Milda Damkuviene

This article presents the research results on developing professional capital in Lithuanian schools during the national project “Time for leaders”. The longitudinal national initiative aimed to develop professional capital as the synergy of human, social and decisional components of schools through educational professionals’ various cooperation-based learning experiences. Using the descriptive case study approach, the article investigates the question of how the cooperative learning approach, applied in a long-term professional development project for education professionals, develop individuals’ professional capital. The paper provides an overview of project interventions (i.e., activities that stimulated cooperative learning of educational professionals) in the light of cooperative learning principles. The assessment of change over two project years in education professionals’ perceptions of professional capital, which is presented using Cohen’s d effect size measure. The measurement sample consisted of teachers (n(I) = 5105; n(II) = 4683) and school leaders (n(I) = 439; n(II) = 405) from 189 schools in 30 Lithuanian municipalities. The findings show a statistically significant medium positive change in professional capital. The most considerable change was estimated in the social and decisional capital dimensions and the relative smallest in the field of human capital.

This article presents the research results on developing professional capital in Lithuanian schools during the national project "Time for leaders". The longitudinal national initiative aimed to develop professional capital as the synergy of human, social and decisional components (Hargreaves and Fullan, 2019) of schools through the various cooperation-based learning experiences of educational professionals. The article provides an overview of project interventions (activities that stimulated cooperative learning of educational professionals) in the light of cooperative learning principles. The assessment of change over two project years in education professionals' perceptions of professional capital is presented using Cohen's d effect size measure. The measurement sample consisted of teachers (n1=5105; n2=4683) and school leaders (n1=439; n2=405) from 189 schools in 30 Lithuanian municipalities. The findings show a statistically significant medium positive change in professional capital. The most considerable change was estimated in the social and decisional capital dimensions and the relatively smallest - in the field of human capital.

Aiming at supplementing research and practical resources of education and social participation of persons with disabilities.

Information about the paper titled "SCHOOL LEADERS' DISPOSITIONS AND PRACTICES THAT DEVELOP TEACHERS' COLLABORATIVE PROFESSIONAL EFFICIENCY" at IATED Digital Library

Client motivation to participate in co-production of public services, a relevant object of market research, is analysed in the paper. The object is analysed from the interdisciplinary viewpoint, i.e. from the perspectives of marketing and public administration. Client motivation is analysed as one of the activities of managing client participation which is essential seeking client active co-production of public services. A necessity to manage client participation has been in the focus of research works but the managing process itself has been scarcely analysed. Research, where managing client participation has been analysed as a purposefully influencing and behaviour-oriented activity, has been lacking. From the marketing viewpoint clients must be motivated to actively participate in co-production of services. Summing up research findings, it is stated that studies, where client motivation has been systematically analysed, are scarce. The influence of the ways of motivating clients to actively participate in co-production of services has not been evaluated either (active participation is understood as productive and beneficial public service clients’ activities by providing the necessary resources). Problem question raised: How (in what ways) to motivate clients so that they became active co-produces of services? Research object: Ways of motivating clients employed by the public service providers. Aim of research: Having defined the concept of motivating clients to participate in public services to identify the ways of motivating employed by the public service providers and to rank these ways by the strength of influence on activeness in participation. In the first part of the paper managing of client participation in public services is defined and the role of client motivation in it is showed. Further, the concept of motivating clients is defined and clients‘ motives to participate in public services are identified. Research methodology is presented. The research field, elderships of Lithuania, was chosen. Personal purposeful interviews were conducted to identify the ways of motivating. Employees only of those elderships, where population participation in services is of a relatively high level, were drawn to the sample. Real clients of public services were surveyed to establish the relationship between the ways of motivating and activeness in participation. The paper is concluded by presenting the identified material and non-material ways of motivating employed in practice in Lithuanian elderships and the findings of qualitative research – the relationship among particular variables. Ranks of the ways of motivating by the strength of influence on a dependent variable, i.e. client activeness in participation, are presented. The following conclusions are drawn: motivation is established as identification of motives for client behaviour and employment of suitable material and non-material ways seeking to motivate clients to participate as the co-producers of public services. Material and non-material ways of motivating clients employed in practice in the elderships have been identified. Most often employed ways of motivating: appreciation expressed by the elder in person; appreciation/congratulation in public events; events as a reward for participating in co-production of public services, etc are presented. It has been identified that non-material ways of motivating more strongly correlate with the level of client participation in services than the material ones.DOI: http://dx.doi.org/10.5755/j01.ee.23.3.1375

The article deals with education of clients to participate in public services. The subject is analysed from the interdisciplinary approach, i.e. from perspectives of services management as well as public management. Education of clients in this article is analysed as one of activities in clients’ participation management and as an essential condition to attain active participation of clients in the co-production of public services (together with eldership staff). The article defines the concept of the clients’ education to participate; real aids for clients’ education, applied in Lithuanian elderships are presented as well as results of the quantitative research: the rate of participation of educational aids for activeness according to the intensity of effect.http://dx.doi.org/10.5755/j01.ss.73.3.788