<?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%">Lali   Giorgidze</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPLORING ROLE OF MANAGEMENT IN QUALITY ASSURANCE AT PRIVATE AND STATE UNIVERSITIES OF GEORGIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">HEI’s management</style></keyword><keyword><style  face="normal" font="default" size="100%">quality assurance</style></keyword><keyword><style  face="normal" font="default" size="100%">quality management</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/2014/457-1413726553.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">44</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Today Georgia as never before faces challenges of quality assurance. Despite reforms carried out by the Georgian government aiming at the quality improvement of higher education, many Higher Education Institutions (HEIs) of the country still faces real problems. The concept of “management” is not so widely known, not to say anything about the lack of human resources with theoretical knowledge and experience in education management.
 The purpose of the research was to analyze universities management in general terms and identify how quality-oriented universities’ management is in Georgia. For this purpose quantitative research was carried out. The universities were selected according to their legal status, period of functionality and qualitative experience. By combining certain data we elaborated indicators for the purpose of comparing various aspects of universities. For ensuring validity criteria validity was applied.
 Results of the research show that management is the main pre-requisite for quality assurance. Drawbacks and gaps in university management have also been identified the improvement of which will make a basis for enhancing management quality and establish a management culture at the Universities of Georgia.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">20-28</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%">FROM QUALITY MANAGEMENT TO MANAGING QUALITY: SYSTEMIC APPROACH</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">managing quality</style></keyword><keyword><style  face="normal" font="default" size="100%">quality conception</style></keyword><keyword><style  face="normal" font="default" size="100%">quality management</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1393266606.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">There have been more and more discussions going on in recent years about the quality of service provided in different level and different type of educational institutions. It is not one educational institution that characterizes quality as the most important priority of the activity. However, one thing is to characterize and declare and another is to actually strive for this quality. In other words, the priorities of educational institutions can be quite different however, it is inevitably obligatory to try to survive in the market. Quality system is one of the mechanisms helping the institution to organize and fulfill the activity so that to ensure its effective work under competitive conditions. Moreover, no institution should wait for its prestige to start diminishing on the contrary it has to do its best to guarantee successful functioning in the future. Thus, the head of every educational institution today has to care about how effectively its institution functions, what are possible ways and methods of its activity improvement. It is not enough to have practical experience and intuition to do this. Theoretical knowledge is necessary here. It is worth mentioning such a relatively new science field as Qualitology; (квалитология-Russian) which by its nature is triple. The essential parts of it are: quality theory, quality evaluation theory (kvalimetrija) and quality management theory. On the other hand, the analysis of quality management problems is impossible without systemology, management, innovation and theoretical and practical achievements in other spheres. Eventually, the most major are international quality standards ISO 9000:2000. Everything is joined here into a closely related system.
 Several aspects of education quality having been discussed obviously tell us about the importance of systemic attitude. Every educational institution, first of all, has to be able to solve problems itself, look for ways out from certain situations. And this is much more complicated than in business world. In business sphere a defective product made is simply eliminated from the system and doesn’t get to (shouldn’t get to) consumer. In education sphere it is more complicated. It is very difficult to eliminate damage, it is almost impossible. The more, that the emphasis is transferred from external quality control system into internal in other words, institution has to be able to coordinate occurring quality management questions by inner efforts. In general, it can be asserted that any attempt to improve quality means that quality system exists no matter that it is not certified. It is very difficult to implement quality management systems in educational institutions. As it is known, education systems are rather conservative and tend to resist the implementing of innovations. Most frequently they have “we know everything” attitude. Quality management system means, first of all, that processes which are carried out in certain educational institution are managed and forecasted. I would think that duty of any head of educational institution is to seek that quality conception would become a need and virtue of every institution employee. This is a constant work. Constant efforts are necessary for this. Quality management is not a single action. This is a systemic task for the implementation of which a long term, methodical and systematic work is necessary not only for achievement of a certain quality level but for its maintenance and constant improvement. 
</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-8</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%">QUALITY OF EDUCATION: FASHION OR NECESSITY?!</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational organization</style></keyword><keyword><style  face="normal" font="default" size="100%">quality management</style></keyword><keyword><style  face="normal" font="default" size="100%">quality standards</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1395386501.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">One of the quality theory models, undoubtedly, is quality management. At the end of the 20th century and at the beginning of the 21st this model becomes perhaps the most fashionable in management theory. We can say straight away that what can be fashionable it is not always right and reasonable. Is it in reality so? It is hard to pretend to exhaustive analysis in this article however, it is purposeful to pay attention to some things. Another argument – history knows plenty of examples when different theories wouldn’t grow from “infancy” stage, wouldn’t pass on to a practice level, at best they would remain only a mass of pompous slogans. Speaking about quality, such attitude, undoubtedly, has its own positions. Alternative approach has positions as well which claims that quality management ideology and philosophy is not only a common short-term campaign, but a serious universal movement.�
 Different processes are taking place in every educational organization. In some of them, there are more of them, in others less. In some places, they are complicated (e.g. in higher schools), in other places, they can be simpler (e.g. non-formal educational institutions). However, in all places they are relevant and have to be carried out qualitatively, in other words, to satisfy fixed requirements. Some of the processes are important because service (future production) quality depends directly on them, the others don’t have direct influence on service/future production. It is obvious, that all these processes, both basic and secondary are equally important and only acting closely with each other they can guarantee success of organization activity (systematic approach).
 Thus, there is no doubt, that implementation of quality management systems in educational organizations is very urgent. One can ask why it is urgent? First of all, it is because that general quality management philosophy is more and more developing and becoming more acceptable. Quite often one can hear the opponents claiming that ISO standards don’t suit for educational organizations. It is true, that ISO standards are rather universal; therefore, it is not easy to adapt them in the education sphere. On the other hand, such programmed universality gives more action freedom, forms conditions to assess specific character of every concrete organization. Quality management system forms conditions to control not separate, broken up processes or activities, but see them as a whole entirety. Undoubtedly, this is very important seeking to guarantee vital capacity of concrete organization. The second obvious truth is that quality in education sphere is getting worse, competition gets stronger and this in its turn makes organizations search for ways and strategies of making their activities more effective. The third thing is that today in Lithuania and not only in Lithuania, job and education markets do not match. A gap is rather big. Thus, it is not enough to teach, we must know clearly what we teach, how we teach and who for we teach. Undoubtedly, quality management system implementation is a serious instrument to virtually improve the activity of all educational organizations.</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-8</style></section></record></records></xml>