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Role of stakeholders leading to development of higher education services

Labanauskis R., Ginevičius R.

Engineering Management in Production and Services

2017

Vol. 9, no. 3

63--75

In this article, a higher education institution (HEI) is analysed as an organisation performing under change conditions. In this context, needs and expectations of a wide range of university stakeholders are analysed. The aim of this article is to indicate the roles of stakeholders leading to the development of an HEI. Although Ishikawa’s cause-and-effect diagram is used when identifying possible causes of a problem, it can also be seen as a method that allows splitting the subject into separate parts, which are causally interrelated. During the research of the activity fields of the HEI and the boundaries related to its surrounding groups, the connections between different groups, their interests and expectations towards the activities of the HEI were determined. The article is prepared using the theoretical-analytical approach. It contains the analysis of the literature on HEI stakeholders, quality management systems and issues concerning the organisational development. The conclusions include insights and suggestions for further research on the ways an HEI can correspond to the needs of stakeholders.

TEMPUS IV Project „Curricula Reformation and Harmonisation in the field of Biomedical Engineering CRH-BME”

Penkala K.

Bio-Algorithms and Med-Systems

2011

Vol. 7, no. 3

47--50

In the paper the aims, main objectives and preliminary results of the of CRH-BME project are presented, after 2,5 years of its running. The consortium is characterised as well as activities realised within the project are described. The project, coordinated by the University of Patras in Greece, is currently in the phase of dissemination of its results, however, for some Work Packages, final reports are still under construction. Implementation of the project results, mainly generic curricula for study programmes in the area of Biomedical Engineering, can lead to improvement of compatibility and harmonisation as far as education in this field is concerned, in the EU and Partner Countries (three countries from the Eastern Partnership are involved in the project: Armenia, Azerbaijan and Georgia). Thus, the impact of the project on students and teachers mobility can be achieved as well.