academic education and professional training, between equality and opportunity, between internationalization and globalisation and etc. Mass higher education and life-long learning cannot be uniform across individuals, communities and countries. Reality is different in many universities, but the changes are needed in many universities too.

European cultural dimensions. This implies: developing a Europe of knowledge, strengthening of stable, peaceful and democratic societies; enhancing mobility in employment and study; implementing the Bologna Magna Charta Universitatum 1988. In short the Declaration focuses on the promotion of co-operation and international competitiveness of European higher education. There are expectations of national reforms: the changes in two-tier degree structures, shorter first degrees, bridges between university and non-university sectors and external evaluation. At the institutional level, the reforms should also be considered to shape the curriculum development and evaluations (mare professionally relevant, more international and mare multidisciplinary). The article focuses on the universities role to facilitate study and labour mobility. Identifying labour needs calls for a constant update of the curriculum. The question is whether universities should move to professional training instead of providing an academic education. The article is dealing with the difficulties of the implementation of Bologna Declaration: a tension between academic education and professional training, between equality and opportunity, between internationalization and globalisation and etc. Mass higher education and life-long learning cannot be uniform across individuals, communities and countries. Reality is different in many universities, but the changes are needed in many universities too.

European cultural dimensions. This implies: developing a Europe of knowledge, strengthening of stable, peaceful and democratic societies; enhancing mobility in employment and study; implementing the Bologna Magna Charta Universitatum 1988. In short the Declaration focuses on the promotion of co-operation and international competitiveness of European higher education. There are expectations of national reforms: the changes in two-tier degree structures, shorter first degrees, bridges between university and non-university sectors and external evaluation. At the institutional level, the reforms should also be considered to shape the curriculum development and evaluations (mare professionally relevant, more international and mare multidisciplinary). The article focuses on the universities role to facilitate study and labour mobility. Identifying labour needs calls for a constant update of the curriculum. The question is whether universities should move to professional training instead of providing an academic education. The article is dealing with the difficulties of the implementation of Bologna Declaration: a tension between academic education and professional training, between equality and opportunity, between internationalization and globalisation and etc. Mass higher education and life-long learning cannot be uniform across individuals, communities and countries. Reality is different in many universities, but the changes are needed in many universities too.

European cultural dimensions. This implies: developing a Europe of knowledge, strengthening of stable, peaceful and democratic societies; enhancing mobility in employment and study; implementing the Bologna Magna Charta Universitatum 1988. In short the Declaration focuses on the promotion of co-operation and international competitiveness of European higher education. There are expectations of national reforms: the changes in two-tier degree structures, shorter first degrees, bridges between university and non-university sectors and external evaluation. At the institutional level, the reforms should also be considered to shape the curriculum development and evaluations (mare professionally relevant, more international and mare multidisciplinary). The article focuses on the universities role to facilitate study and labour mobility. Identifying labour needs calls for a constant update of the curriculum. The question is whether universities should move to professional training instead of providing an academic education. The article is dealing with the difficulties of the implementation of Bologna Declaration: a tension between academic education and professional training, between equality and opportunity, between internationalization and globalisation and etc. Mass higher education and life-long learning cannot be uniform across individuals, communities and countries. Reality is different in many universities, but the changes are needed in many universities too.

The thesis consists of three main parts. In the first part, the concept of a cluster is widely discussed in different theoretical approaches, mainly focusing on two main streams: new economic geography and competitiveness. Despite different cluster definitions, both theoretical streams assume that clusters are the result of the scale of the economy in a region. Even though the cluster term is widely accepted by research and political community, it has uncertainty while applying in different theoretical regional economics concepts. This was proved by analyzing different cluster identification methods in different countries in the second part of the thesis. In addition, the methods of clusters' impact on the economy and innovation in the regions were analyzed and compared in this part of the thesis. Models for impact on economy assessment mainly exploit various employment variables such as employment itself and its growth, average annual wage and its growth using regression models. Models for clusters' impact on innovation mainly exploit patents as dependent variables using the knowledge production approach. Despite some proves of productivity growth as the main result of clustering business' economic activities, productivity according to the best of thesis author's knowledge was not used to identify clusters in a region. Thus, the cluster identification algorithm was constructed for three the Baltic States (Estonia, Latvia, Lithuania) done by exploiting employment and productivity variables and tested in the third part of the thesis. Identified clusters' impact on the economy was explored by using panel data and regression analysis.

The thesis consists of three main parts. In the first part, the concept of a cluster is widely discussed in different theoretical approaches, mainly focusing on two main streams: new economic geography and competitiveness. Despite different cluster definitions, both theoretical streams assume that clusters are the result of the scale of the economy in a region. Even though the cluster term is widely accepted by research and political community, it has uncertainty while applying in different theoretical regional economics concepts. This was proved by analyzing different cluster identification methods in different countries in the second part of the thesis. In addition, the methods of clusters' impact on the economy and innovation in the regions were analyzed and compared in this part of the thesis. Models for impact on economy assessment mainly exploit various employment variables such as employment itself and its growth, average annual wage and its growth using regression models. Models for clusters' impact on innovation mainly exploit patents as dependent variables using the knowledge production approach. Despite some proves of productivity growth as the main result of clustering business' economic activities, productivity according to the best of thesis author's knowledge was not used to identify clusters in a region. Thus, the cluster identification algorithm was constructed for three the Baltic States (Estonia, Latvia, Lithuania) done by exploiting employment and productivity variables and tested in the third part of the thesis. Identified clusters' impact on the economy was explored by using panel data and regression analysis.

The thesis consists of three main parts. In the first part, the concept of a cluster is widely discussed in different theoretical approaches, mainly focusing on two main streams: new economic geography and competitiveness. Despite different cluster definitions, both theoretical streams assume that clusters are the result of the scale of the economy in a region. Even though the cluster term is widely accepted by research and political community, it has uncertainty while applying in different theoretical regional economics concepts. This was proved by analyzing different cluster identification methods in different countries in the second part of the thesis. In addition, the methods of clusters' impact on the economy and innovation in the regions were analyzed and compared in this part of the thesis. Models for impact on economy assessment mainly exploit various employment variables such as employment itself and its growth, average annual wage and its growth using regression models. Models for clusters' impact on innovation mainly exploit patents as dependent variables using the knowledge production approach. Despite some proves of productivity growth as the main result of clustering business' economic activities, productivity according to the best of thesis author's knowledge was not used to identify clusters in a region. Thus, the cluster identification algorithm was constructed for three the Baltic States (Estonia, Latvia, Lithuania) done by exploiting employment and productivity variables and tested in the third part of the thesis. Identified clusters' impact on the economy was explored by using panel data and regression analysis.

The thesis consists of three main parts. In the first part, the concept of a cluster is widely discussed in different theoretical approaches, mainly focusing on two main streams: new economic geography and competitiveness. Despite different cluster definitions, both theoretical streams assume that clusters are the result of the scale of the economy in a region. Even though the cluster term is widely accepted by research and political community, it has uncertainty while applying in different theoretical regional economics concepts. This was proved by analyzing different cluster identification methods in different countries in the second part of the thesis. In addition, the methods of clusters' impact on the economy and innovation in the regions were analyzed and compared in this part of the thesis. Models for impact on economy assessment mainly exploit various employment variables such as employment itself and its growth, average annual wage and its growth using regression models. Models for clusters' impact on innovation mainly exploit patents as dependent variables using the knowledge production approach. Despite some proves of productivity growth as the main result of clustering business' economic activities, productivity according to the best of thesis author's knowledge was not used to identify clusters in a region. Thus, the cluster identification algorithm was constructed for three the Baltic States (Estonia, Latvia, Lithuania) done by exploiting employment and productivity variables and tested in the third part of the thesis. Identified clusters' impact on the economy was explored by using panel data and regression analysis.

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.