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The purpose of this chapter is to analyze and present theoretical and empirical findings about the ways that teachers in Higher Education (HE) interpret the role of ICT for their professional development both as teachers in HE and as medical professionals in some cases. Two research questions were formulated: 1) Why is the employment of technologies fully accepted and promoted in almost all aspects of professional activity, but employment of ICT for teaching and learning at HE is not always used to its full potential? 2) What (if any) educational support is needed for university teachers to use available e-learning opportunities for their own development as teachers to a greater extent? Educational support for university teachers to use contemporary information communication technologies and network provisions more effectively for their competence development are presented. Introduction In the world, that is aiming to become a knowledge society, up-to-date information is the most valued commodity, knowledge, and skills. Different scientists analyze various aspects of the application of information and communication technologies (further on referred as ICT) in the study process, and, also, they emphasize ICT value and importance (Peceliunaite, 2011; Rutkauskiene & Gudoniene, 2010; Davidson & Waddington, 2010; Rupesh, 2009; Chye, Tan, & Goh, 2004; Kemmis, Atkin, & Wright, 1977). Different authors make similar conclusions as concerns ICT being capable of forming up-to-date cultural and technological environment, where learning turns to be different; respectively, the behaviour norms of university educators and students change as well. In this chapter we will address two research questions by starting with a short historical introspection and then discussing two main theses. Firstly, we must be aware that human history itself is a history of globalization. Though the term “globalisation” has dominated in scientific, political, and economical discourse during

The objectives of the Rural Development Programmefor Lithuania for the period 2007 to 2013 are to: (a) preserve natural and cultural heritage objects, (b) support complementary activity in the rural areas, and (c) generate rural tourism as an economic sector. The aim of this study is to identify current trends specific to the Lithuanian rural tourismsector and propose potential means of development. This study focuses on an inter-county assessment of rural tourismflows within Lithuania by the means of an index decomposition analysis. Consequently, an analysis was undertaken covering factors including the number of the rural tourism farmsteads, spatial distribution of those farmsteads, and capacity, an amended Defert Index, and duration of stay effects. The analysis suggests that the Lithuanian rural tourism sector was negatively affected by the 2008 recession. Indeed, the impacts exhibited relatively high elasticity of demand for rural tourism. Hence, there is a need for the further development of appropriate marketing and information dissemination strategies aimed at both middle and lower income consumers.