1999 m. Bolonijos procesas nubrėžė gaires, kuriomis pripažįsta, kad aukštojo mokslo studijų metu taip pat galima plėtoti perkeliamuosius gebėjimus. Neseniai atlikti moksliniai tyrimai švietimo srityje rodo, kad aukštasis mokslas, įskaitant universitetines studijas, jau susiduria su atviru posūkiu perkeliamųjų gebėjimų ugdymo link. Šiame tyrime daugiausia dėmesio skiriama studentų perkeliamųjų gebėjimų ugdymui universitetinėse studijose. Juo siekiama ištirti studentų perkeliamųjų gebėjimų ugdymo universitetinėse studijose reiškinį. Tyrimas atskleidžia, kad perkeliamųjų gebėjimų ugdymas priklauso nuo vidinių asmeninių savybių ir išorinių socialinių veiksnių, įskaitant kolegų įtaką, keitimąsi idėjomis ir institucinį poveikį. Tyrimo dalyviai taip pat atskleidžia savo suvokimą, kad jų universitetiniai įgūdžiai gerokai pagerėja studijų metu. Tačiau jie taip pat pabrėžia savo suvokiamus poreikius plėtoti tam tikrus perkeliamuosius gebėjimus, reikalingus profesiniam darbui, pavyzdžiui, bendravimą ir užsienio kalbų vartojimą, gebėjimą taikyti naujoves ir kūrybiškumą, analitinius įgūdžius ir kritinį mąstymą, mokėjimą mokytis ir laiko valdymą.

The Bologna Process envisioned the idea of the development of transversal skills in the course of higher education. Recent research on education acknowledges the fact that higher education including university studies is already facing the turn towards inclusive transversal skills development. The current research focuses on the development of student transversal skills in university studies. It is aimed at the investigation of the phenomenon of the development of student transversal skills in university studies. The objective of higher education covers more than simply employability of graduates although employment outcomes are important. Higher education is a versatile process, which provides students with the possibilities to develop their knowledge, skills, attitudes in order to enable them to actively participate in the wider society by being involved in active citizenship and successful professional careers. Our research reveals that the development of transversal skills depends on both internal personal characteristics and external social factors including colleague influence, exchanging ideas and also institutional impact. The research participants also reveal their perception that their transversal skills are substantially improved on their university studies; however, they also stress their perceived needs for developing certain transversal skills which are necessary in professional work life, such as communication and foreign languages, ability to apply innovations and creativity, analytical skills and critical thinking, learning to learn and time management.

Education in Lithuania is undergoing great transformations that are affecting higher education. Today's education at large experiences challenges caused by new technologies, abundance of information resources, thus being forced to search for new and effective methods of teaching / learning. The issue of information literacy at university level in Lithuania has not been researched in more depth so far. Integration of information literacy into the curriculum of higher education is a key question closely related to the shift in conception of university mission and functioning principles of the knowledge-based society. The relevance of information literacy emerges in the context of the shift in teaching and learning paradigm when learning is considered as self-directed, autonomous activity steered towards lifelong learning in programme documents. The importance of information literacy is viewed in the context of ICT use for learning purposes. ICT provides a great variety of information and learning material that is pedagogically unprocessed, therefore information literacy dimension is indispensable for efficacy and effectiveness of learning with ICT. Information literacy is an essential prerequisite to successful lifelong learning and very often an integral element of this learning. The paper presents the research findings obtained during the educational experiment in years November 2005 - May 2006. The experiment aiming at enhancement of information literacy was conducted with the research sample of 32 full-time first-year university students. The phenomenographic inquiry into information literacy conception provided with insights into students' understanding of information literacy as the necessity of the future society with domination of ICT in all spheres of life.[...]

In this article, relevance of practice during university studies is highlighted, as well as the main stages of its organisation, qualitative pa-rameters, as well as criteria and indicators that validate them are defined. Discussion on the idea that taking into consideration qualitative parameters of organising practice as a compo-nent of studies in the system of higher edu-cation helps achieving quality of studies and closer cooperation between the labour world and universities is provided.

This article reviews a possibility to assess university studies as a service. University studies have to be of high quality both in their content and in the administrative level. Therefore, quality of studies as a service is an important constituent part of study quality assurance. When assessing quality of university studies as a service, it is important to validate assessment dimensions and criteria. Seven dimensions (reliability, responsiveness, competence, communication, security, understanding the client, tangibility) of quality assessment of university studies as a service and criteria that describe these dimensions are distinguished in the article.