Are the Requirements for Teacher’s Competence set by University Administration and Students Similar?

Kintant edukacinei paradigmai, kyla nauji iššūkiai ir aukštosios mokyklos dėstytojo veiklai bei kompetencijai. Tirta, kokie yra universitetų administracijos ir studentų reikalavimai dėstytojo kompetencijai ir ar tie reikalavimai panašūs. Atliktas tyrimas parodė, kad vis dėlto išlieka takoskyra tarp universitetų studentų ir universiteto administracijos keliamų reikalavimų dėstytojų kompetencijai. Pažymėtina, kad universiteto administracija kelia reikalavimus, kurie yra reglamentuoti Lietuvos Respublikos nacionaliniu lygiu, t. y. Aukštojo mokslo įstatymo nuostatomis, o mokslininkų išskirtos kompetencijų apibrėžtys išlieka kaip teorinis konstruktas, mokslo rezultatas. Studentų reikalavimuose išskiriamos tokios dėstytojų kompetencijos (pedagoginė, metamokymosi, techninė ir kt.), kurios sąveikauja su mokymo proceso rezultatyvumu ir kokybe.As the educational paradigm undergoes changes, new challenges for performance and competence of higher education institution teachers arise. The article deals with the requirements for teacher’s competence set by university administration and students, and whether these requirements are similar. In the beginning, definitions of teacher’s competence dealt with in scientists’ papers are reviewed, the structure of teacher’s competence is discussed. The article explores the requirements for teacher’s competence set by university administration and students. The research carried out shows that nevertheless there is a divide between requirements for teachers’ competence set by university students and university administration. It should be noted that university administration pose requirements which are regulated on the national level of the Republic of Lithuania, i.e. provisions of the Law on Higher Education and Studies of the Republic of Lithuania; whereas the definitions of competences investigated by scientists remain as a theoretical construct, a scientific outcome. The requirements set by students include these teachers’ competences (pedagogical, meta-learning, technical, etc.) which interact with the efficiency and quality of the teaching process

Effect of round goby (Neogobius melanostomus) invasion on blue mussel (Mytilus edulis trossulus) population and winter diet of the long-tailed duck (Clangula hyemalis)

The invasive round goby has established a viable population within 9 years of its first introduction to Lithuanian coastal waters (SE Baltic Sea). During its expansion phase, abundances increased 23-fold, which led to the near complete eradication of its main prey, the blue mussel, at < 20 m depth. The round goby population showed a stabilizing trend after blue mussel biomass was depleted; however, their abundance has not declined. The round goby feeds efficiently on newly settled mollusks, causing a severe constraint for blue mussel recovery. Changes in blue mussel availability and size structure induced a dietary shift in wintering long-tailed duck towards fish prey. An energetically dense food source sustains a good body condition in long-tailed ducks, however the change in trophic position (from 3.1 to 4.3 trophic level) suggests the potential for a reduction in their carrying capacity. Results from this study also show that coastal habitats with low and unpredictable population dynamics of blue mussel become less attractive wintering sites for long-tailed duck in the Baltic Sea. We also document a cascading effect of invasive species in the food web