Transformation of university: towards pragmatism and competence based education Abstract. This paper analyzes the idea of higher education, its transformation into an ICTinfluenced, competence-based pragmatic university idea. For the analysis of developed competences in the contemporary university the groups of Informatics and Mathematics students are chosen. These academic groups are presumably most prepared for the university change and should promote further development and implementation of information technologies. The theoretical analysis of university models, the pragmatic idea of the contemporary higher education are based on the philosophy of postmodernism. The main factors influencing the contemporary higher education as well as the impact of ICT on the universities and the nature of work are also analyzed. The empirical study presents data and finding of the research about the competences to be developed in master study programs (physical sciences) and Vilnius University Informatics and Mathematics students opinion on university studies, the developed competences and changes in Lithuanian higher education Key words: university idea, pragmatism, competences, informatics and mathematics education. Introduction In the conditions of intensive changes Lithuanian higher education is facing a lot of problems which seem very painful due to many reasons: a generation gap, a strong influence of those having the post soviet mentality, poor organization management, cultural traditions, intensive integration into the European economic and educational markets and, finally, the impact of information and communication technologies changing the nature of work as well as education and training systems of universities [13; 14; 15; 16]. Naturally a question arises: What is the idea of higher education in Lithuania? A similar question (what is the idea of higher education?) was formulated in the last decade of the 20 th century by Barnett [1; 2]. Rethinking the British experience, on the one hand, he has tried to define the philosophy of higher education, on the other hand, to analyze also sociological aspects of higher education including the discussion of problems of management and quality in higher education. It seems obvious that the traditional university is the cradle of liberal education and continuation of old traditions: the transmission of cultural heritage, the selection and legitimation of knowledge. Today when universities are losing the power of knowledge accumulation, knowledge management and knowledge transmission as well as the status of autonomy, the old idea of higher education has become the object of criticisms. This article aims at presenting the analysis of the idea of higher education, its transformation into an ICT-influenced, competence-based pragmatic university idea and analysis of the competences of Informatics and Mathematics students developed. These academic groups are presumably most prepared for the university change and are mostly involved in the promotion and further development of information technologies. The following research methods: literature and document analysis, content-analysis of outlines of study programs, a Vilnius University case study based on student opinion survey are used. The theoretical analyses of the university models, the pragmatic idea of the contemporary higher education are based on the philosophy of postmodernism [11], help in better understanding of the main factors influencing the contemporary higher education and the impact of ICT on the universities and the nature of work. The empirical data of the research comprising the analysis of learning objectives and competences to be developed in master study programs belonging to the subject area of physical sciences and Vilnius University Informatics and Mathematics student opinion survey will give evidence about the developed competences and the changes going on in Lithuanian higher education. The Idea of Contemporary University The reorientation of higher education from knowledge and cultural heritage transmission to a competence-based education makes us rethink the ISSN 1392-0340. PEDAGOGIKA. 2009. 93
idea and existing models of higher education. Academic communities have to discuss and answer the following questions: Should the status of a traditional university be preserved? Should it be changed? How much the university education should be changed? There are a few types of university models which are most often mentioned by authors analyzing higher education. The British model is the first and the oldest one. It is also called an Oxbridge model which is traditionally oriented towards the knowledge and cultural heritage transmission. The German model appeared in the 19 th century when Wilhelm von Humboldt redesigned the University of Berlin. This new type of university model stresses the advance of knowledge though systematic, institutionalized research and investigation, critical knowledge acquisition, cognitive rationality which lead to a higher state of personal well-being and personal transcendence [9]. It has influenced much of the world s higher education and has become the sine qua non (a necessary condition) of a university. As we see, the British model is more socially oriented, based on the dialogue between the tutor and the student, it stresses the development of communicative and cultural competences. The German model is aimed at the development of personal student performance, competences of analytical and critical thinking. The American multiuniversity model is praxislinked and tries to be highly responsive to rapidly developing new information technologies and to the multiple and changeable demands of the society. It is most market and industry-oriented. It emphasizes not only research, but also professional education in which a lot of attention is given to the development of social and civic, managerial and professional competences. Professional education was given a lot of attention in the French, a Napoleonic university model [7]. The functions of universities are also undergoing changes. They become manifold, split into numerous activities, which are performed trying to meet the needs of the contemporary society and rapidly developing economy. University research becomes more socially and economically oriented. The appearing multiuniversities are much more flexible and attractive to economy, whose power to direct and coordinate the university research and development is growing. The curricula of both new and old universities are being reoriented. From a knowledge-based curriculum it becomes a competence-based one. 10 Anyway it is obvious that the Lithuanian academic community tries to consider all new tendencies influencing university education. On the one hand, the expansion of ICT offering the fastest means and instruments of information processing reorients many universities to a new type of pragmatic, mass higher education. On the other hand, the integration into a common European higher education area suggests that the European Oxbridge and Humboldt university traditions which are strong in traditional universities should be continued. Why the Pragmatic University? Looking narrowly and functionally at the traditional pathways of professional education and training of specialists in higher education, the process may be described as mainly based on the transmission of well-packed inventory of materials and knowledge. The present impact of information technologies makes it difficult to stick to old models of behavior, when a university professor delivering a lecture transmits the knowledge to passively listening students and the questions are being dealt with and discussed during the seminars conducted by professor assistants. Today any information and knowledge can be easily transformed into a computer language; a traditional lecturer can be replaced by a computer memory. Traditional didactics can be replaced by machines connecting the traditional storages of knowledge (libraries, data bases, etc.) with personal computers operated by students. Such a picture of the university was depicted in the last decade of the 20 th century by a well-known French postmodernist Lyotard [11], the researcher of knowledge legitimating and transmission. In his opinion the teaching of fundamentals of informatics in universities should be given the same attention as the teaching of foreign languages. Since then the situation in higher education has changed. The students of today are well-acquainted with the basics of Informatics and many of them have acquired the competence of communicating in a foreign language. It is obvious that the author could not foresee everything, but he was right saying that universities of the future, seeking for new academic knowledge, trying to accumulate and transmit it, would no longer continue the main university tradition based on the fundamental question: Is it the truth? Instead they would look for answers to the question: How can we benefit from the use of the knowledge?
Transformation of university: towards pragmatism and competence based education This question illustrates well a new rapidly developing pragmatism of contemporary universities, which try to meet the changeable needs of the society, develop such competences which, like ICT competences, are in great demand in the labour market. This is a clear shift from a Humboldtian to a pragmatic idea of higher education, in which a student seeking the truth and developing competences based on fundamental values is replaced by a pragmatic student representing a multiuniversity with numerous subdivisions and offering interdisciplinary curricula. From the postmodernist perspective such a student upon graduation should be able to demonstrate the efficiency in playing language games which are embodied in contemporary information technologies. The most important didactical outcome is not the transmission of information, but the development of the competence here and now to collect, process the necessary data for quick decision-making and effective strategy development. The essence of it is a new move, a new data connection, new knowledge. This way Lyotard is trying to defend a new knowledge legitimating paradigm having the following main components: a never ending language game (the narrative) and a paradoxicality of knowing which allows speaking about its indeterminacy. According to him a linear concept of input-output no longer exists neither in knowledge, nor in its transmission. The linear method of determination gives way to contingency. Didactics according to its specifics demands control: examining and testing. So it also remains in contemporary education as one of the games [11]. Thinking about the perspectives of such a technologized and delegitimized university the students studying Informatics and Mathematics, in our opinion, may play a decisive role in the progress of society. Lithuania is trying to catch up with other European countries. At the time when the new theories of a knowledge-based society have appeared Lithuania could not even dream about the computers and computerization. Since then it has made great progress. The latest political and economic developments as well as the developments in research and culture have not only made the access to these theories but also have given the opportunity to use them as instruments for the analysis of global and local contexts. What is the impact of these developments, particularly the impact of new information technologies, on the world and nature of work? The Impact of ICT on the Nature of Work and Studies The contemporary situation of the higher education has cardinally changed. One of the factors influencing this change is the widespread dissemination of information technologies. It is certain that information technologies have also radically changed the nature of work and organization of production. The quest for flexibility, the development of network-based cooperation, working in teams are only some of the consequences to be mentioned. Information technologies have made a great contribution to the gradual disappearance of routine and repetitive work, which now can be programmed and performed by computers. This way the decentralization of tasks is made easier. They can be coordinated using IT through interactive real-time communication networks, which function equally well across the continents as well as from one subunit to another within the same institution. New technologies have here a twofold effect. Firstly, new conditions increase the role of the human factor and imply a higher level of individual autonomy and personal responsibility on the part of the worker. Secondly, a worker in such conditions has a less clear perception of what s/he has to do, being a mere individual within a complex network, becomes more vulnerable to changes in work organization. In these new conditions under the growing influence of IT in the working life, Information technologies make a positive effect on the system of higher education and training, thus bringing the learning system and the producing system closer together. It happens due to the death of distance which comes with ICT [3; 8, p. 47]. The internationalization of economy, as one of the outcomes of global processes resulting in the freedom of movement of people, capital, goods, services, ideas, knowledge, know-how, leads to the internationalization of higher education. The impact of internationalization requires the enhancement of the level of qualifications of human resources. It also presupposes that all obstacles to human mobility within the European Union be removed. The success of it much depends on the ability to communicate in foreign languages. Without this competence neither university researchers, nor students can take an active part in interuniversity research projects and mobility programs. Future Europeans will be exposed to great amounts of information, to different and rapidly changing social situations, geographical and cultural 11 ISSN 1392-0340. PEDAGOGIKA. 2009. 93
contexts. They will be bombarded by fragmentary and discontinuous information open to varying interpretations. Universities may play a very important role in reducing of the existing gap between those who know how to interpret the current developments and those who do not understand the reasons of change and complexities of life. The contemporary university education should not only develop professional competences which are in great demand in the labour market, but also lay the foundations of cultural and intercultural awareness, which is important for the development of individual and social identity. Without adequate scientific awareness and knowledge it is difficult to understand the importance of European citizenship promoting the development of democratic and civic society. Competences Developed in Informatics and Mathematics Study Programs It seems that today we understand well the situation in higher education, the research priorities and factors influencing university change. It is obvious that Lithuanian higher education trying to meet the economic demands of society is focusing on further development of physical sciences. The signing of the Bologna Declaration [5] has positively influenced Lithuanian university education. As a result a three cycle study structure is introduced. Currently Lithuanian politicians and members of the academic community are actively discussing the quality of Lithuanian higher education. Particular attention is given to master (second cycle) study programs. This fact has influenced our decision to choose for our analysis the master study programs of physical sciences which are at present implemented in Lithuanian universities. The following research task were formulated: 1) to define the competences which the programs aim to develop through the content-analysis of learning objectives and learning outcomes formulated in the study programs; 2) to state whether the learning objectives of these university programs and to-bedeveloped competences correspond to those recommended by the EU and Bologna process documents [5], The Lisbon Strategy [10], Bergen Communiqué [4] et al.) for the second cycle of master studies. They are the following: (1) the readiness for the labour market, (2) the readiness for active democratic citizenship, (3) personal development, (4) development and transmission of a wide range of knowledge. There were 14 master study (the second cycle) programs content-analyzed: 10 Informatics programs and 4 Mathematics programs (see Table 1). Only six Lithuanian universities (out of 15) offer such programs. Two universities Vilnius University (VU) and Vytautas Magnus University in Kaunas (VMU) offer 6 programs (3 programs each). The data analysis has shown that the majority of programs are designed to educate and train the specialists which are in great demand on the labour market, in all of them the application aspect is stressed. It is interesting to note that there is a study program having the same name Informatics program. It Master study programs of physical sciences Table 1 University Informatics study programs Mathematics programs Vilnius University Informatics (Informatika) Mathematics (Matematika) Computer modeling (Kompiuterių modeliavimas) Business Informatics (Verslo informatika) Vytautas Magnus University Economic business (Ekonominis verslas) Applied Informatics (Taikomoji informatika) Applied Mathematics (Taikomoji matematika) Business Informatics (Verslo informatika) Vilnius Gediminas Technical University Engineering Informatics (Inžinerinė informatika) Kaunas Technological University Informatics (Informatika) Applied Mathematics (Taikomoji matematika) Klaipėda University Informatika (Informatika) Numerical Analysis and Systems (Skaitinė analizė ir sistemos) Šiauliai University Informatics (Informatika) 6 universities 10 programs 4 programs 12
Transformation of university: towards pragmatism and competence based education is implemented in four different universities, but the career possibilities offered upon successful graduation vary from university to university. For example, the program of Vilnius University offers the following career possibilities for a successful graduate, who will be able: a) to work as an analyst, project designer or as a programmer; b) after acquiring practical experience will be able to work as a project manager in private and public sectors in Lithuania and abroad; c) will be able to continue studies (in the third cycle) in Lithuanian and foreign universities in order to acquire a doctor s degree. The Informatics program of Kaunas Technological University offers the following career possibilities for a successful graduate. He / she will be able: a) to work in managerial positions and supervise the projecting and implementation of complex computer systems, to analyze new spheres of computer application, to be the leader of the groups and firms working in private and public sectors; b) to continue doctoral studies in the research fields of Informatics, Informatics Engineering, Mathematics, Management and Administration, Electricity and Electronics Engineering or Measurement Engineering. The career possibilities in the Informatics study program of Šiauliai University are the following: a successful graduate will be able to work as a researcher in research and higher educational institutions, as leaders of the software creating groups and will be able to enter doctoral studies. The formulation of career possibilities in the Informatics study program of Klaipėda University is too laconic: a successful graduate will be able to continue doctoral studies of Informatics or other neighboring research fields, in it the possibilities to pursue a professional career are not described. In the process of content-analysis and comparative analysis of the study programs it was discovered that all the programs are strongly market oriented and are aimed at development professional competences. It can be presumed that some universities (as in the above example with Informatics program, as well as in the descriptions of other study programs) demonstrate a better awareness of the situation in public and private sectors of Lithuanian and European economy and labor market (or have better skills of formulating learning objectives and learning outcomes) than the others. The program analysis has shown that much attention is given: to personal development of students, but mainly within the professional field, because the key competences mentioned in the EU documents are not given consideration, to knowledge acquisition and transmission, to the development of researcher competences. It is noteworthy that content-analyzing the study programs we could not find any evidence of what Lithuanian universities do (or do not) for the implementation of the learning objective: Readiness for active democratic citizenship. In none of the analyzed study programs this learning objective is mentioned. Most likely it is not because universities think it is not important. It is rather because this objective is not mentioned in the new Lithuanian regulations of master study programs describing the requirements to study programs [12]. They are as follows: 15. Master study program should ensure that a graduate upon graduation acquires a qualificational Master degree and will be competent enough, ie: 15.1. will acquire enough knowledge of the studied knowledge area, will be acquainted with the newest scientific theories, methods and technologies, will have skills to apply them in practice; 15.2. will be able to independently carry out the research, creatively applying the known research methods, will know the range of method application, will be able to evaluate the research results and identify their reliability. As we see, the analyzed study programs wholly meet the general requirements, the objectives, defined in the programs are clearly market-oriented ones. A lot of attention in the requirements is also given to the development of researcher competences. It is reflected well in the analyzed programs. In the cited document the graduate s readiness for active democratic citizenship is not mentioned. Though the new version of this document was approved by the Ministry of Education and Science in 2005, the Bologna process political tendencies and recommendations are not reflected in it. That explains why the study programmes having the same name are aimed at developing very different sets of competences, so the awarded degrees upon the completion of the same study programme are hardly comparable even at the national level. In the context of development of the European Higher Education Area and creation of the overarching framework for qualifications, the agreed set of standards and guidelines for quality assurance and the recognition of awarded degrees become very important and should be implemented at national level. Informatics-Mathematics Students Views on the Quality of University Studies The case study of Vilnius University conducted in 2005 and based on students opinion survey was 13 ISSN 1392-0340. PEDAGOGIKA. 2009. 93
aimed at investigating the quality of university studies from the students perspective. The representative research sample included 1358 respondents representing students from all 15 university faculties as well as the Faculty of Mathematics and Informatics. The questionnaire given to students consisted of 44 statements concerning: Study program, its content and developed competences Teaching and learning methods The quality of the organization of study process Academic discipline Knowledge assessment The involvement of students in to the process of study improvement. The respondents had to evaluate the offered statements using the rating scale ranging from 1 to 5, from disagree very strongly-1 to agree very strongly-5. We can not present in this article the entire research. We will discuss only those Mathematics and Informatics students evaluations which are relevant to the theme of this article. The attention would be given to the analysis of the first two groups of statements. The analysis of opinion survey data has shown that there is no obvious difference in the ratings and views of Informatics and Mathematics students when comparing them with the views of the students from other university faculties. The comparative data analysis has shown that Informatics and Mathematics students think that more time should be given for independent activities and individual studies (3.13). Their score is higher than that of the whole university (2.85). They think that independent studies help in developing professional competences (3.70), the university mean-3.50. The evaluations of possibilities for distance education are very low in all the university, they show high student expectations which are not satisfied. The evaluations of the study programs offered by the Faculty of Mathematics and Informatics whether they give good general university education are the same as in all the university (3.55), though the evaluations of Law, History and Physics faculties and the Institute of International Relations and Political Science are higher. The evaluation of professional competences developed in the study program by Informatics and mathematics students (3.28) is slightly higher than that of all the university score (3.23). The evaluations of seven faculties (Foreign language institute, the Institute of International Relations and Political 14 Science, Law, History, Medicine, Physics and Chemistry faculties) are higher. The ratio of theory and practice in the study programs is evaluated as follows: Informatics and Mathematics students score is 2.83; the score of students of Natural sciences is 3.06; the score of the Foreign Language Institute is the highest-3.79. These data show that practical training not in all study programs (due to their specifics) plays a decisive role and guarantees the development of professional competences. The lowest score of Informatics and Mathematics students can be differently interpreted. Firstly, it shows that they trust neither the professionalism of their university teachers, nor practical studies. Secondly, because due to specifics of their study programs they have better developed analytical skills and think that independent studies are most important and will promote the development of their professional competencies. The skepticism about the professionalism of the university academic staff working at the Mathematics and Informatics faculty (MIF) can be also seen from the evaluations of the novelty of the transmitted information (3.13), whereas the evaluations of the other faculties (History, Law, Medicine faculties, the Foreign Language Institute, the Institute of International Relations and Political Science) are much more positive. MIF students are rather satisfied with the variety and choice possibilities of free and optional subjects (3.13), the total university mean score is only 2.89. MIF students satisfaction with the teaching methods (3.08), their novelty (3.13) is not very high (university score respectively is 3.05 and 3.18); the satisfaction of students from other faculties is slightly higher. They are quite skeptical about the values which are been developed at the university (2.98), university score is 3.03. MIF students would like to have more time for studying foreign languages (3.72), this high score shows that on the one hand there is the understanding of the importance of foreign languages in the contemporary society, on the other the dissatisfaction with the linguistic competences, the ability to communicate in a foreign language. Summarizing the above data we can say that Informatics and Mathematics students are quite critical about the quality of their university studies. They are not fully satisfied with the competences which are developed; they lack more sophisticated methodologies for the development of professional com-
Transformation of university: towards pragmatism and competence based education petences, value education contemporary knowledge and better knowledge of foreign languages. Comparing the evaluations of MIF students and evaluations of students from other faculties we see that the present situation at the faculty is considered to be average. Human resources at MIF according to students evaluations are not playing the leading role, as we have assumed at the beginning. The evaluations of the students can be interpreted as the expression of ambiguous views on the changes going on in the society and higher education. Conclusions 1. The contemporary university is in the process of important decision-making: should it aim at knowledge, values, cultural heritage transmission or should it become a market oriented, trying to satisfy the economic needs of the contemporary society. It is difficult for Lithuanian universities to decide which model of higher education and which tradition to follow: European (Oxbridge, Humboldtian) or American. 2. The impact of information and communication technologies on the nature of work, on education in general and on higher education in particular strengthens the necessity to continue discussions about the idea of contemporary university, because at present the attention is given not only to the development of professional competencies, but also to an ICT competence and other transferable key competences. 3. It is believed that the future universities belong to numerical and mathematical communities. A mathematical and ICT competence would become the most important and would promote the university shift towards pragmatism, rapid adaptation to the social and economic changes in the society. The importance of communicative, decision-making and analytical competences is also increasing. 4. The content-analysis of Informatics and Mathematics master study programs has shown that universities implementing these programs most of attention give to the development of professional competences which are in great demand in the labour market, also to the development of researcher competences. The readiness for active democratic citizenship, as one of the most important objectives of higher education, is not given any consideration. 5. The analysis of the data from the Vilnius University case study based on student opinion survey has shown that Informatics and Mathematics students highly evaluate their ability to study independently. They think it is important for the development of professional competences. They do not highly evaluate the professionalism and experience of their university teachers, but they would like to acquire a broader university education, give more attention to studying foreign languages and value education. 6. The research data shows that the students of Informatics and Mathematics are ready for the new, contemporary type of teaching / learning, the outcomes of which are described in the EU and Bologna process documents. It is a package of contemporary competences, which includes all the competences (communicative, social, civic, analytical, professional) necessary for the development of the knowledge based society. These competences are characteristic to European models of higher education. References 1. Barnett R. The Idea of Higher Education. Buckingham and Bristol: The society for Research into Higher Education and Open University Press, 1990. 2. Barnett R. Improving Higher Education. Total Quality Care. Buckingham and Bristol: The Society for Research into Higher education and Open University Press, 1992. 3. Bauman Z. Intimation of Postmodernity. London and New York, Routledge, 1994. 4. Bergen Communiqué 2005. Retrieved 25 October, 2006 from <http://www.bologna-bergen2005.ne>. 5. Bologna Declaration. Joint Declaration of the European Ministers of Education // Svarbiausi Bolonijos proceso dokumentai. ŠMM, 2005, p. 17 22. 6. Commission of the European Communities. Proposal for a Recommendation of the European Parliament and the Council on Key Competences for Lifelong Learning, Brussels. 2005, Retrieved 25 October from <http://europe. eu.int/comm/education/index_en.html>. 7. Garrido J. L. G. The European University Looks Ahead Towards the Future // Education in Europe: Policies and Politics. Kuuwer Academic publishers, 2002, p. 141 162. 15 ISSN 1392-0340. PEDAGOGIKA. 2009. 93
8. Jegede O. The wedlock between technology and open and distance education // Changing University Teaching: Reflection on Creating Educational Technologies / ed. T. Evans and D. Nation. London, Kagan Page Limited, 2000, p. 45 55. 9. Jones D. R. National Models of Higher Education: International Transfer // The Encyclopedia of Higher Education / ed. B. R. Clark and G. R. Neave. Pergamon Press, Volume 2, 1992, p. 956 969. 10. The Lisbon Strategy (2000) retrieved 20 November, 2006 from <http://europa.eu.int>. 11. Lyotard J.-F. Postmodernus būvis. Šiuolaikinį žinojimą aptariant [La condition postmoderne. Rapport sur le savoir / The postmodern condition. A report on knowledge]. Vilnius: Baltos lankos, 1993. 12. Magistrantūros studijų programų bendrųjų reikalavimų aprašas. 2005. ISAK-1551 [The Description of General Requirements to Master programs]. Retrieved <http://www3. lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_ id=260202&p_query=&p_tr2=>. 13. Merkys G. Edukologija // Lietuvos humanitarinių ir socialinių mokslų plėtros problemos / ed. G. Viliūnas [The problems of development of humanitarian and social sciences]. Vilnius: LII leidykla, 2004, p. 85 103. 14. Pociūtė B. Pagrindinė akademinės bendruomenės vertybė kokybės kultūra. [Quality culture the main value of academic community] // Acta paedagogica Vilnensia. 2005, Nr. 15, p. 188 197. 15. Samalavičius A. Universitetinė idėja ir akademinė industrija [Idea of a University and Academic Industry] // Kultūros barai. 2003. 16. Želvys R. Aukštojo mokslo plėtra ir akademinė didaktika [The development of higher education and academic didactics] // Acta paedagogica Vilnensia. 2005, Nr. 14, p. 169 179. 16 Santrauka Tatjana Bulajeva, Lilija Duoblienė, Vilija Targamadzė UNIVERSITETŲ KAITA: PRAGMATIZMO IR KOMPETENCIJŲ UGDYMO LINK Intensyvios kaitos sąlygomis Lietuvos aukštasis mokslas susiduria su daug problemų, kurios atrodo ypač skausmingos dėl posovietinio ir naujos kartos mentaliteto atotrūkio, menkos organizacijų vadybos ir kultūros tradicijos, sparčios integracijos į ES švietimo ir ekonomikos rinką, ir galiausiai naujų komunikacijos technologijų. Tenka klausti, o kokia gi yra aukštojo mokslo idėja Lietuvoje? Tokį klausimą R. Barnettas formulavo XX a. paskutiniame dešimtmetyje, permąstydamas britiškąją patirtį [1]. Jis šį klausimą kėlė iš esmės, ieškodamas aukštojo mokslo filosofinio pagrindimo. Akivaizdu, kad universitetai pačia savo esme yra liberaliosios minties židiniai, tęsiantys senąsias tradicijas, vykdantys žinių atranką ir jų legitimaciją. Šiais laikais, universitetams praradus žinių kaupimo, valdymo ir skleidimo galią bei autonomiškumo statusą, senoji aukštojo mokslo idėja susilaukia kritikos. Multiuniversitetai yra kur kas lankstesni ir patrauklesni ekonomikai, tampančiai esmine galia koordinuojant mokslą. Pragmatiškas posūkis į kompetencijų ugdymą verčia permąstyti universitetinio lavinimo idėją ir modelius [11]. Įvairiuose akademiniuose sluoksniuose svarstoma, kiek verta išlaikyti tradicinio universiteto statusą, kiek jį keisti ir kaip keisti. Įprastai skiriami keli universitetų modeliai: britiškas, arba Oksbridžo, modelis yra orientuotas į kultūros paveldo, vertybių ir mokslo žinių perdavimą; vokiškasis Humboldto modelis siūlo mokslo plėtrą, kritinį santykį su pažinimu; amerikietiškas universitetų modelis siūlo orientuotis į ekonominį užsakymą, rinką. Lietuvos darbo pasauliui ir universitetams didelį poveikį turi informacinių technologijų plėtra. Ji lemia pragmatinio, į darbo rinką orientuoto universiteto atsiradimą. Informatikos ir matematikos studijų programų, priklausančių Lietuvos fizinių mokslų sričiai, turinio analizė parodė, kad programos yra stipriai orientuotos į rinkos poreikius ir ugdo kompetencijas, turinčias paklausą darbo rinkoje. Lyginant programų tikslus su Bolonijos procese suformuluotais magistrantūros tikslais, nustatyta, kad aktyvaus pilietiškumo ugdymo kompetencijoms visiškai neskiriama dėmesio. Pristatant VU atvejo studiją yra analizuojamas informatikos ir matematikos studentų požiūris į studijų proceso kokybę. Straipsnio pabaigoje yra formuluojamos išvados, kurios išryškina informatikos ir matematikos studijų trūkumus. Esminiai žodžiai: universiteto idėja, pragmatizmas, kompetencijos, informatikos ir matematikos studijos. Vilniaus universitetas Įteikta 2007 m. vasario 15 d.