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In this paper a model of service quality management based on the process approach has been presented. The first part of the article contains the theoretical framework of service quality and the process approach in management. Next, quality of service process has been presented in reference to a process-based definition in quoted literature. Finally, the outcomes of a customer questionnaire concerning the validity of particular quality attributes has been presented. The collected data in relation to service process quality stages have enabled the development of a of service quality model for process management.
This article presents the structure and analysis of information security incidents in a production company in 2015-2017. The purpose of the analysis is to identify incidental events and their frequencies. The analysis includes the occurrence of notifications, threatening events, employee errors and false alarms. The conducted research includes also the procedure for handling the incident in the enterprise. The enterprises very often avoid informing their contractors about the occurrence of incidents. Thanks to the analysis of incidents and a clearly defined action plan, the examined enterprise tested the incidents and actions taken with them as a method of creating the added value of the enterprise during the period under consideration. The conducted research has shown that contractors who are aware of preventive actions taken, as well as those affecting information security even after the occurrence of an incident, are more willing to provide trust and even support to the surveyed enterprise. The conducted analysis is a pilot study carried out in one large enterprise in the metallurgical industry. The aim of the conducted research is to show that the incident or negative event may have a positive impact on the company's image. The research was carried out with the use of a questionnaire and in-depth interview with representatives of enterprises that are co-operators of the examined company.
Airina Volungevičienė, Margarita Teresevičienė and Kristina Mejerytė- Narkevičienė
This article defines the shift in the concept and conditions of collaborative learning for university studies using the social networking tool Facebook and discusses the collaborative learning effect in terms of using Open Educational Resources (OER), creating learning artefacts and new generic competence development. In order to evaluate students’ learning through collaboration in Facebook, qualitative research method and survey of generic competencies based on the Tuning project framework (2003) were used. The data was collected through focus group interviews and analyzed using qualitative content analysis. The qualitative research method was chosen because it provides information of how students collaborate and what experience they gained during the activities. First, Facebook online groups have been identified at three different levels at VMU. The Facebook first level group was the social networking of Vytautas Magnus University’s students and academic staff. The second level group was created for the department dealing with social sciences, and is called “Department of Social Science”. The third level group is “Education Service Management” within the Department of Education. The research was done at the third level group with the students of the “Education Service Management” study programme. As research results show, Facebook as a social network has been changing communication between students, by facilitating the exchange of information and knowledge. The research analyses Facebook in the context of undergraduate university studies, based upon the experience of Vytautas Magnus University (VMU) for using Facebook for university studies. It could be concluded that learning is about developing capabilities to think and to act. Learners using social networking tools for collaborative learning, act, provide feedback and peer-review, asses and rate information. Openness is based on the idea that knowledge is disseminated and shared freely for the benefit of society as a whole. University students collaborate online and learn by using and exchanging OER, as well as developing them as the artefacts of online collaborative learning. They influence task design by creating “educational resources” themselves.
Civil ServiceManagement Board. (2016a). Civil ServiceManagement Board - 30 September 2016 [Meeting minutes]. Retrieved from http://www.per.gov.ie/wp-content/uploads/CSMB-Minutes-September-2016.pdf [6 January 2017].
Civil ServiceManagement Board. (2016b). Civil ServiceManagement Board -28th October 2016 [Meeting minutes]. Retrieved from http://www.per.gov.ie/wp-content/uploads/CSMB-Minutes-October-2016.pdf [6 January 2017].
Department of Public Expenditure and Reform. (2016a). Annual progress
Tuan-anh Tran, Rajab Ghabour, My Nguyen and Miklós Daróczi
Originated as a production management philosophy, Lean Manufacturing has successfully transferred and implemented globally. Lean genealogy studies have been conducted, indicating the essential concept now evolves to Lean Management (LM), which is applicable to many branches of production and services management, viz quality and productivity, human resources, knowledge and technology, etc. Innovation has been made to ensure a smooth customization of knowledge and principles, tailored to each organization who is eager to implement this state-of-the-art management system. However, failures are becoming commonplace due to the lack of understanding the core values, and insufficient intensification of compensation for cultural differences. In this paper, cases of implementing LM across the Visegrád group (V4) and the ASEAN Free Trade Area (AFTA) from previous literature are taken into consideration. Factors that differentiate the characteristic of LM are brought to discussion. Therefore, the discovered gap between the two trade blocs urges the in-depth amendment and modification of employed concepts, tools, etc. A model is consequently elaborated, which aims at facilitate the managerial decision-making process regarding knowledge transfer of LM between V4 and AFTA, based on critical factors related to human, technology and culture, i.e. Labor cost, Manual requirement, Awareness, Continuous Improvement culture. This model can be used to predict the change should be made, or the criterion should be fulfilled to transfer the implementation and knowledge of LM effectively.
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Professional training of the agents of the US Border Patrol Special Operations Groups has been substantiated in the article. Special attention has been paid to revealing Selection and Training Course (STC) of the Border Patrol Tactical Unit (BORTAC) and the Border Patrol Search, Trauma, and Rescue Unit (BORSTAR). It has been determined that BORTAC STC lasts over a month and candidates who pass the initial testing must then complete a timed, six-mile ruck march with a weighted pack, swimming, treading water and drown-proofing. As indicated in the article, in case of successful completion of the testing phase, candidates undergo weeks of intense training in tactics and airmobile operations, operational planning and weapon skills. As mentioned further, BORSTAR STC foresees a physical abilities test: a minimum of 7 pull-ups, 40 push-ups, 60 sit-ups (in 2 minutes), 1,5 mile run in 11 minutes or less, and a 250-yard swim. The following disciplines are taught during the course: the basic incident management system and incident command system, technical rescue framing, land navigation, tactical medicine framing, swift-water rescue technician framing etc. Besides, the curricula of such disciplines as “Tactics and special training”, “Topography”, “Weapons practice", “Tactical medicine", “Physical framing” (104 academic hours and 88 hours of classrooms lessons) for the State Border Guard Service of Ukraine mobile forces framing have been presented. The SBGSU mobile personnel framing program lies in a thorough study of the specifics of service management and carrying out of service duties, as well as learning of the SBGSU mobile units ’ personnel actions during protection of the state border, personal security and the use of force. The main objective of the framing course is to acquire the special knowledge and practical skills necessary for performing the main tasks on the state border protection, which are prescribed by professional duties. At the same time, the focus is made on the practical component of the actions of the border guards. In addition, they improve knowledge and skills during the framing process.