Assessment of Colleges’ Activity Quality: the Bologna Process Dimensions


  • Inga Juknytė-Petreikienė VšĮ Klaipėdos socialinių mokslų kolegija
  • Deimena Lekavičienė Klaipėdos universitetas


the Bologna process, European higher education area, study quality, internationalisation of studies, international agreements, the competitiveness and attraction of European higher education area, area of activity, criterion, indicator.


The demand for science and study internationalisation and study quality is increasing, the characteristics of higher education institutions are fluctuating because of expediting processes of integration in the whole world, globalisation, developing knowledge economics. Higher education institutions face new challenges of changing surroundings; the challenges condition the demand for discussions about structural changes of study and science in higher education institutions. One of the most important questions is: how can higher education institutions become (remain) competitive and attractive in the global surroundings of today? As Lithuania is already a part of the common European study and science area, it is topical to analyse the readiness of higher education institutions to become equal, attractive and competitive partners of the common European higher education area where one of the underlying tasks is study quality assurance. These processes do not leave aside the new Lithuanian link of the binary system of higher education – colleges whose aim is to perform non-university higher studies – vocational studies that are oriented to practical activities and these studies allow to get a professional qualification that is based on applied scientific research and (or) applied scientific activities. It is meaningful for Lithuanian colleges to analyse and assess the fundamental changes in their external surroundings, new challenges to their activities and the common tendencies in the higher education area both on a national and European scale, prepare and implement strategies for the strengthening of their attraction and competitiveness. It is also topical to evaluate to what extent Lithuanian institutions of quality assessment recommend and request for implementation of the Bologna process dimensions into studies and other activities of higher education institutions. The article strives to discuss the Bologna process dimensions of international agreements that are topical to colleges and evaluate the requirements that are necessary for colleges aiming at the implementation of the Bologna process tasks while analysing the legal acts that regulate the assessment of Lithuanian colleges.

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