<?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%">Renata Bilbokaitė</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">REQUIREMENTS FOR TODAY’S UNIVERSITIES: HOW TO MEASURE ACTIVITY RESULTS?</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%">Higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">quality criteria</style></keyword><keyword><style  face="normal" font="default" size="100%">quality management</style></keyword><keyword><style  face="normal" font="default" size="100%">quality parameters</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=1197481</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">4</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%">For today’s University higher and higher requirements are raised and certain criteria are thought of, by which activity results are measured. In many cases, quantitative, homogenies criteria are necessary indeed - because they show a concrete position among other higher schools. However, making efforts to conform to equal criteria, it becomes more and more difficult to find one’s distinctiveness among thousands of universities in the world and to guarantee the graduates that the representatives of Z generation will be prepared to be leaders. Homogeneous quality criteria – are the aspects, according to which from one starting point all higher education quality parameters are measured. The idea is worth, because it helps to rate institutions – they themselves and society members can get acquainted with activity results. However, within certain limits. A great number of features, thus remain unmeasured, unaccentuated, even not announced publicly. For mases, it is very convenient to open a popular rating page and in a second to get the necessary information - the number of a place of a higher school among the other similar schools – the reader very often even does not go deep in analysing, according to which criteria the evaluation was performed. </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%">Renata Bilbokaitė</style></author><author><style face="normal" font="default" size="100%">Ieva Bilbokaitė-Skiauterienė</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE FACTORS TO BE IMPROVED IN STUDY PROGRAMMES: ANALYSIS OF A UNIVERSITY CASE</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%">external evaluation</style></keyword><keyword><style  face="normal" font="default" size="100%">quality assurance</style></keyword><keyword><style  face="normal" font="default" size="100%">study programmes</style></keyword><keyword><style  face="normal" font="default" size="100%">university education</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/2017/451-1505927046.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%">The current research presents a qualitative analysis of the results of self-evaluation reports of University study programmes over the period of 2010–2015. The research aimed at revealing major facts concerning the problems and factors prevailing in the institution and, thus, restricting quality in studies; these features may be characteristic not only to a single but also to several study programmes. Analysis of the research data employed the method of content analysis, which enabled objective and systematic investigation of the features of the text, generalisation of information and formation of appropriate conclusions. The research results reveal key aspects of the curriculum design, learning outcomes and their assessment as well as highlight the goals to be achieved while focusing on improvement of the content of programme’s subjects/ descriptions, learning outcomes, student activities and assignment plan, clarification of originality of representation of a programme. The aspects of the study process and its evaluation are oriented to financial support, enhancement of internationalisation, improvement of assessment of students’ attainments. It is emphasised that the feedback process and its results should be improved in the management of a study programme. Also, striving for an effective system of management of a study programme, it is necessary to make the system of motivation of teaching and other staff more effective</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%">20-30</style></section></record></records></xml>