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"The book collects more than 50 articles focusing on vital issues in European higher education. These are arranged in sections addressing the European Higher Education Area (EHEA), teaching and learning, quality assurance, mobility, higher education governance in the EHEA , funding of higher education, diversification of higher education missions, higher education futures and foresight."

"This volume on changing relationship between state and market, contains, besides an introductory analytic overview of the issues, accounts from different countries, regions, and thematic perspectives. Chapter authors describe and analyze government reforms and other developments that have directly or indirectly affected this relationship. Although the geographical focus is on North America, especially Mexico, South East Asia and Europe, the phenomenon is not limited to these regions and countries but worldwide."

"This paper first of all present the outcome of the foreign higher education for the Indonesian elite, instead of creating the Indonesian Intellectual Elite, they are merely a technical professional, without integrity nor the fighting spirit to serve empowerment and the improvement of the majority Indonesian people who uneducated, underdeveloped, and under poverty. These intellectual elite educated abroad become the new colonialist who enjoyed the colonization of the majority of Indonesian people. The current higher education outcome in Indonesia creates more a professional skilled persons, but lacking the creation of a person with integrity, dignity and the patriotic and the fighting spirits favoring to struggle in empowering the majority of the utter poor people of Indonesia.... "

"[This book explores notions of quality as understood within various systems of national, formal, and nonformal education. Also it considers the tensions that arise with the introduction of new standardized notions of quality in relation to international measures and educational reforms in developing countries. In all cases, specific national issues and concerns compete with global agendas. Challenges to quality that are given particular attention in the book chapters include changing definitions of quality, high expectations for education and issues with implementation, and the introduction of English as a means to achieve quality in a globalizing world. Special attention is also given to possible actions that support a more equitable education without ignoring the requisite of quality. The final chapter suggests three models/choices for seeking higher quality and guiding the educational future of nations.;This book explores notions of quality as understood within various systems of national, formal, and nonformal education. Also it considers the tensions that arise with the introduction of new standardized notions of quality in relation to international measures and educational reforms in developing countries. In all cases, specific national issues and concerns compete with global agendas. Challenges to quality that are given particular attention in the book chapters include changing definitions of quality, high expectations for education and issues with implementation, and the introduction of English as a means to achieve quality in a globalizing world. Special attention is also given to possible actions that support a more equitable education without ignoring the requisite of quality. The final chapter suggests three models/choices for seeking higher quality and guiding the educational future of nations., This book explores notions of quality as understood within various systems of national, formal, and nonformal education. Also it considers the tensions that arise with the introduction of new standardized notions of quality in relation to international measures and educational reforms in developing countries. In all cases, specific national issues and concerns compete with global agendas. Challenges to quality that are given particular attention in the book chapters include changing definitions of quality, high expectations for education and issues with implementation, and the introduction of English as a means to achieve quality in a globalizing world. Special attention is also given to possible actions that support a more equitable education without ignoring the requisite of quality. The final chapter suggests three models/choices for seeking higher quality and guiding the educational future of nations.]"

"Tesis ini membahas mengenai isu pendidikan di Eropa yang saat ini sedang memfokuskan pada peningkatan kualitas dan inovasinya agar mampu bersaing secara kompetitif di seluruh dunia. Pada dasarnya kebijakan pendidikan dibentuk dengan tujuan untuk melaksanakan kewajiban pasar internal yang sangat bergantung pada kondisi ekonomi saat itu, sehingga akhirnya Uni Eropa menciptakan kerangka kebijakan pendidikan yang berpusat pada dimensi ekonomi, politik, sosial dan budaya agar dapat memperkuat standar hidup warga Eropa yang cerdas, berkelanjutan dan inklusif sesuai dengan target “Strategi Eropa 2020” untuk menjadikan Eropa negara ekonomi berbasis pengetahuan. Metode yang digunakan dalam penelitian ini ialah metode kualitatif dengan pendekatan hubungan internasional, ekonomi dan budaya. Adapun teori yang digunakan sebagai instrumen analisis yaitu teori neo-institusionalisme (yang dikemukakan oleh William R. Scott) dengan tiga pilar elemen analisisnya, yaitu pilar normatif, regulatif, dan kultural-kognitif, serta teori modal manusia (yang dikemukakan oleh Garry S. Becker). Teori ini berkaitan dengan pencapaian produktivitas ekonomi melalui investasi modal manusia dalam program pendidikan dan pelatihan, serta sumber daya manusia sebagai tenaga kerja.

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This thesis discusses the issue of education in Europe which is currently focusing on improving its quality and innovation in order to be able to compete competitively around the world. Basically, education policy was formed with the aim of carrying out the obligations of the internal market which is very dependent on the current economic conditions at that time, in order the European Union created an educational policy framework centered on the economic, political, social and cultural dimensions in order to strengthen the standard of living of its citizens to be smart, sustainable and inclusive in accordance with the target of the "European 2020 Strategy " to make Europe as a knowledge-based economy. The methods used in this research are qualitative methods with an approach to international relations, economics and culture. The theory used as an instrument of analysis is neo-institutionalism theory (by William R. Scott) with three pillars of its analysis elements (normative, regulative, and cultural-cognitive pillars), and Human Capital Theory (by Garry S. Bcker). This theory deals with achieving economic productivity through investment in human capital in education and training programs, and human resources as labor."