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Atgaline data vykdomųjų akcijų pasirinkimo sandoriai, Dvejetainis variantas nemokamas

The pragmatic approach makes us set criteria for study programme quality assessment. However, before doing that one must understand what higher education quality is.

Developing over the years, higher education has created different quality understandings.

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The different quality understandings form the necessity of different quality assessment approaches. As the foundation of higher education quality assessment to create the methodological basis there are taken higher education quality assessment conceptions distinguished by R. Barnett: objective, subjective and development. Each of the conceptions intends to use different approaches for higher education assessment.

The research approbates the usage of The Analytic Hierarchy process AHP method to detect the most significant study programme quality criteria and the most suitable way of assessment for them.

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AHP method is based on expert surveys, which were taken part by two most important interest groups interested in higher education: higher education administrative staff and students. Higher education administrators are represented by Higher Education Council representative, LU heads of administrative departments and leadership staff who are responsible for study atgaline data vykdomųjų akcijų pasirinkimo sandoriai and programme accreditation.

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In their turn, students are represented by members of Latvian Student Association, LU student council representatives and students from different LU faculties. Quality was connected with academic freedom and was rooted deeply into academic traditions.

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There was an opinion that higher education can be discussed only by academicians who are professionals in this field; therefore quality provision and development in higher education were left under their management.

E-mail: agnese.

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Regional Formation and Development Studies, No. It is promoted by both different needs of interested sides and non-uniformity of higher education; While studying the research literature about quality assessment, we can identify three main dow jones irwin prekybos sistemų vadovas where are set quality standards and assessment criteria: state sector organizations, industrial and service atgaline data vykdomųjų akcijų pasirinkimo sandoriai companies.

But higher education cannot be directly without additional conditions included into any of these fields, because its aims and tasks are different. Higher education does not have clients, but it has interested sides.

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The quality notion in higher education is a lot more discussed and specific than it is in other fields. In industrial and service companies the quality is oriented to client satisfaction and process.

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Higher education quality can be looked at from different perspectives, which in their turn form different understanding about that. Firstly, the interested sides in higher education quality are not only the academic staff and students, but also parents, employers, state and society on the whole.

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British researcher Barnett stresses the different aims and interests of the interested sides, which cannot always be combined or united, therefore each of dow jones irwin prekybos sistemų vadovas interested sides prefer different quality aspects Barnett, 31— Secondly, a different understanding promoting factor is non-uniformity of higher education. Developing over the years, higher education has created different forms — professional and academic higher education.

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It is implemented not only by state universities, but also by state and private higher education establishments, colleges. Also the higher education levels are different: college level, basic studies and higher level studies.

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We must take into account that this diversity creates different aims and purposes for higher education. As well, labour market understanding about non-uniformity of higher education creates satisfaction with higher education on the whole. There arises the question who has to decide, which of the aspects should be included or which should be given priority or first hand in quality concept?

There is an impression that the question is about power and influence.

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We can agree with British academician Ball, that, when defining what higher education quality is, we have to come into contact with political aspects as well Ball, Swedish authors do not support the inclusion of this aspect into higher education quality definition, because he considers that academic quality is not usefulness to society.

Swedish researcher and practitioner Van Vught distinguishes two ways quality of higher education: outer or inessential, and inner or essential Vught, 80— The outer quality is considered by the researcher as inessential, as it characterizes the ability of higher education establishments to react to the changing society needs, taking into account, that it is a part of society.

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Trumpas: esu pasirengęs uždaryti JAV ir Meksikos sieną The purpose for this article is to make a methodological foundation for higher education study programme quality assessment and assess significance of higher education alternative approaches using the AHP method.

Dawn for this research created by Briška Briška today Līgotne— Author used quality understandings grouped by Harvey and Green and higher education quality assessment conceptions subdivided by Barnett for characterize a quality of study programme Barnett, ; Harvey, Green, In this paper quality understandings and assessment concepts mentioned above transform to assessment methodology for study programme quality.

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Authors used expert survey and the AHP method for evaluating these alternative assessment approaches. Klubas šį projektą pradėjo vykdyti dar tada, kai Lietuvos ligonių kasos nekompensuodavo šeimoms brangiai kainuojančių insulino pompų.

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Geriausia pasirinkimo prekybos platforma pradedantiesiems Prekybos sistemos statistinė analizė Formation of higher education quality assessment methodological foundation British researchers Harvey and Green distinguish quality understandings, determining what?

Researchers distinguish five quality understanding perceptions:.