<?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%">SOME SKETCHES ON QUALITY</style></title><secondary-title><style face="normal" font="default" size="100%">Quality Issues and Insights in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">quality conducting</style></keyword><keyword><style  face="normal" font="default" size="100%">quality management</style></keyword><keyword><style  face="normal" font="default" size="100%">quality management systems</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstracted.php?level=5&amp;icid=1026096</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%">Recent problems of quality management have gained a diverse character. A number of organizations at different levels actively seek for implementing various quality management systems. A part of those are based on ISO standards, whereas the rest employs other measures. Despite these variations, the actions taken must be properly performed thus avoiding situations when the issued certificate only plays a crucial role. The key objective is to ensure continuous improvement and personal competitive advantage of activities stimulated by an organization. The writing does not focus on all above introduced questions. The only point is that frequently the implementation of quality management systems is really a rather formal and superficial process, i.e. certain call of fashion, discussing the fields of social affairs, education and culture in particular.
We can hardly expect a full answer to the provided question. A growth in pessimism and disbelief in the quality management system as the one providing real benefits to the organization have evolved into a matter of concern. Understanding a quality management system as a bureaucratic arrangement the real output of which is only a requirement for an issuing a certificate has emerged as risk to quality management systems in general. Contradictions at a methodological level have been also increasing. For instance, though plenty of quality management systems have been implemented, however, the experts in the field of quality fail to agree on the aims of quality and the way they should be applied to one or another organization. The explained situation requires in-depth discussions at all levels and investigations into the questions about the quality of rapidly increasing information on the basis of which management practises have been created and developed. After all, according to Charles-Maurice de Talleyrand-Périgord (1754–1838), ‘those who own information – rule the world’.</style></abstract><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%">Aistė Monkienė</style></author><author><style face="normal" font="default" size="100%">Vincentas Lamanauskas</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">QUALITY MANAGEMENT SYSTEMS IN LITHUANIAN COLLEGES: WEBSITES INFORMATION ANALYSIS</style></title><secondary-title><style face="normal" font="default" size="100%">Quality Issues and Insights  in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">college websites</style></keyword><keyword><style  face="normal" font="default" size="100%">Information Analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">quality management systems</style></keyword><keyword><style  face="normal" font="default" size="100%">quality standards</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%">December/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1137931</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">3</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%">Activity questions of non university schools (colleges) are becoming very relevant in Lithuania. Having in mind, that binary higher education system functions in the country – the demand rises to properly and adequately understand education quality provided by universities and colleges, the educational specifics provided by every institution. Both universities and colleges declare the goals of carrying out qualitative studies and providing qualitative education. However, declaration is one thing, and real results – another. College activity quality control evaluation is becoming the main political and practical attitude. Quality management systems (QMS) in Lithuanian colleges have been started to implement without having a clear conception and basically keeping up with the political requirements. On the other hand, QMS is tried to be shown as an advantage over the colleges competing both with universities and among each other. It is likely, that this process is inconsistent, the goals of implementing such systems are not clear, the information presented publicly is very often contradictory and incomplete. There is lack of experience in quality management sphere. Information analysis research has been carried out. During the research, data was analysed, presented in college networking websites, and their produced QMS documents. The information was analysed in October and November, 2014. Websites of all colleges (13 state and 10 non state) working in Lithuania were analysed and the documents, presented in them. The research allowed to more exhaustively and accurately evaluating, what is the situation in non university higher school QMS sphere at the moment, what information about QMS can be available for the society in the college networking websites. The distinguished QMS situation of state and non state colleges allows comparing whether the actions of private and state colleges differ. The research revealed that most of the colleges present the information about the QMS; however, the information is often not systemised, presented in separate college activity documents. Looking in perspective, one can think that a priority attention will be devoted to quality management questions in Lithuanian colleges, QMS will acquire much bigger importance, and the effectiveness of their functioning will be checked constantly. It is hopeful, that quality improvement will acquire more realistic than declarative character. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">41-49</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 EDUCATION QUALITY MANAGEMENT SKETCHES</style></title><secondary-title><style face="normal" font="default" size="100%">Quality Issues and Insights  in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Quality Management System</style></keyword><keyword><style  face="normal" font="default" size="100%">quality problematic</style></keyword><keyword><style  face="normal" font="default" size="100%">study quality</style></keyword><keyword><style  face="normal" font="default" size="100%">study quality improvement</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%">December/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1137925</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">3</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%">It wouldn’t be right to say that quality management questions in Lithuania are perfectly known, analysed and there’s nothing to do in this sphere. On the contrary, this sphere remains very urgent, on the other hand, rather complicated. Comparing with the other countries, having a big and long-term experience in the quality management sphere, Lithuania is an undoubted novice. This was conditioned by historical, political and other circumstances. As it is known, in 1967 Soviet Union introduced State quality mark. It is natural, that it was a must to use it in occupied Lithuania as well. The Soviet government tried to raise social production effectiveness, so this sign was used to mark a wide range of high quality consumer goods. It is worth noticing, that this mark was often used as a simple fiction, i.e., poor quality goods were marked by this sign too. This practice was very distinct in 1970-1990. After re-establishing independence in Lithuania, quality management questions are solved referring to international practice, orienting to international quality standards. However, this is not an easy task. Fictitious quality conception, having formed in society’s consciousness, remains one of the main obstacles in this sphere. The mentioned soviet quality mark does not enter the list of banned soviet symbols (such a list is confirmed and valid in Lithuania), therefore, one can still find such mark on some goods imported from Russia. This context is important in this sense, that in certain society layers a cautious and ambiguous attitude still remains to any of the quality questions. </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%">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%">THE QUALITY OF UNIVERSITY STUDENTS' SCIENTIFIC RESEARCH ACTIVITY</style></title><secondary-title><style face="normal" font="default" size="100%">Quality Issues and Insights  in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">science knowledge accumulation</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific research activity</style></keyword><keyword><style  face="normal" font="default" size="100%">study quality</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/451-1505926984.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</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%">It is undoubted, that study quality is one of the essential university activity priorities. After 2000, higher education sector in Lithuania has significantly expanded, the number of students has been increasing, over eight hundred study programmes have been accredited. Quantitative higher education system development actualises a high study quality demand. However, demand clarity and perception is only one side. Study quality assurance becomes a highly important question. 
It is also obvious that one of the complex study quality parts is student scientific research activity (SRA) quality. It is understandable, that SRA should be universally stimulated and developed. Scientific research activity is not an entertainment, but responsible, thorough work requiring a lot of self-reliance. During such an activity students’ analytical thinking gets stronger, the abilities of searching for information and using it are formed; they learn how to analyse the gathered material, to prepare reports, to make research presentations and so on (Lamanauskas, Augienė, 2015). Scientific research activity process forms conditions for students to master researcher’s role at a certain level, to develop certain competencies. 
</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%">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><author><style face="normal" font="default" size="100%">Rita Makarskaitė-Petkevičienė</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UNIVERSITY STUDY QUALITY: UNDERSTANDING, IMPROVEMENT, INFLUENTIAL FACTORS</style></title><secondary-title><style face="normal" font="default" size="100%">Quality Issues and Insights  in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">qualitative analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">study improvement</style></keyword><keyword><style  face="normal" font="default" size="100%">study quality</style></keyword><keyword><style  face="normal" font="default" size="100%">university students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/451-1505927122.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</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 study quality questions do not lose actuality. On the contrary, this becomes an object of intense discussions. Universities are in pursuit of study quality, because such is their purpose. However, in a public space, quite a big concern is observed in an insufficient, dissatisfying the clients study quality. It is necessary to understand, that students are not only passive study participants, they can and they should take the initiative in the improvement of the study quality. As competent study process participants, students have not only the obligation to learn, be active and responsible, but to require qualitative work from the other participants of this process. It happens quite often, that requirements are subjective, groundless. As studies are a continual process, every raised problem, correction or supplement made, contribute to the improvement. 
It was sought by this research to ascertain university students’ position regarding study quality questions. Eighty students from two Lithuanian universities participated in a qualitative research.  Study quality is basically understood as a suitable study process organisation. According to the respondents’ evaluation, academic process participant quality pursuit mostly determines the study quality. Study participant uncompetitiveness and study programme and their realisation inappropriateness worsen the study quality mostly. The essential personal effort seeking study process quality is self-motivation and responsibility.   
</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">31-45</style></section></record></records></xml>