Use this url to cite researcher: https://hdl.handle.net/20.500.12259/149551
Now showing 1 - 10 of 11
  • research article ;
    UK Adlerian year book: a collection of topical essays. London: Adlerian Society UK and Institute for Individual Psychology, 2019, p. 144-174
    Career Construction Counselling (CCC) is a product of Career Construction Theory (CCT). The latter was applied in Life-Design Counselling discourse. The theoretical paradigm of Life-Design was developed by a group of scholars (Savickas et al., 2009), later discussed by Savickas (2011, 2012) and summarised in the "Life-Design Counselling Manual" (Savickas, 2015). This Manual is completely dedicated to the explanation of how to use a Career Construction Interview (CCI) as a tool for collecting and interpreting data/evidence from story-crafting questions related to a client's role models (values), settings (interests), favourite stories (script), favourite sayings (advice to oneself) and early recollections (ERs), to identify a client's psychological needs (recently some career scholars instead use the terms "career concerns").
      54
  • doctoral thesis
    Kaunas : Vytauto Didžiojo universiteto bibliotekos Leidybos skyrius, 2014
      88
  • Publication
    Studijų turinio kaita į studentą orientuotų studijų paradigmoje : teorinis aspektas
    [Curriculum change by implementing student-centred approach: theoretical perspective]
    research article ;
    Profesinis rengimas : tyrimai ir realijos = Vocational education: research and reality. Kaunas : Vytauto Didžiojo universitetas, 2012, nr. 23, p. 96-106
    The paper presents the changes of different curriculum types by implementing student-centred learning. It is noted that in the beginning of the twentieth century the concept of „student-centred learning” developed by Rogers during the Bologna time was substantiated to the concept of studies, which are based on the learning-outcomes. By concluding different research it has been shown that a big gap exists between the concepts of learning outcomes based curriculum at the level of Bologna documents, and understanding of learning outcomes based curriculum, which happens in the classroom. It is shown that the implementation of student-centred approach requires systematic changes at a recommended, written, taught, tested, supported and hidden curriculum level. It is concluded that student-centred approach development begins at the level of recommended and written curriculum. Having investigated different research, it has been observed that the implementation of student-centred approach can get stuck at the level of written curriculum by reformulating studies aims to learning outcomes statements and recalculating national credits to ECTS credits just in a mechanical way. It is concluded that changes at the taught curriculum broadly depends on academic staff beliefs and values. It is summarised that at a higher education institution the student-centred approach is fully developed when learning outcomes based approach appears at the level of hidden curriculum.
      28  42
  • Publication
    Paramos studentams kokybės vertinimo parametrai aukštojo mokslo institucijose
    [Quality assessment parameters for student support at higher education institutions]
    research article ;
    Aukštojo mokslo kokybė = The quality of higher education. Kaunas : Vytauto Didžiojo universitetas, 2012, nr. 9, p. 120-139
    The research presented in this article aims to validate quality assessment parameters for student support at higher education institutions. Student support is discussed as the system of services provided by a higher education institution which helps to develop student-centred curriculum and fulfils students’ emotional, academic, social needs, and acts as a precondition for successful academic performance. The article emphasises that the quality of student support can be assessed through academic and non-academic student support dimensions. The following criteria are used to describe the academic dimension: career designing services, academic student information and counselling services, first year students’ orientation courses, support for international students, foreign language centre services, library services, and distance study centre services. The non-academic dimension involves psychological counselling services, accommodation services, financial support and legal counselling, services that promote a sense of community, health services, and support for students with disability.
      44  73
  • Publication
    Užsienio kalbos ir kitų akademinių dalykų dėstymo ypatumai : Kauno kolegijos atvejis
    [Foreign languages and other academic subjects teacing quality singularities: Kaunas University of applied sciences case]
    research article
    Adomavičienė, Giedrė
    ;
    Kalbų mokymas(is): kompetencijos, iššūkiai, problemos : baigiamoji 2009-2011 m. Kauno kolegijoje vykdyto projekto ELPiPL (European Language Portfolio on Student's Journey through Studies into Professional Life) - EKA (Europos kalbų aplankas studentų kelyje į profesinį gyvenimą) konferencija : respublikinės mokslinės-praktinės konferencijos straipsnių rinkinys. Kaunas : Kauno kolegija, 2011, p. 5-8
      89
  • research article ;
    Profesinis rengimas : tyrimai ir realijos = Vocational education: research and reality. Kaunas : Vytauto Didžiojo universitetas, 2011, nr. 21, p. 82-92
    Because of the growing influence of the world of market in this article the concept of stud-ies as a service is discussed. The studies as a service quality evaluation is presented as an essential part of studies as a service quality assurance. It is discussed if the traditional service quality dimen-sions (reliability, responsiveness, competence, communication, security, understanding the stu-dent, tangibility) developed, in the world of market, can be applied to studies as a service quality evaluation for education services? After the empirical investigation of the theoretical model of studies as a service quality dimensions and criteria, it is concluded that studies as a service quality can be evaluated by using three dimensions: studies process dimension, legal dimension and supportive dimension.
      68  79
  • Publication
    Dėstymo kokybės vertinimas studentų požiūriu : paslaugos paradigma
    [Teaching quality evaluation by student’s attitude: service paradigm]
    research article
    Adomavičienė, Giedrė
    ;
    Mokslo taikomieji tyrimai Lietuvos kolegijose. Kaunas : Kauno kolegijos leidybos centras, 2009, nr. 6 (2010), p. 13-19
    This article aims to evaluate teaching quality as a service in three study areas: technological, social and humanity sciences. In this article is showed that teaching quality as a service evaluation, which can be the part of institutional quality assurance system, allows to solve students attraction in higher education institutions, study motivation and quality assurance problems. The results of the research have showed that most teaching quality as a service development, requires technological science study area. In the technological science study area most teaching quality as a service development, needs all teaching quality as a service dimensions (empathy, assurance, responsiveness, reliability, tangibles). Humanity and social sciences areas require less teaching quality as a service development. The results have showed that in the social sciences area most teaching as a service quality development needs reliability and assurance areas, while humanity science studies area needs teaching as a service quality development in tangible dimension.
      91
  • Publication
    Universitetinių studijų kaip paslaugos kokybės vertinimas : dimensijos ir kriterijai
    [Quality assessment of university studies as a service: dimensions and criteria]
    research article
    Aukštojo mokslo kokybė = The quality of higher education. Kaunas : Vytauto Didžiojo universitetas, 2010, nr. 7, p. 155-175
    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.
      172  261
  • research article
    Adomavičienė, Giedrė
    ;
    Profesinis rengimas : tyrimai ir realijos = Vocational education: research and reality. Kaunas : Vytauto Didžiojo universitetas, 2010, nr. 19, p. 12-21
    Šiuo straipsniu siekiama apibréžti kokybés kultūros sampratą ir pagrjsti kokybés kultüros dimensijas bei kriterijus - tai leistų vertinti ir lyginti kokybés kultùrą skirtingose aukstojo moksio institucijose. Straipsnyje analizuojama organizacijos kultüros ir kokybés samprata, lyginamos Europos ir JAV kokybés kultüros koncepcijos. Darbe isskiriamos astuonios kokybés kultüros dimensijos: 1) žmogiskųjų ištekių vaidymas; 2) vadovavimas; 3) kokybés jgyvendinimas; 4) poziüris į kaitą organizacijoje; 5) institucijos kokybés vertinimas; 6) orientavimasis į vartotoją 7) sprendimų priémimas; 8) strateginis planavimas. Kiekviena iš šių dimensijų pagrindžiama vertinimo kriterijais.
      147  77
  • research article
    Adomavičienė, Giedrė
    ;
    Koleginių studijų patrauklumo stiprinimas : tarptautinės mokslinės praktinės konferencijos straipsnių rinkinys, 2010 10 27, Vilnius. Vilnius : Vilniaus kolegija, 2010, p. 23-30
    In this article there are the possibilities of SERVQUAL (Service quality framework) methodology using in higher education institutions presented. SERVQUAL methodology was first created for business sector in order to ensure service quality. Later, when requirements for study quality grew, this methodology started to be used in the area of education. Mass higher education and growing competition between higher education institutions present the need of studies as service quality evaluation in Lithuania. In this article the case of Kaunas University of Applied Sciences is presented. The practice of using this technique has showed, that it can be easy used not just in institutional, but also in subject level. It shows that every lecturer in this daily life can use this technique in order to assure his teaching quality. On the other hand, the research has showed that the questionnaire of this technique is too long for students, so in the future it must be made some researches about the possibilities to make this technique more acceptable for students. This technique can also be used for the administrative staff work quality evaluation.
      310