Studijuojančiųjų nuomonės diagnostika kaip studijų kokybės vertinimo prielaida
Diagnostics of Students’ Opinion as Quality in Higer Education

Summary/Abstract: As the Educational System of Lithuania is integrating into the European field of higher education, one of the prior goals is to guarantee the quality of university education. The question is what indicates the quality of university education and how to evaluate it? If we eliminate the assessment of teaching/learning from the assessment of the quality of studies, there occurs an inevitable gap in the chain of studies as well as the connection between what students get and the result achieved. Favorable learning conditions for a student, as a grown-up member of society, have to be established, that would enable him/her to choose subjects of personal importance, individual pace of studies, forms and methods, assessment means and criteria for his/her academic attempts and work that is carried out. Therefore in a modern university that meets all the needs of studying society, an anthropocentric educational attitude prevails, when student but not a teacher becomes the main subject of studies. Student’s opinion on education becomes the quality indicator and the indexes are related to expressed and anticipated expectations, satisfaction of perceived and foreseen needs or student’s self-satisfaction The goal of the research is to estimate students’ opinion of the quality of the university education. The tasks of the research are: 1) Reveal quality dimensions of university education in theoretical aspect; 2) Diagnose higher school students’ opinion on experienced teaching. The article reveals the results of empirical diagnostic survey consisting of 34 questions. Respondents of the survey are the students of Šiauliai University Continuing Studies Institute (N = 226). 23 university lecturers were assessed.. 34 separate features using the method of factor analysis were reduced to 7 summarized features. Groups, consisting of 7 features dimension model can be meaningfully interpreted. 7 factor model comprises the following groups: didactic structurization, lecturer’s speech, assessment of students’ academic attainment, encouragement of creativity and activeness, provision and employment of ICT, Creating positive, emotionally safe learning atmosphere, lecturer’s erudition. The students of Šiauliai Continuing Studies Institute gave the highest rating scores to traditional competencies of lecturers (erudition, empathy, oratory – communicative, organization and construction of pedagogical action competence). Features of modern anthropocentric education – encouraging students’ independent learning, meeting the needs of the students, maintenance of creativity and initiative – received lower rating scores. ICT provision and employment in education developing essential competencies necessary in modern society also received low rating scores.

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