<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UNIVERSITY MANAGEMENT: A FEW PROBLEMATIC THINGS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Management in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">effective functioning</style></keyword><keyword><style  face="normal" font="default" size="100%">managerial solutions</style></keyword><keyword><style  face="normal" font="default" size="100%">socioeconomic changes</style></keyword><keyword><style  face="normal" font="default" size="100%">university management</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/450-1401456376.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">University activity and effective functioning is the object of constant discussions. This is taking place in all countries, having university education sector. It is understandable, that the context of every country is different, having individual traits and peculiarities. Lithuania is not an exception. The country’s higher education system experiences serious challenges, which are caused both by local socioeconomic changes and international global matters. Labour market dynamism and the changing society require flexible, innovative and creative lifelong learning possibilities. Higher education institutions do not limit themselves with basic specialist preparation, but search possibilities for the specialists and professionals to improve, change their specializations, train their personal abilities and develop high level professional competencies. Thus, continuing teaching (studies) at universities becomes more and more urgent. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-7</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESPONSIBILITY FOR MANAGEMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Management in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">concept of management</style></keyword><keyword><style  face="normal" font="default" size="100%">fundamental values</style></keyword><keyword><style  face="normal" font="default" size="100%">management theories</style></keyword><keyword><style  face="normal" font="default" size="100%">responsibility</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/450-1391966036.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Business is neither a new branch of science, nor a recently emerged social or political phenomenon. We are not tend to discuss the history of management as obviously this field like many other activities stimulated by human includes own origin, gained experience and a certain retrospective. A modern world has strongly developed the concept of management thus becoming an integral and manifold idea.
 The factor in responsibility considering the structure of management should gain the required weight. The success of organizations is determined not only by a properly prepared strategy (frequently in a ‘paper version’), optimal structure, precisely and effectively organized processes, but also taking into account the responsibility of particular people at various levels of management.
 Thus, management becomes more up-to-date and faces a crisis that sparks off increased pace at work, different pressure, hardly understandable orders, stress and even suicides at the workplace. Although recently these issues are frequently discussed, still, it is not sufficient. Some of the methods for management are frequently accepted as making a negative impact on the physical and psychological state of the employees despite the fact that they appear to be efficient tools in terms of increased profit. Only discussions cannot solve this problem, which clearly indicates a lack of in-depth and reliable scientific research in the field.</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-5</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOME FEATURES OF EDUCATION MONITORING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Management in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">administration</style></keyword><keyword><style  face="normal" font="default" size="100%">management</style></keyword><keyword><style  face="normal" font="default" size="100%">monitoring</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/450-1391965396.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">4</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Education monitoring is quite a fresh field of the science of education, especially in Lithuania. This field is closely interrelated with methodology of educational research, education politics, education management, education economics, etc.
 The elementary operation of monitoring process is measurement. There are qualitative and quantitative measurements. From the methodological point of view it is essential to understand the object of monitoring, its structure and interrelations, and fundamental processes etc.
 The value of monitoring is also a very important approach. The value of monitoring is significant on an international scale. Provided with comprehensive information about the situation of a certain system of education one could easily compare it to other systems, carry out forecasting, and shape possible perspectives of development</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-6</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PERSPECTIVE MANAGEMENT: SYSTEMIC THINKING AND VALUE SYNERGY NECESSITY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Management in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">management</style></keyword><keyword><style  face="normal" font="default" size="100%">systemic thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">values</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/450-1391887190.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">1</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">We can surely assert that over the last two decades a very significant attention has been paid to management. It is great that more and more attention is paid to the systemic approach in management (Robinson, 1996; Jackson, 2003; Bellinger, 2004; Cyrus, 2010). It is obvious, that there are many approaches to management, for example, problem solving style, situational approach, effective steering etc. And not only to management, but also to adjacent, management related spheres. Systemic approach is reasonably considered to be as cornerstone to management. On the one hand, this is bound to common systemic society life changes. Such topics as knowledge economy, learning society, information society and so on… are constantly accentuated. On the other hand, in some countries management as a science was basically “beyond the boundaries” of cognition. First of all, this can be said about East and Central Europe countries, in other words, still called post-soviet countries up to now. Though, the latter term is neither true nor full of sense in many respects. Not without a reason, in the public discourse of these countries the opinion is still vital that the manager is the one who is hardly able to do a thing himself. Even quite practically we can analyse a simple example. Social science field study programmes “have been in the leading position” in Lithuanian higher education for almost two decades already. It is interesting, that in many cases, fewer difficulties in studying, is pointed out as the main motive.
 We can agree with Gary Hamel (2007), that today more than ever, organisations need brave management innovations. Modern management model orientated to control and productivity doesn’t suit in the world where business success is determined by adjustment and creativity.
 Thus, it is believed that discussions on these mentioned and not mentioned management questions will go on in these journal pages. One thing is obvious, that values become one of the most significant and perspective instruments of management effectiveness and optimisation. Value institutionalisation in the organisations is one of the most important guarantors of their effective activity.</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-6</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE QUALITY OF STUDIES: MANAGEMENT ASPECT</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Management in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Bologna process</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education management</style></keyword><keyword><style  face="normal" font="default" size="100%">quality of studies</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/450-1391946070.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">2</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In recent years attention to quality of studies is not decreasing. Lots of different level and type articles have been written, books and other literature have been published. On the other hand, over the last few years different national, regional and international science conferences and symposiums took place.�
 So, it is obvious, that the concern in the university study quality is really huge. However, the essence of the matter lies somewhere deeper. The main goals, formulated in Bologna declaration, had to be implemented by 2010. However, now it becomes clear, that some of the vitally important things were not realised and there are more and more doubts if they will, on the whole, be carried through. The Bologna process itself is not sought to be analysed. What interests us firstly, is the quality of studies’ management question. Various researches reveal that the university study quality in some countries has significantly decreased even measuring according to the most minimal criteria. First of all, this is because most universities are oriented into providing service. It is known, that service University is not capable to ensure the proper quality of the studies and of provided education at the same time. Mass universities meant for mass usage. University education is more and more “Mc.Donaldized” (Lamanauskas, 2011a).�
 Thus, the problem of the quality of studies remains the key problem in nowadays university work. It is understandable, that different countries have different experience in this field both in horizontal and vertical sense. The quality of studies conception despite all efforts remains diverse and has multiple meanings. Paraphrasing a familiar soviet times’ statement (“from everyone - according to possibilities, for everyone – according to demands”),one can state, that higher education can’t be provided according to demands, and it can’t be required from graduates according to their abilities and possibilities. Massification of higher education in a direct way negatively affects the quality of studies (process), as well as higher education quality (result). This is the essential risk in university management. </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-7</style></section></record></records></xml>