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Updates approved by

Mykolas Romeris University Senate

19th April, 2018

Resolution 1SN-31

RESEARCH PROGRAMME FOR 2016-2020

SOCIAL TECHNOLOGIES

Vilnius, 2018

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CONTENTS

I. ANALYTICAL OVERVIEW ......................................................................................................... 3

II. AIM, RESEARCH TOPICS, IMPLEMENTATION MEASURES, EXPECTED

QUALITATIVE RESULTS ................................................................................................................ 6

III EXPECTED QUANTITATIVE RESULTS….......................................................................... 25

IV. COOPERATION WITH OTHER INSTITUTIONS.............................................................. 26

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THE PROGRAMME IS IMPLEMENTED BY:

Institute of Communication

Faculty of Economics and Business

Institute of Educational Sciences and Social Work

Laboratory of Educational Technologies

Laboratory of Health Research

Laboratory of Social Technologies

THE RESEARCH PROGRAMME WAS PREPARED AND UPDATED IN 2018 ON THE

BASIS OF:

The Europe 2020 Strategy

The European Commission Justice Programme

The EU Programme Europe for Citizens 2016-2020

The EU Programme Rights, Equality and Citizenship Programme 2014-2020

Lithuania’s Progress Strategy Lithuania 2030

Programme of the 17th Government

National Progress Programme for Lithuania for the Period 2014–2020

National Programme for the Development of Studies, Scientific Research and Experimental

(Social and Cultural) Development for 2013–2020

Provisions for the Lithuanian Science and Innovation Policy Change, 2016

Resolution adopted by the Parliament of the Republic of Lithuania on the Plan of Optimizing

the Network of State Universities, 2017

The European Commission Renewed EU Agenda for Higher Education, 2017

The European Commission New Skills Agenda for Europe, 2016

The European Commission Assessment of Progress on Structural Reforms, 2017

OECD Reviews of National Policies of Education – Education in Lithuania, 2017

OECD Review of Education 2017, OECD indicators

OECD Economic Survey of Lithuania, 2016

UN Sustainable Development Goals.

I. ANALYTICAL OVERVIEW

The European Commission has been creating favourable conditions for progressive, sustainable

and integrated growth by way of the strategy Europe 2020, European Digital Agenda and research and

innovation programme Horizon 2020. Information and communication technologies contribute to

solving many societal problems in Europe: providing effective public services, securing the Internet,

providing better quality health services, increasing entrepreneurship and so on. The Internet provided

opportunities enhance the development of communities, organisations and movements from being

bureaucratic and centralised towards decentralised and networked. Development towards the

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democratisation of decision-making has been affecting business, governments and the general public.

Society is increasingly being shaped by what people are technically creating today; as a result, an

interdisciplinary, techno-scientific approach to social life requires a considerable focus to be paid on

the social sciences.

The priority area of Lithuanian Smart Specialisation Inclusive and Creative Society promotes the

development of social technologies highlighting their impact on the creation of social and

organisational innovations. H2020 initiative CAPS (Collective Awareness Platforms) also encourages

to intensify research on the Internet-enabled communities pursuing their growth and potential capacity

for solving social problems. In that respect, the programme contributes to the smart specialisation

development strategy. The programme research themes are based on the new ICT paradigm

underlying the growing role of technologies in the societal life and centralisation of consumers’ role

in innovative processes. In business sector this change is conceptualised through innovations created

in collaboration with consumers (Open Innovation 2.0) and service-dominant logic where the main

measure of value is the value created for the consumer. In public sector this change is expressed

through the conceptions of New public governance, Networked governance and Open governance,

stressing that the public value is co-created in cooperation with public subjects, private sector, public

organisations and citizens (Quadruple Helix model) rather than by the mere efforts of governmental

institutions.

The EU and the countries at the national level have invested big amounts of money into e-

government and e-democracy projects in hope of more active citizen participation; however, the

expected result of co-creation has not been attained yet. According to the research (Dahl & Soss 2014;

Sandfort & Quick 2015) governance of the public sector is traditionally based on market

management principles and competition models rather than co-creation. According to the data

provided by the Eurobarometer European citizens’ trust in the EU institutions, national parliaments

and governments is low and slowly decreasing (Eurobarometer 2016). According to the survey

conducted by the Pew Research Centre, the majority of people in Europe consider that their voice is

not heard in the EU institutions (Pew Research Centre 2014). Lithuanian democracy encounters

similar problems. Guogis, Šilinskytė, & Bileišis (2014) research indicates that most of the state

incentives aimed at activating the dialogue between government and people are centralised and

reforms aiming at enabling citizens were not successful, e.g., the majority of the state initiated public

consultations in the portal E-citizen has received a scarce number of suggestions. According to the

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Digital Economy and Society Index (DESI 2017) the results of Lithuania are higher if compared to

the average of the EU in all areas, except the area of human capital, where the progress is being

hindered by citizens’ insufficient digital skills and inability to use high level infrastructure for

solutions of social problems.

A smart and inclusive society is at the heart of economic competitiveness. The challenge for the

public is the discrepancy between supply and demand for competences: technology is evolving faster

than sociocultural changes and members of the society do not have the competences of the 21st

century and sufficient opportunities for the use of technologies. The key strategic document of

Lithuania is the country’s progress strategy Lithuania 2030 which defines planned changes of

Lithuania in three key areas: smart society, smart economy and smart governance.

Research, for example, Forrester Research (2012), indicates increasing popularity of social

technologies in the areas of politics, personal communication and collaboration. It is just the beginning

of understanding the real power of social technology. Its power stems from the innate appeal of

interacting socially, pleasure and intellectual stimulation that people drive from sharing what they

know, expressing opinions and learning what other know and think (Bugin et al, 2011).

Notwithstanding the rapid adoption of social technologies, many opportunities are on the way in the

future. Today 80% of the Internet population interacts with social networks on the daily basis. Yet,

65% of the world’s population (4.6 billion people) does not have access to the Internet (McKinsey

Global Survey, 2012). The number of the population linked to the Internet doubled in the period

between 2005-2010, and in 2012 it reached 2.5 billion Internet users in the world (McKinsey Global

Survey, 2012). It has been predicted that the number of mobile devices will equal the number of people

in the world of the future. Over 5 billion people out of 7 billion living in the world today have access

to the mobile phones. The perceived value of being able to connect to the Internet has led to the

labelling of the Internet access as a “new human right” in the United Nations report (Al Gore, 2013).

Social technologies may have an impact on the change of communication dynamics similarly to the

electronic posting and message writing substituted by telephone calls (De Gennaro, 2010). “Freed

from the limitations of the physical world, people are able to use social technologies to connect across

geographies and time zones and multiply their influence beyond the number of people they could

otherwise reach” (Bughin et al, 2011).

Social technologies are becoming a preferred method of communication of the new generation;

and communication styles are evolving into a more collaborative approach (Alberghini et al., 2010).

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According to Castells (2005) live communication does not seem to disappear and we cannot speak

about growing isolation of people spending a big amount of their time by computers. In many

instances, Internet users are more inclined to communication, have more friends and contacts, and are

more socially and politically engaged than passive Internet users. Moreover, wireless communication

forms (e.g., mobile telephones) increase sociability to a greater extent, especially for younger people.

As has been proved at the initial stage of the use of social technologies, new ways of communication

have been gradually applied in business and professional activity (e.g., as regards design and sales of

new products, team work, solution of business problems) and the value technologies create is

impressive (Chui al., 2012).

The application of social technologies in organisational management has become the basis for success

in the networked society. In the next few years rapidly developing social technologies designed on

the basis of Web 2.0 and Web 0.3 will have the capacity to transform the structure of management.

“Web 2.0 is an amorphous term used to define a computing paradigm that uses the Web as the

application platform and facilitates collaboration and information sharing between users”

(Lykourentzou et al, 2011). Social technologies provide with conditions to achieve a broader scope,

speed and cost-effective organisation interaction. Virtual, networked teams reduce the cost of

communication, collaboration and coordination and thus promote business efficiency. McKinsey

(2013) study on social measures and technologies reveals that social technologies applied in

employees’ daily work transform a business into a new type of network organisation that operates,

conducts financial activities and manages market more efficiently (Chui et al, 2012).

Restrictions on the access to information, initiated by different participants for different

purposes and aspired values arise together with the growth of the access to information in the

cyberspace. In addition to the cross-border function of the Internet, there are many factors that shape

the development of the free Internet, and there are various political regulation methods that affect

freedom of expression. A real challenge for the society is making use of new social media capacity at

large, not going into the compromise on citizens’ freedoms including the right to expression, education

and privacy. UNESCO has announced an innovative document on regulating communication

standards on the Internet, related to freedom on the Internet Freedom of Connection – Freedom of

Expression: The Changing Legal and Regulatory Ecology Shaping the Internet. Access (also known

as Access Now.org) is an international Internet advocacy group dedicated to an open and free Internet,

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announced the summary of the Charter composed of ten main principles from universality and

equality, access, rights and social justice to a variety and network equality.

II. PROGRAMME AIMS, OBJECTIVES, IMPLEMENTATION MEASURES,

EXPECTED QUALITATIVE RESULTS

The aim of the programme is to reveal the opportunities for developing social technologies in

social areas, prepare solutions of strategic importance, envisage directions for integrated

transformations in the society and to provide recommendations for further development of the social

technologies for the benefit of the society. The programme aims at developing interdisciplinary

research in the areas of management, psychology, public administration, economics, informatics, new

technologies, etc.; searching for new theoretical and practical solutions while designing social

technologies and adapting them to the sustainable development of the society, encouraging

construction of interdisciplinary knowledge on the basis of scientific research.

Scope. Social technologies cover possible applicability of technologies in the following areas:

human rights’ protection, implementation of cyber justice, personal and community data safety,

functioning of society and communication, application of educational technologies in teaching and

learning processes, health system solutions, organisation of leisure activities, creation of social value

and promotion of scientific research in the above mentioned areas. The programme researchers carry

out analysis and assessment of systemic technical, legal, political, economic, psychological and social

opportunities and obstacles, hindering adaptation of information and communication and new (nano-

, bio-, mega-) technologies in societal life. The research in these areas within the framework of Social

Technologies programme focuses on five main themes:

1. Social technologies for the Internet enabled society

2. Technological breakthrough for innovation development

3. Creative technologies

4. Educational technologies for new learning environments

5. Legal environment for social technologies.

Evaluation principles. The research programme evaluation is based on the qualitative principles:

internationalisation, interdisciplinary, originality, topicality, and research culture. The quantitative

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aspect will be assessed by the number of publications, scientific events and applications of research

projects.

SO

CIA

L T

EC

HN

OL

OG

IES

1. Social technologies for the

Internet enabled society of the

future

2. Breakthrough innovation

building technologies

1.1. Social technologies for inclusive society.

1.2. Dsitributed, shared and emerging group intelligence in the network

society. 1.3. Virtual environment for sustainable business and entreperneurship.

1.4. Technological solutions for development of interactivity.

3.1. Development of gamification, computer games and mobile

applications.

3.2. Research on technology-stimulated creativy. 3.3. Digital content industry research and pluralism in media.

2.1. Development and management of competitive business systems based on collective intelligence and technological solutions.

2.2. Entrepreneurial development in the field of biometric

technologies. 2.3. Enabling national and international development of enterprise and

entrepreneurship by creating breakthrough innovation technologies.

3. Creative technologies

4. Education technologies for new

learning environments

5. Legal regulations for social

technologies

4.1. Millenium generation students’ new ways of learning at university.

4.2. Virtual learning environment: distance learning packages and

virtual courses as lifelong learning opportunity.

5.1. Research on legal regulation of social relations in cyberspace.

5.2. Research on privacy and data protection in cyber pace.

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RESEARCH TOPIC 1: SOCIAL TECHNOLOGIES FOR THE INTERNET

ENABLED FUTURE SOCIETY

Undoubtedly the spread of the Internet and its access has become one of the major

preconditions for creating new communication environments, various social interaction forms and

areas of collectively created community benefit. Fast speed, broadband Internet has the potential for

the essential changes in communication, thus conditioning transformations of culture and

communities (Institute for a Broadband-Enabled Society, 2013). As claimed by the Head of Google

Eric Schmidt (2013), in a few years’ time every single inhabitant of the world will become an Internet

user. Therefore, the Internet-enabled community is obviously rapidly transforming into the network

community. The network community is a social structure where knowledge gained in network

members’ nodes is generated, processed and communicated by using information and communication

technologies (ICT) (Monge, Contractor, 2003). A network is a formal structure where the intellectual

activity takes place and is being developed. Network enabled society becomes a virtually hyper-social

society. While communicating by means of Web 2.0, 3.0 or other ICT tools new forms of

collaboration, creativity, group knowledge, collective intelligence emergence, etc. evolve. Thus, by

turning this hyper-communication in the right direction, it can become an effective and efficient tool

for knowledge, empowerment and inclusion of the public, contributing to the development of

democracy, economic growth and the strengthening of competitive capacity.

The rapid development of social technologies causes changes in everyday life healthcare

management and similarly conditions transformations of the overall strategic development of health

system, thus greatly influencing the quality of healthcare. In the meantime healthcare is becoming

more and more dependant on ICTs, which enable the development of high quality healthcare services;

one of the acknowledged as the most instrumental innovation in health sector management is e-

health system. However, as with the implementation of any other innovation, it encounters a variety

of challenges, from technical problems to various interferences conditioned by a human factor.

Therefore, in order to develop an innovative and sustainable healthcare system, researchers could

make a significant contribution to the effectiveness of e-health development by researching barriers

that hinder this process and by providing policy-making, organizational and managerial guidance

based on research findings as well as developing technological tools for decision-makers.

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1.1. Objective

Social technologies for inclusive society

Key areas

E-government

E-participation

E-health

Community management

Expected qualitative results

Identification of legal, organisational, managerial measures and measures for raising the

society’ inclusiveness into preparation of public decisions.

Development, testing and pilot research of e-government, e-participation, e-health

development models.

Feasibility studies on good practices of inclusive community management.

1.2. Objective

Distributed, shared and emerging group intelligence in the network society

Key areas

Collective intelligence

Social innovations

Virtual knowledge

Inclusive and interactive multimedia contents

Expected qualitative results

Design of models for virtual knowledge generation and development.

Diagnostics of innovative mechanisms for collective decision-making and elements of

their instruments.

Recommendations for development of emergence of collective intelligence

environments.

Research on media interaction with content formation in virtual social networks.

Research on social innovations implementation practice and their impact on the society.

1.3. Objective

Virtual environment for sustainable business and entrepreneurship

Key areas

Digital business

The Internet of things

Social commerce

Smart cities

Green economy

Expected qualitative results

Research on competition and innovative environment of digital business and perspective

trends.

Theoretical and practical application of virtual media for building and developing smart

cities and green economy.

Research on the Internet of things and social commerce supply chain and management of

processes.

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1.4. Objective

Technological decisions for development of interactivity

Key areas

Cloud computing

Big data and real time response

Social Analytics

Mobile applications

Expected qualitative results

Development of communication technologies based on mobile applications

Research on processes, systems and infrastructure of Big Data analysis and Real Time

Response.

Recommendations for the use of new design of cloud computing tools.

Design of measurement and interpretation instruments for Social Analytics system

elements (relations between people, themes and ideas).

RESEARCH TOPIC 2: TECHNOLOGIES DEVELOPING BREAKTHROUGH

INNOVATIONS

One of the EU long-term strategic priorities is to create a globally competitive economy whose

growth will be based on public and private sector sound investments into innovations, scientific

research and development, sustainable use of resources and socially responsible job creation policies.

Consequently, this will allow maximally reducing the current gap between social groups with high

and low income.1 The successful implementation of this aim is pursued through various policy

initiatives (such as the Digital Agenda for Europe2, Innovation Union3, the Industrial Policy for the

Globalisation Era4, the Agenda for New Jobs and Skills5, etc.), and the different funding mechanisms

(such as Horizon 2020 research programme6).

1 European Commission (2010). Europe 2020: A European strategy for smart, sustainable and inclusive growth.

Retrieved from: http://ec.europa.eu/eu2020/pdf/COMPLET%20EN%20BARROSO%20%20%20007%20-

%20Europe%202020%20-%20EN%20version.pdf

2 http://ec.europa.eu/digital-agenda/

3 http://ec.europa.eu/research/innovation-union/index_en.cfm

4 http://ec.europa.eu/enterprise/policies/industrial-competitiveness/industrial-policy/index_en.htm

5 http://ec.europa.eu/social/main.jsp?langId=en&catId=958

6 http://ec.europa.eu/programmes/horizon2020/h2020-sections

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The priority milestones of Lithuania Smart Specialisation inclusive and creative society

Technologies and Processes for the Development and Implementation of Breakthrough Innovations

emphasize a great lack of new methods and indicators at present that would improve the current

environment for creating innovation-friendly entrepreneurship and would accelerate the

developmental processes of innovative, well-established, socially responsible and globally

competitive business.7 In the same line as the EU strategic goals, the national vision of Lithuania as a

responsible, creative and open country, offering high quality living and work conditions is based on

the principles of the smart society and development of economics and governance. The realisation of

these key elements of the state advantage would enable the formation of a unique national business

system consisting of various types of organizations (public sector, business, community groups,

NGOs, etc.) that interact at the intergovernmental, industrial, regional, national and global levels in

order to effectively support an innovation-based welfare building environment for the society.

However, the creation of such a business system and the full exploitation of its potential face the

challenges posed by the on-going information and communication technologies (ICTs) revolution

causing the instability of the political, economic, business and social ecosystem, constant change and

problematic prediction. With the growing gap between the exponential technological advances and

the current business system participants’ skills to make use of this advancement, a growing need for

new skills that could enable them to adapt quickly to a constantly changing environment and pursue

significant, innovation-based political, economic, business and social transformations is observed.

Therefore, ICT based leadership principles and instruments that develop business system skills

of breakthrough innovation creation should be implemented in the systems to ensure their

competitiveness by rapidly acquiring such advanced digital technologies as cloud computing, mobile

applications, big data based analytics, business simulation platforms, virtual laboratories, global

knowledge networks, neuro-networks and etc. The skills would not only improve activities of existing

business systems but also encourage entrepreneurship and start-up of leading new business enterprises

7 Identification of Specific Research and (Socio-Cultural) Development and Innovation (RDI) Priorities in Lithuania

(2014). Retrieved from:

http://www.mosta.lt/images/ss/Sumanios_specializacijos_prioritetu_igyvendinimo_kelrodziai.pdf

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in the area of technological application, as a result, creating the basis for developing live, socially

responsible and green economy.8

With reference to the above presented theoretical insights and the EU and national strategic

documents the aim of the research theme Technologies developing breakthrough innovations is

to create a platform dedicated to innovative business system development and research, based on the

principles of collective intelligence and application of business simulation technologies. The

implementation of the aim is split into two main directions: (1) research and development of

simulation platforms and virtual laboratories of innovation and competitiveness of business systems,

(2) business empowerment instrumentation in compliance with ICT-based leadership principles.

Key areas of the scientific research: digital business simulation platforms, virtual laboratories,

collective intelligence, open innovations, use of intellectual and financial crowdsourcing,

entrepreneurship in the cyberspace, management of business system innovations, competitiveness of

business systems.

2.1. Objective

Development and management of competitive business systems based on collective intelligence

and technological solutions

Key words

Open innovations

Use of intellectual crowdsourcing

Collective intelligence

Innovation management

Business models simulations

Consulting services

Digital platforms

Expected qualitative results

Identification of key indicators for assessing competitiveness of business systems that

would be mostly influenced by the concept of open innovation, the use of the intellectual

crowdsourcing model and the application of business simulation technological solutions.

Defining open innovation mechanisms based on crowdsourcing use model that enhance

competitiveness of business systems.

Development of collective intelligence system supporting the implementation of open

innovation and crowdsourcing use strategies in the process of developing, enhancing and

supporting business system competitiveness.

8 The Boston Consulting Group (2013). Ahead the Curve: Lessons of Technology and Growth from Small Business

Leaders.

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Development of digital platforms for innovative business models and simulations

supporting innovation management problem solutions and evaluation of the impact of

practical application of these platforms on business and higher education sector activities.

Research focused on risk assessment related to simulation games in the process of

developing and managing real-life business systems.

2.2. Objective

Development of entrepreneurship in the field of biometric technologies

Key words

Bioethics and biotechnologies

Bioinformatics

Research by using biometric technologies

Biological processes

Expected qualitative results

Application of biometric technologies in neuromarketing

Application of voice analysis technologies in negotiation process

Recognition of human psycho-emotional state by using computerised voice analysis

systems

Application of Eye tracking technologies in e-business.

2.3. Objective

Enabling national and international development of enterprise and entrepreneurship by creating

breakthrough innovation technologies

Key words

Use of intellectual and financial crowdsourcing

Collective intelligence

Business models simulations

Consulting services

Entrepreneurship in cyberspace

Virtual laboratories

Digital platforms

Expected qualitative results

Identification of social technologies that provide most opportunities for business growth

(small-sized in particular) at both national and international levels.

Development of digital platforms enabling assessment of new business ideas, models and

various management problem solving scenarios for existing businesses and analysis of

practical applicability.

Setting up virtual laboratories that would provide opportunities for students to test their

business ideas, business models and business management problems in the process of

business-oriented learning.

Research focused on entrepreneurship in the cyberspace.

Research on collective intelligence and possibilities to use intellectual crowdsourcing

while solving business (small business in particular) management problems.

Scientific research on the use of financial crowdsourcing aiming at enhancement of

financing opportunities for small and medium-sized business, non-profit and non-

governmental organisations.

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RESEARCH TOPIC 3: CREATIVE TECHNOLOGIES

In a broad sense creative technologies could be defined as interaction result between

technologies and a human, aimed at fostering creativity expressed by using new art forms, elaboration

of creative expression, development of interactive platforms and communication methods. Enabling

the society for innovations through the use of digital tools has been a scientific research object for a

considerable period of time (Shneiderman, 2007), but the modelling of these tools, their application

strategies is the area that has been little researched so far. This gap partly explains still continuing

maturity process of digital economy (Tapscott, 1997). Another important aspect of application of

creative technologies is related to the phenomenon of social networking and smart technologies that

have facilitated the access to creative tools. Moreover, this phenomenon has not been fully perceived

and, therefore it requires more coherent and deeper research.

Computer-based social networks and new forms of media have changed daily habits of computer

use. The development of the Internet of Things and capacity of extended reality allows manipulating

real and virtual world objects. Some examples of such synthesis are discussed by Rodgers and Smyth

(2010) in Digital Blur: Creative Practice at the Boundaries of Architecture, Design and Art where the

boundaries of disciplines disappear, while project designers are more likely to identify themselves as

interdisciplinary creators rather than a range of engineers, artists or researchers. The application of

creative technologies can be directed to other areas such as production of digital content for education,

health care or business. However, creative technologies challenge such problems as digital divide,

phobia of real-life communication, social and creative isolation.

In a broad sense creative technologies attract big numbers of mass users who use them for

entertaining purposes or as the environment for realisation of social purposes. Users’ experiences are

reflected in their wish for communication, expression of their creative potential, exchange of valuable

information, entertainment, contribution to project activity, participation in public debates,

determination of political priorities and their implementation. The potential of social networks is

expanded by means of creative technologies, which allow creating, editing and sharing content. Quite

often this interaction creates new products and services. For this reason, the creation of a single digital

market is one of the priority objectives of the European Commission. The nature and importance of

the market is defined in the strategy of Europe 2020.

In 2013 the EU Green book analysing all-inclusive audio-visual world was published. According

to it, networked devices, such as tablet PC, smart phones, PCs create more beneficial opportunities

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for content sharing regardless of location. These transformations conditioned the changes of

retranslation and activity models of technological companies. These companies started offering

integrated and user-friendly interfaces allowing the user to access relevant content at any time.

Investments in similar innovations are beneficial for companies as well, as they expand the reach of a

potential audience by hosting content on such online channels as YouTube or Vimeo. Quite many

similar platforms create their unique content and channels. Creative technologies contribute to the

process because they reduce the costs of production and realisation of these products to a great extent.

A special EC focus is on digital content industry calling attention to the fact that its value has already

exceeded 500 billion euro limit and in the near future this figure should go up. It has been also noted

that Europe needs additional investment in this sector in order to remain competitive.

Lithuania’s contribution to the development of digital content industries is obvious as well. In

2009 Audio-visual Arts Industry Incubator was established. Lithuanian Game Developers Association

unites young representatives of the field, digital content creation companies are developing digital

products for local and foreign customers; therefore this active movement should be employed. On the

other hand, political discourse of the country does not prioritise creative technology industries as a

future domain of welfare building. In this regard, research of the field could enhance transformations

in the state policy related to the development of creative technologies sector. Furthermore, interest in

the field could assist in revealing problem nuances of application and improvement methods of

creative technologies.

3.1. Objective

Development of gamification, computer games and mobile applications

Key areas

Creative industries

Entertainment technologies

Art and media technologies

Graphical interfaces

Development of games and mobile applications

State of the art technologies and social tools

Expected qualitative results

Application of gamification models in various contexts implemented on the basis of

biological, social and psychological factors.

Methodology design of gamification application research in education sciences.

Development of gamifying collaborative software.

Development and improvement of managerial tools for organisations, involving

gamification elements in order to achieve smoother process management.

Empirical research on the impact of games on social environment.

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24-hour game development workshops that involve researchers, business partners and

students for creation of new conceptions.

Development of games and mobile applications: from theory to practice.

Successful strategies of games and mobile applications.

Application interactivity concept.

Assessment of user involvement into game development industry.

From console to a smartphone: world research overview of the ecosystem of devices

and their accessories.

Interactive audio-visual art: focus on science or practice?

3.2. Objective

Research on technology-stimulated creativity

Key areas

Creative industries

Entertainment technologies

Art and media technologies

Graphical interfaces

Diversity of cultures

Expected qualitative results

Analysis of the EU single digital market.

Factors of technological impact on creative problem solving will be researched.

Analysis of creative communication networks and impact on the EU single digital market.

Study on creative behaviour, based on creative technologies.

Risk assessment while using digital technologies for human communication.

Grounded theory on the use of creative technologies for development of collective

creativity.

3.3. Objective

Digital content industry research and pluralism in media

Key areas

Creative industries

Entertainment technologies

Art and media technologies

Graphical interfaces

Preservation of content of culture

Product and service application to culture market

Diversity of cultures

Expected qualitative results

Development of easily comprehensible resource consumption system.

Analysis of individual lifestyle data compared by ecological/environmental aspects.

Updated structure of media pluralism in the EU countries.

Legislative system on freedom of media and integrity in developing countries.

Amendments of Audiovisual Media Services Directive (AVMC) regulatory framework

will be presented.

Copyright protection and their management system in networked worlds.

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Licensing simplification model using databases, meta-data and data standards.

RESEARCH TOPIC 4: EDUCATIONAL TECHNOLOGIES FOR NEW

LEARNING ENVIRONMENTS

Under the influence of globalisation and modernisation, a much more diversified and networked

world, bringing new communication means, is being created. Web 2.0 technologies are entering the

educational space, and their scope and impact are widely debated. New technologies, the Internet in

particular, globalisation and the emergence of new education providers are radically changing the way

people learn and teach. Open access to education resources offers an unprecedented opportunity to

enhance both excellence and equity in education.

The application of ICT as a driving force in education implying fundamental changes in the area

of educational technologies has been discussed since the last decade of the 20th century. The

information society is a qualitatively new stage of societal development that intensively uses and

applies information in learning, work and social life processes. The direction towards the value-based

priorities in the information and knowledge-based society marks the shift of the research interest that

was attached to technologies towards the content of and access to information.

Rapid development of Web 2.0 and Web.3.0 technologies and their application such as social

media tools implies importance of awareness building about the effective use of these technologies in

educational processes. Social media involves billions of users and the numbers are rapidly increasing

(De Rossi, 2007). The generation of future students is already actively participating in social media

and digital content creation. At present opportunities offered by various technologies and their

applications using Web 2.0 are gaining increasing importance since they promote digital literacy and

act as effective means of teaching and learning. Educational institutions make use of Web 2.0 benefits

such as simple and fast creation of micro content, i.e., a social factor ensuring instantaneous

communication and feedback. This in its own turn enhances further creation and refinement of digital

content and also development of communicative skills important in the study process. Web 2.0 is a

space where students (and teachers) can easily get lost if they are not provided with a support. In this

context, students’ cyber security is of utmost importance.

Education institutions are offered the opportunity to use social media in the study process, but

they choose different ways of using social media. Some institutions develop internal institutional

social networks seeking to create a secure study environment, whereas other institutions choose

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integrative approach and make use of existing social media open to the public, thus moving the study

process into the public space and creating learning communities there. Hence, it is very important for

education institutions to accumulate and compare best practices in the use of social media.

Theoretical research on social media use in the study process and analysis of practical

experience would allow foreseeing and suggesting successful and effective scenarios of technology

application in teaching/learning process. This is particularly important seeking to bridge formal and

informal education. The context of social media allows the use of external sources and relocates

teaching and learning from formal classroom into informal environment of real communication by

using social media. Learners get to know each other informally and sometimes their hobbies and extra

knowledge aid in assignment performance and facilitate the study process. Social relations are also

being developed forming the ground of informal learning.

Indeed, social learning theory is not new, its basic approach states that social communication is

the basis of effective learning and yet learning does not take place in isolation. Franco (2008),

discussing about e-learning states: “social interaction promoting cognition is essentially important to

ensure the learning process either in real or online auditorium”. This approach is based on Vygotskian

proximate zone development theory. With reference to it Franco poses that distance between what

students are able to achieve themselves and what they can achieve with the help of others allows us

understanding how socio-constructivist environment provides productive learning opportunities. In

fact, communication with peers and lecturers in digital environment is beneficial as they enable

students to achieve a higher level of understanding.

Researchers have proved that online discussions enable students to improve their literacy skills

in a friendly environment. Yet, the question arises whether social media ensures an appropriate context

where social communication skills could be developed and an appropriate study environment created.

Learning technologies including the Internet and the vast array of tools are now available through the

Web, as well as such tools as mobile phones/smartphones, interactive whiteboards, etc.

The majority of students today use technologies on a daily basis. The amount of media and

information on the Web allows us to access resources like never before – different points of view,

images, video, audio records, which help develop learners’ “curious” education experience.

Technologies can lead to effective, efficient and engaging learning. Students who are learning

languages enjoy the excellent opportunities of access to what they need more of the time and good

quality, interesting and fun (if they know where to look for). However, possible risks and barriers

20

should also be discussed and researched. Innovations and a paradigm shift in education are often

related to the application of information and communication technologies (ICTs) and e-learning.

Online learning is considered to be particularly appropriate for adult continuing education: it is more

flexible than face-to-face learning; it supports a self-directed approach to learning rather than a

teacher-directed approach and facilitates the choice and use of a wide range of resources (Mason,

2006). As information and communication technologies (ICTs) permeate our societies and

communities, the role of an individual learner has become more visible.

E-learning is: a) based on technology and pedagogically-oriented; b) understood as a social process;

c) causes many organizational changes and teacher training (http://www.elearningeuropa.info/). E -

learning has three main purposes:

Personalising learning process in relation to specific individual’s needs, learning styles and

abilities

Reducing social exclusion between individuals and groups

Ensuring acquisition of state-of-the-art competences in compliance with labour market

demands.

Massive open online courses (MOOCs) are the most recent phenomena in education

environment (Hollands & Tirthal, 2014). The term “MOOC” (Massive Open Online Course) was

coined by David Cormier in 2008 (Cormier & Siemens, 2010) to describe a twelve-week online

course. Today the acronym “MOOC” is being applied to a variety of online and blended courses and

is related to learning networks and philosophy of connectivism.

Digital literacy or the abilities to use ICTs effectively and efficiently are seen as representing a

competitive edge in an increasingly globalizing job market. Thus, digital literacy, social media literacy

and critical literacy skills are crucial for students to compete in a modern labour market. Therefore,

the development of the skills and their integration into the university curriculum is in the focus of the

researchers’ community who can help higher education policy makers in practical application of these

skills. Thus, pursuing effective use of technologies in educational processes is extremely important.

Therefore, empirical research that could identify which technologies are applied in education and

which measures mostly contribute to the effective use of technologies is one of the most relevant

issues.

4.1. Objective

Millenium generation students’ new ways of learning at university

21

Key areas

Innovative learning and teaching: forms, strategies, methods and techniques

Creativity and critical thinking

Languages and learning technologies

Gamification

Social media, digital and general literacy

Key competences of the 21st century

Teacher training and professional development

Expected qualitative outcomes

Innovative learning methods based on the application of advanced technologies in the

social, physical sciences and the humanities.

Integration of creativity and critical thinking into teaching/learning process.

Modelling of Web 2.0 tools for teaching and learning languages.

Use of media texts in university studies pertaining to students’ networks.

Fostering gamification and creativity in education context.

Literacy and competence research.

Harmonization of teacher competences with modern society expectations.

4.2. Objective

Virtual learning environment (VLE): distance learning packages and virtual courses as a lifelong

learning opportunity

Key areas

E-learning, MOOCs, distance learning

Technology-based learning curriculum

Social media and digital literacy

Life-long learning

Expected qualitative outcomes

Implementation of distance and e-learning platforms.

Research on the effectiveness of distance learning innovations and possible obstacles in

socio-political and economic context of the society.

Theoretical and empirical research into design of virtual learning environments and

learning transformations through educational innovations.

Social media and digital literacy and critical thinking development for critical appraisal of

information and students’ behaviour.

Linguistic and stylistic peculiarities of discourse in paper and digital texts.

RESEARCH TOPIC 5: LEGAL REGULATIONS OF SOCIAL

TECHNOLOGIES

Social technologies, including information technologies, the Internet and mobile devices

(telephones) in particular have enabled the information society for further development. This sector

comprises almost 4% of job vacancies in the European Union (EU). The EU is obliged to enhance

22

development and dissemination of new information and communication technologies in accordance

with the articles 179-180 of the Treaty on the Functioning of the European Union. Digital agenda has

been also included in the strategy Europe 2020. It is aimed at developing opportunities for information

and communication technologies (ICTs), encouraging innovations, growth of economy and progress.

In order to implement these aims, the initiatives of i2010, eEurope 2005, eEurope 2002 and eEurope

have been set up.

Digital agenda presented by the European Commission is one of the seven pillars of the

strategy Europe 2020 that defines the goals of the EU growth and development for 2020. The Digital

agenda suggests exploiting the potential of information and communication technologies (ICTs)

pursuing encouragement and facilitation of innovations, economic growth and progress.

Legal issues of social technologies:

-Cyber security

-Policy and regulation of state-of-the-art technologies

-Issues of safety and data privacy rights related to nations and sectors

-Personal identity and identity management

-Content control

-E-crime

-Bio-, nano-, ICTs

-Requested security

-Information protection and enforcement

-Network security

-Human rights

-Privacy

-Intellectual property, etc.

Cyber security

Information technologies are rapidly developing and their prospective advancement creates

unlimited opportunities for the expansion of the Web, information transfer and storage in the

cyberspace. However, this also leads to would be negative consequences, such as loss of important

electronic information or even e-crimes (cybercrime). Electronic information safety, in other words,

cyber security requires well functioning, comprehensive and detailed legal regulation. Cyber security

is described as “the cornerstone of the information society”. It is one of priority areas of the state for

the effective governance of the country, on-going public and social processes and their security.

Cyber crime

In the 21st century information technologies are rapidly developing and advancing, providing

high-speed Internet access and a variety of Internet and electronic services (e-banking, e-shopping,

23

etc.). These technologies are becoming more and more important in daily life and provide a bigger

choice of electronic services instead of conventional ones. Regardless of the contribution of these

technologies also known as high tech to positive changes and greater convenience, they also cause a

big threat and open possibilities for new types of crimes.

In the era of technologies and their use, no one is surprised by the news about widely spread

digital viruses, hacking into electronic data bases and access to secret information, as well as hacking

into e-banking systems or non-authorised bank transfer of money via the Internet. With time

cybercrime is becoming more serious and more dangerous (Trojan horse programs, networks of

zombie computers and so on). These crimes are committed not only seeking to demonstrate

inventiveness, professional expertise or to obtain financial gain, but also to express political, racist, or

sexual motives by developing devices for committing these crimes. E-crime is causing more and more

harm to citizens, organisations, society and states. Many states of the world compare cyber crime, the

danger they cause and the profit criminals gain to terrorism or illegal drug trafficking, as a result, a

greater attention needs to be paid for cybercrime regulation in legal acts.

Privacy law/ protection of personal data

The Directive 95/46 / ES as the EU main legal act on privacy/personal data protection was

adopted at the time when social networking and cloud engineering had not yet existed. Therefore,

most probably this directive does not cover main issues regarding new technologies. Moreover, legal

regulation of the EU and Parliament Directive on the Data Protection with regard to personal data

processing and on the free movement of persons should be prepared (General Data Protection

Regulation or Regulation).

5.1. Objective

Research on legal regulation of social relations in cyberspace

Key areas

Policy and legal regulation on new technologies

Human rights

Lawfulness

Security education

End user education

Intellectual property

Expected qualitative results

Strategy that could aid in reducing human resource demand and workload of courts,

improve information sharing and provision of modern technologies and enhance

effectiveness of the court system.

24

Analysis of Lithuanian national information system model (including public registry

system) and identification of advantages and weaknesses, based on good practice in other

countries and national information about the management of information systems and

presentation of practical examples. Recommendations on facilitation and simplification of

legal application of information technologies in the private sector.

Regulatory system of cyber relations.

5.2. Objective

Research on privacy and data protection in cyberspace

Key areas

Cyber security

Security and data privacy rights between nations and sectors

Personal identity and identity data management

Content management

Cyber crimes

Bio-, Nano-, ICT

Application security

Information security and quality assurance

Network security

Privacy

Expected qualitative results

Recommendations for prevention and legal regulation of identity thefts.

Recommendations for privacy prevention in cyberspace.

Efficiency assessment method of personal identity identification system (methodology).

Recommendations for e-signature with and without timestamp in various types of

electronic agreements.

Development of alternative payment systems and electronic money systems for e-business

and adoption of system regulating models corresponding to the requirements of effective

payment system development theory.

III. EXPECTED QUANTITATIVE RESULTS

Indicators

2016-2017

Academic

year

2017-2018

Academic

year

2018-2019

Academic

year

2019-2020

Academic

year

R&D articles in research journals

indexed at Clarivate Analytics Web

of Science and Scopus databases

refereed publication list *

20 25 35

40

R&D articles in periodical refereed

research journals, included in other

internationally recognized

databases*

20 25 35

40

25

Non-dissertation-based R&D

monographs and studies published

by internationally recognized

scientific research publishers

3 5 7

9

Non-dissertation-based R&D

monographs and studies published

by other publishers

5 8 10

12

Higher education textbooks 5 6 7 8

Membership in scientific research

editorial committees 3 4

5

Organised international R&D events 8 8 8

8

Organised national R&D events 8 8 8

8

Implemented on-demand R&D

services for business and industry

entities

5 8 10

12

Science-business cooperation

agreements 3 4

5

Implemented international R&D

projects 5 6 7

8

Implemented national R&D

projects 7 10 15

20

Number of submitted patents 1 2

Number of licenses 1 1

Industrial doctorate students 1 1 2

Postdoctoral researchers 1 1 2 3

Participation in working groups

composed by state governing

institutions, state and municipality

offices and organisations, business

entities

3 4

5

Consultations provided for the

public and economic operators 3 4

5

Membership in international

working groups, associations, expert

groups

3 4

5

R&D promotion activities 5 5 5 5

* Not less than 50 per cent of research production is prepared in foreign languages (English is given

priority).

IV. COOPERATION WITH OTHER INSTITUTIONS

No. Title

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Universities

1. University of Aberdeen (Ireland)

2. Adam Mickiewicz University (Poland)

3. Ajou University (South Korea)

4. Altenholz High School of Administration (Germany)

5. Arizona State University (USA)

6. University of Aveiro (Portugal)

7. Baku Sate University (Azerbaijan)

8. Belarusian State University (Belarus)

9. Bialystok University of Technology (Poland)

10. Bergen University (Norway)

11. Berlin School of Economics and Law (Germany)

12. University of Bern (Switzerland)

13. School of Economics and Management of Public Administration in Bratislava

(Slovakia )

14. Free University of Brussels (Belgium)

15. Brno Masaryk University (Czech Republic)

16. Corvinus University of Budapest (Hungary)

17. Police Academy of the Czech Republic (the Czech Republic)

18. Yuriy Fedkovych Chernivtsi National University (Ukraine)

19. Yaroslav Mudryi National Law University (Ukraine)

20. American Educational Research Association (USA)

21. Eurasia International University (Armenia)

22. Ewha University (South Korea)

23. Fatih University (Turkey)

24. Federal Academy of Public Administration (Germany)

25. University Fernando Pessoa (Portugal)

26. Gangneung-Wonju National University (South Korea)

27. University of Ghana (Ghana)

28. Yanka Kupala State University of Grodno (Belarus)

29. University of Gratz (Austria)

30. University of Ilorin (Nigeria)

31. University of Indonesia Law Faculty (Indonesia)

32. Inholland University (The Netherlands)

33. University of Management and Economics (Lithuania)

34. Johannes Kepler University of Linz (Austria)

35. University of Cádiz (Spain)

36. Kaliningrad State University (Russia)

37. Çanakkale Onsekiz Mart University (Turkey)

38. Karol Adamiecki University of Economics in Katowice (Poland)

39. Kaunas University of Technology (Lithuania)

40. Kazakh National Pedagogical University (Kazachstan)

41. University of Cologne (Germany)

42. Kenyatta University (Kenya)

43. Taras Shevchenko National University of Kyiv (Ukraine)

27

44. Kingston University (UK)

45. University of Cyprus (Cyprus)

46. Christian Albrechts University Kiel (Germany)

47. Klaipėda University (Lithuania)

48. Copenhagen Business School (Denmark)

49. University of Cordoba (Spain)

50. Korea University (South Korea)

51. KROK University (Ukraine)

52. Andrzej Frycz Modrzewski Krakow University (Poland)

53. Kuban State University (Russia)

54. University of Lapland (Finland)

55. Latvian Police Academy (Latvia)

56. LCC International University (Lithuania)

57. Lithuanian University of Health Sciences (Lithuania)

58. Aleksandras Stulginskis University (Lithuania)

59. Linnaeus University (Sweden)

60. University of Lyon I (France)

61. University of Lyon II (France)

62. Technical University of Loja (Ecuador)

63. University of Lodz (Poland)

64. London Southampton University (UK)

65. Luhansk Taras Shevchenko National University (Ukraine)

66. Lund University (Sweden)

67. Malaysia University of Science and Technology (Malaysia)

68. Malmö University (Sweden)

69. Lomonosov Moscow State University (Russia)

70. Moscow University (Russia)

71. Mecklenburg-Western Pomerania Criminal Service (Germany)

72. Free International University of Moldova (Moldova)

73. Moldova State University (Moldova)

74. National Chengchi University (Taiwan)

75. Centre for Migration Law of Radbound University in Nijmegen (The Netherlands)

76. Carl von Ossietzky University of Oldenburg (Germany)

77. University of Osijek Faculty of Law (Croatia)

78. University of Oslo (Norway)

79. Punjab Group of Colleges (India)

80. Pyatigorsk State Linguistic University (Russia)

81. Southern Illinois University (USA)

82. Rīga Stradiņš University (Latvia)

83. Transport and Telecommunication Institute in Riga (Latvia)

84. East Carolina University (USA)

85. Saxony Police College (Germany)

86. University of Salvador (Argentina)

87. Saint Petersburg State University of Economics and Finance (Russia)

88. Politechnic University in Santarem (Portugal)

28

89. University of Zaragoza (Spain)

90. University of Savoy (France)

91. Siam University (Thailand)

92. Silesian University in Opava (Czech Republic)

93. Södertörn University (Sweden)

94. Sofia University St. Kliment Ohridski (Bulgaria)

95. Istanbul Bilgi University (Turkey)

96. Süleyman Demirel University (Turkey)

97. Šiauliai University (Lithuania)

98. T. C. Maltepe University (Turkey)

99. Tallinn University (Estonia)

100. International Institute for Democratic Transition (Hungary)

101. David Agmashenebeli University in Tbilisi (Georgia)

102. Ivane Javakhisvili Tbilisi State University (Georgia)

103. Tbilisi University (Georgia)

104. Tbilisi State University of Economic Relations (Georgia)

105. University of Texas (USA)

106. Alexander Dubcek University of Trencin (the Czech Republic)

107. University of Ss. Cyril and Methodius in Trnava (Slovakia)

108. Ukranian Academy of Banking of the National Bank of Ukraine (Ukraine)

109. Uppsala University (Sweden)

110. West Kazakhstan Academy of Humanities (Kazakhstan)

111. Polytechnic University of Valencia (Spain)

112. Warsaw School of Economics (Poland)

113. Ryszard Lazarski University of Commerce and Law in Warsaw (Poland)

114. Versailles Saint-Quentin-en-Yvelines University (France)

115. Turība University (Latvia)

116. Institute of Business Management (Pakistan)

117. Vilnius Gediminas Technical University (Lithuania)

118. Lithuanian University of Educational Sciences (Lithuania)

119. Vilnius University (Lithuania)

120. VIT University (India)

121. Vytautas Magnus University (Lithuania)

122. German Police University (Germany)

123. Vrije University Amsterdam (The Netherlands)

124. University of Wroclav (Poland)

125. WHL Graduate School of Business and Economics (Germany)

126. University of Zagreb (Croatia)

International organisations and state institutions

127. European Economic and Social Committee (EESC)

128. European Investment Bank

129. European Investment Fund

130. European Commission

131. European Science Foundation (ESF)

132. European Parliament

29

133. Court of Justice of the European Union (CJEU)

134. Kaunas City Municipality

135. Klaipėda City Municipality

136. Latvian Academy of Sciences

137. Court of Appeal of Lithuania

138. Supreme Court of Lithuania

139. Lithuanian Labour Exchange

140. Research Council of Lithuania

141. Lithuanian Academy of Sciences

142. Ministry of Environment of the Republic of Lithuania

143. Ministry of Energy of the Republic of Lithuania

144. Ministry of Finance of the Republic of Lithuania

145. Prosecutor’s Office of the Republic of Lithuania

146. Ministry of Culture of the Republic of Lithuania

147. President of the Republic of Lithuania

148. Seimas of the Republic of Lithuania

149. Ministry of Social Security and Labour of the Republic of Lithuania

150. Ministry of Transport and Communications of the Republic of Lithuania

151. Ministry of Health of the Republic of Lithuania

152. Ministry of Education and Science of the Republic of Lithuania

153. Ministry of Justice of the Republic of Lithuania

154. Ministry of Economy of the Republic of Lithuania

155. Ministry of Foreign Affairs of the Republic of Lithuania

156. Ministry of the Interior of the Republic of Lithuania

157. Government of the Republic of Lithuania

158. Ministry of Agriculture of the Republic of Lithuania

159. Lithuanian Business Confederation

160. Supreme Administrative Court of Lithuania

161. Office of the Equal Opportunities Ombudsperson

162. Panevėžys City Municipality

163. Parliamentart Ombudsmen’s Office of the Republic of Lithuania

164. Šiauliai City Municipality

165. Institution of the Ombudsperson for Children's Rights

166. State Child Rights Protection Institutions

167. Vilnius City Municipality

168. Fire and Rescue Department under the Ministry of Interior of the Republic of

Lithuania

169. State Consumer Rights Protection Authority

Associations, business enterprises, non-governmental organisations and etc.

170. Achema

171. Law company Raidla Leijins & Norcous

172. Law company Eversheds Saladžius

173. Professional Partnership of Advocates Motieka and Audzevičius

174. Law company Valiūnas Ellex

175. Professional Partnership of Advocates Markevičius, Gerasičkinas and Partners

30

176. Professional Partnership of Advocates Jurevičius, Balčiūnas and Bartkus

177. Law office Balčiūnas, Grajauskas, Leadell

178. Professional Partnership of Advocates Triniti LT

179. Association Investors’ forum

180. Institute of Responsible Business and Mentoring

181. Bitė

182. British Chamber of Commerce in Lithuania

183. British Council

184. Labour Market Research Institute

185. Internet portal Delfi

186. Dujotekana

187. European Consumer Centre in Lithuania

188. European University Association (EUA)

189. Goethe Institute

190. CSR Network Lithuania

191. Infobalt

192. Information Technology and Communication Department under the Ministry of the

Interior of LR

193. Military Police

194. Kėdainiai Tourism and Business Information Centre

195. Lithuanian Association of Responsible Business

196. Institute of the Lithuanian Language

197. Lithuanian Bar Association

198. Chamber of Judicial Officers of Lithuania

199. Lithuanian Association of Economists

200. Lithuanian Institute of History

201. Language Teachers’ Association of Lithuania

202. Lithuanian Chamber of Notaries

203. Lithuanian Confederation of Industrialists

204. Lietuvos rytas

205. Lithuanian Confederation of Industrialists

206. Lithuanian Lawyers Association

207. Lithuanian Association of Property Valuers

208. The Lithuanian Center for Human Rights

209. Association of Judges of the Republic of Lithuania

210. State Research Institute Centre for Innovative Medicine

211. Marijampolė Social Aid Centre

212. National Association of Financial Services Consumers

213. National Courts Administration

214. Luminor

215. DnB Nord

216. Telia Lietuva

217. International Association of Universities

218. Civic Responsibility Foundation (CRF)

219. Chamber of Commerce, Industry and Crafts

31

220. French Institute

221. PricewaterhouseCoopers

222. Respublika

223. SEB bank

224. Lithuanian Social Research Centre

225. Swedbank

226. Education Exchanges Support Foundation

227. Telia Lithuania

228. Transparency International Lithuania

229. State Child Rights Protection and Adoption Service under the Ministry of Social

Security and Labour

230. State Consumer Rights Protection Authority

231. Veidas

232. Visoriai Information Technology Park

233. Vilnius University Hospital Santaros Klinikos

234. Knowledge Economy Forum

235. Human Rights Monitoring Institute, etc.