TY - JOUR
T1 - Life cycle process model of a market-oriented and student centered higher education
AU - Kaklauskas, Arturas
AU - Daniunas, Alfonsas
AU - Amaratunga, Dilanthi
AU - Urbonas, Vilius
AU - Lill, Irene
AU - Gudauskas, Renaldas
AU - D'amato, Maurizio
AU - Trinkunas, Vaidotas
AU - Jackute, Ieva
PY - 2012/12
Y1 - 2012/12
N2 - There is not a single definition/explanation about market-orientation education. Two opposite definitions/explanations of pure market-oriented education (Cato, 2010) and social-market-oriented education (Amaratunga, 2009) are provided in the paper. Integrated multiple criteria analysis at the micro-, meso- and macro-levels are needed to increase efficiency of the market-oriented higher education reforms. Market-oriented higher education reforms management involves numerous aspects that should be considered in addition to making educational, pedagogical, didactical, economic, political and legal/regulatory decisions. These must include social, culture, ethical, psychological, environmental, technological, technical, organizational and managerial aspects. This article presents a Life Cycle Process Model of a Market-Oriented and Student Centered Higher Education (developed during BELL-CURVE (Built Environment Lifelong Learning Challenging University Responses to Vocational Education) project's activities) for such considerations and discusses certain composite parts of it. To demonstrate the application of this research, two Case Studies from Lithuania are submitted for consideration.
AB - There is not a single definition/explanation about market-orientation education. Two opposite definitions/explanations of pure market-oriented education (Cato, 2010) and social-market-oriented education (Amaratunga, 2009) are provided in the paper. Integrated multiple criteria analysis at the micro-, meso- and macro-levels are needed to increase efficiency of the market-oriented higher education reforms. Market-oriented higher education reforms management involves numerous aspects that should be considered in addition to making educational, pedagogical, didactical, economic, political and legal/regulatory decisions. These must include social, culture, ethical, psychological, environmental, technological, technical, organizational and managerial aspects. This article presents a Life Cycle Process Model of a Market-Oriented and Student Centered Higher Education (developed during BELL-CURVE (Built Environment Lifelong Learning Challenging University Responses to Vocational Education) project's activities) for such considerations and discusses certain composite parts of it. To demonstrate the application of this research, two Case Studies from Lithuania are submitted for consideration.
KW - Life cycle process
KW - Market-oriented higher education
KW - Micro-, meso- and macro-levels
KW - Model
KW - Student centered higher education
UR - http://www.scopus.com/inward/record.url?scp=84876136752&partnerID=8YFLogxK
U2 - 10.3846/1648715X.2012.750631
DO - 10.3846/1648715X.2012.750631
M3 - Article
AN - SCOPUS:84876136752
VL - 16
SP - 414
EP - 430
JO - International Journal of Strategic Property Management
JF - International Journal of Strategic Property Management
SN - 1648-715X
IS - 4
ER -