Abstract:

One of quality dimension in higher education is measured by graduates’ smooth transition to the world of work; the issue is tightly related to the quality of study programmes. The research focuses on a broad question: how the quality of study programmes should be improved that Lithuanian universities’ graduates would be better prepared for the world of work and active citizenship? The research explored the validity of the graduates competencies acquired during the studies in universities, as well as the measures indicated in study programmes development to assure up-to-date curriculum. The research was carried out May, 2008 – March, 2009 in Lithuania, three categories of stakeholders (graduates, employers and administrative staff of universities) were examined.
The quality of study programme, first of all, depends on the competencies developed through the study process and their relevance to stakeholders needs. 5 year graduates of Lithuanian universities (N=780) indicated that strong points of their study programme were developed competencies such as mastery of own field or discipline, analytical thinking, ability to rapidly acquire new knowledge, ability to use computers and the internet, ability to write reports, memos or documents. The correlation between graduates answers and universities staff (N=15) distinction of competencies developed through the study programmes is very strong, but the correlation with employers (N=15) division of required competencies is negative. Employers state that graduates require competencies such as alertness to new opportunities, ability to rapidly acquire new knowledge, work productively with others, perform well under pressure, come up with new ideas, present products or ideas to an audience.
The challenge for universities is to offer curriculum of study programmes which provide the possibility for students to acquire required competencies. The strategic documents for study programmes quality assurance of Lithuania indicate the shift from the traditional to competency-based approach. The process is tightly related with other activities taking place to support the process: Diploma Supplement, national qualification framework development, etc. Nevertheless each university has its own way to come up with the issue. The research showed that the Lithuanian universities are developing own strategies for competency-based curriculum development which consist of: 1) strategies for cooperation with various groups of stakeholders; 2) identification, formulation and implementation of learning outcomes into curriculum; 3) permanent re-evaluation of learning outcomes; 4) development of critical alignment of a study programme as well as on a particular subject; 5) development of the assessment criteria for measuring students’ achievements and their coherence to learning outcomes; 6) development of student-centred teaching/ learning methods.
Hence, the preconditions for the quality assurance of study programmes are set in Lithuanian universities’ strategies putting the stress on the relevance of learning outcomes. Nevertheless the results of the research showed rather week cohesion of employers expectations and study programmes’ outputs. Following the results of the research, recommendation was set for universities’ staff to improve the quality of study programmes: to increase and develop more properly the cooperation with employers indicating study programme learning outcomes, especially generic.

Keywords:

higher education, quality assurance, study programmes, stakeholders, learning.