نبذة مختصرة : Regarding higher education in Lithuania, including a university education and experiences in the global trends in higher education, higher education has become a mass phenomenon, including the development of a higher school network and the internationalization of higher education. Despite that, according to R.Želvys (2005) (cited by Tinfavičienė, 2007) the image of higher education is not improving in society, a lecturer's work has lost its prestige, and the higher institutions are increasingly commonly treating students as their main customer. The requirements for tutors' qualifications are not decreasing, but on the contrary, are increasingly growing. In view of international student and lecturer exchanges when carrying out the international research of studies and science, including the improvement of technologies, and as a result, the changing and expanding study environments and studies paces, the necessity arises to improve the existing competences of lecturers on a continuous basis, and gain new skills enabling them to market the complex requirements placed for higher education itself, and for its representatives (lecturers, research employees) (Tinfavičienė, 2007; Targamadzė, Petrauskienė, 2008). Personnel training is also considered an important factor for the success of quality management in higher education institutions (Valiuškevičiūtė, Žiogevičiūtė, 2006; Savickienė, 2006; Pawlowsky, 2008; Targamadzė, Petrauskienė, 2008; Daukilas et al., 2008). Lecturer certification commissions base their activities on job description requirements, which have been continuously growing since they were first approved in 1991 (Proposals of the Lithuanian Scientific Council regarding..., 2006). Scientific publications discuss and compare a lecturer's performance assessment methods and recommend operational efficiency assessment methodologies (Puškorius, 2002; Ginevičius, Ginevičienė, 2005). Increasingly often, one may hear encouragement for lecturers towards the modelling of their personal career, the focused organisation of their professional development and qualification improvement, intended to decrease the gap that has appeared between "what I have" and "what is needed". (Juodaitytė, Šedžiuvienė, 2005). On the other hand, a successful career is one of the most important factors needed for the successful social adaptation of a personality. The question is: What activities should today's lecturer, employed in a higher University education institution, be obliged to perform, and depending on his qualifications and duties, what skill requirements should he focus on? The goal of this article, based on documents regulating the activities of a lecturer of a higher educational institution is, to distinguish the fields of activity of a lecturer employed in a higher University educational institution. For this purpose, the following tasks have been implemented: • the functions and purposes of a higher university education have been defined • the activities and the roles of university lecturers have been overviewed • the activities characteristic to lecturers have been distinguished according to the job description requirements The following scientific research resources were used for the preparation of the article: • An analysis of scientific literature, educational documents and documents regulating lecturer activities was carried out in order to identify the purpose and functions of higher education and of the roles of a university lecturer, along with the activities necessary for these roles. • Content analysis (a qualitative method) was applied in the analysis, comparison and grouping of lecturer activities listed in the job description requirements and the qualifications of lecturers. [ABSTRACT FROM AUTHOR]
نبذة مختصرة : Šiuolaikiniai universitetai, išlaikydami demokratiškumo idėjas, puoselėja aukštojo mokslo vertybes, bendruosius tikslus ir idėjas, kuriomis grindžiamas universitete vykstantis edukacinis procesas ir siekiama ugdomojo poveikio visuomenei. Lietuvos aukštasis mokslas, patirdamas bendras pasaulines universitetų raidos tendencijas, susiduria ir su problemomis. Dalis jų susijusi su dėstytojo kvalifikacijos kokybe ir tobulinimo perspektyvomis. Šiame straipsnyje išskiriamos ir apžvelgiamos pagrindinės dėstytojo veiklos sritys: apibrėžiama aukštojo universitetinio mokslo ir dėstytojo vaidmenys ir funkcijos, pristatomi dėstytojų veiklą reglamentuojančių dokumentų lyginamosios analizės rezultatai, išsamiai aptariama Lietuvos universitetuose dirbančių dėstytojų veikla. [ABSTRACT FROM AUTHOR]
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