A B S T R A C TIn 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. K E Y W O R D S higher education institution (HEI), stakeholders, cause and effect, organisational development

Conditioned by globalisation and constant change, higher education institutions (HEIs) are forced to pursue new instruments for quality assurance in higher education. States seem to pursue this aim by attempting to create an efficiently operating system of higher education that satisfies needs of diverse societal groups. Quality dimension is the most important element of efficient and effective higher education. From the perspective of a state, assessment and monitoring of quality are instruments for the management of processes of higher education. The article substantiates these statements using the evolution of the dimension of quality in the European and Lithuanian higher education in the course of the Bologna Process. The article also presents a benchmarking method and discusses its development and application tendencies in business organisations. Also, it looks at possibilities to apply this method in higher education. The main aim of this article is to explore benchmarking as an effective instrument for the improvement of performance quality in HEIs and complement the already implemented quality management systems. Another aim is to suggest this method to national agencies for quality assurance in higher education for monitoring and analysis of qualitative changes on the systematic level. The object of the article is the improvement of performance quality in HEIs. Benchmarking is proposed for the use in higher education on the institutional level as an instrument that complements presently introduced quality management systems in Lithuanian HEIs. This way, it will contribute to the formation of the culture of quality in higher education.

The article explores in detail higher education studies that appear as one of the essential university processes. University studies are not a new phenomenon; however, they are overwhelmed by the volume of information surrounded by a wide range of diverse stakeholders. Therefore, the university inevitably needs changes in the adequate fulfillment of its mission thus meeting and harmonizing the expectations of different stakeholders of modern society and the state. Therefore, the concept and role of the study process itself in society are changing. The studies considered to be timely and qualitative are becoming a more and more relevant question to universities. Based on the previous scientific analysis of the study process at the university level and a concept of Quality Assurance for university studies formulated by the Bologna Process, the article examines the relationships and importance of the components (criteria) composing the study process at the university level. The article is aimed at revealing the diversity of the study process and at evaluating the importance and significance of the criteria composing it. To achieve this goal, the multi-criteria decision-making method the Analytical Hierarchy Process were invoked. The representatives of two major Lithuanian universities participated in the carried out research the results of which demonstrated that the criteria of the study process were fundamentally different, and some of those were difficult to measure applying quantitative parameters. Despite this circumstance, giving more attention to a combination of criteria for a particular process of university studies creates conditions for purposeful modeling the study process and the pursuit of high-quality university studies.

No abstract

Purpose – one of the essential activity of the university is academic study process. The aim of the article to reveal the complexity of the study process and evaluate the significance of the criteria that compose it. Research methodology – university study process content analysis was based on the concept of Internal Study Quality Assurance for higher education institutions formulated by the Bologna Process. The multi-criteria decision-making method Analytical Hierarchy Process was used to achieve the aim. Findings – the experts who participated in the research represented three universities. According to experts opinions, we can conclude that the significance of the criteria of the study process is different among different experts. Research limitations – selection of only one process of university performance – study process – seen as the main limitation of performed research. Practical implications – the proposed set of indicators can help universities to measure the quality of their study process in order to achieve better performance. These results also could be useful for other Universities. Originality/Value – based on the research results, there could be proposed a framework of well-grounded indicators for the significant criteria that could provide Universities better understanding in which way to develop the university study process