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Abstrak :
Kinerja PT, tidak terkecuali PTS sangat dipengaruhi oleh gaya pemimpin PT yang bersangkutan. Pemetaan tipe kepemimpinan pemimpin 100 PTS di DKI Jakarta yang dijadikan sebagai sampel dalam penelitian ini, dengan indikator kepemimpinan yang ideal untuk menghadapi perubahan di era globalisasi menunjukkan bahwa sebagian besar 98 pemimpin PTS di DKI Jakarta masuk dalam kategori tipe kepemimpinan transformasional, sementara 2 sisanya masuk dalam kategori tipe kepemimpinan transaksional. Namun apabila dicermati secara lebih detil nilai yang dimiliki oleh 2 pemimpin PTS yang masuk dalam kategori tipe kepemimpinan transaksional tersebut mendekati nilai untuk tipe kepemimpinan transformasional. Dengan demikian, maka secara umum dapat dikatakan bahwa 100 pemimpin PTS di DKI Jakarta memiliki tipe kepemimpinan transformasional. Permasalahan yang diangkat dalam penelitian ini difokuskan pada pengaruh peran Kepemimpinan Transformasional dalam membangun Code of Conduct, Best Practice, dan Kinerja dalam mewujudkan Good University Governance PTS di DKI Jakarta. Adapun tujuan penelitian ini adalah untuk: 1 menganalisis pengaruh Kepemimpinan Transformasional terhadap Code of Conduct; 2 menganalisis pengaruh Kepemimpinan Transformasional terhadap Best Practice; 3 menganalisis pengaruh Kepemimpinan Transformasional terhadap Kinerja; 4 menganalisis pengaruh Code of Conduct terhadap Best Practice; 5 menganalisis pengaruh Code of Conduct terhadap Kinerja; dan 6 menganalisis pengaruh Best Practice terhadap Kinerja. Hasil analisis menggunakan metode Structural Equation Model SEM menunjukkan bahwa 1 Kepemimpinan Transformasional berpengaruh positif sebesar 0,5 terhadap terbentuknya Code of Conduct; 2 Kepemimpinan Transformasional berpengaruh positif sebesar 0,36 terhadap terbentuknya Best Practice; 3 Kepemimpinan Transformasional tidak berpengaruh secara langsung terhadap Kinerja, namun berpengaruh secara tidak langsung terhadap kinerja melalui Best Practice; 4 Code of Conduct berpengaruh positif sebesar 0,67 terhadap terbentuknya Best Practice; 5 Code of Conduct tidak berpengaruh secara langsung terhadap Kinerja, namun berpengaruh secara tidak langsung terhadap kinerja melalui Best Practice; dan 6 Best Practice berpengaruh positif sebesar 0,76 terhadap Kinerja. Code of Conduct tidak berpengaruh secara langsung terhadap kinerja karena di negara berkembang Code of Conduct sangat ditentukan oleh budaya lokal, merupakan sesuatu yang baru bagi PTS, dan untuk implementasinya perlu adanya contoh melalui Best Practice. Kata kunci: kepemimpinan transformational, code of conduct, best practice, kinerja PTS, good university governance.

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The performance of Higer Education HE , not least the private ones, is strongly influenced by the style of leadership of the relevant HE. The mapping of leadership types of 100 university leaders in DKI Jakarta is taken as samples in this study, with the ideal leadership indicators to encounter changes in the globalization era showing that most private university leaders in DKI Jakarta 98 fall into the category of transformational leadership type. The remaining 2 falls into the category of transactional leadership type. However, more detailedly examined, the value owned by the 2 of Private Higher Education PHE leaders who fall into the category of transactional leadership type is close to the value for the type of transformational leadership. It can therefore generally be said that 100 private university leaders in DKI Jakarta have a transformational leadership type. The issues raised in this study are focused on the influence of Transformational Leadership in building Code of Conduct, Best Practice, and Performance in achieving Good University Governance of PHEs in DKI Jakarta. The purpose of this research is to analyze 1 the influence of Transformational Leadership on Code of Conduct 2 the influence of Transformational Leadership on Best Practice 3 the influence of Transformational Leadership on Performance 4 the effect of Code of Conduct on Best Practice 5 the effect of Code of Conduct on Performance and 6 the influence of Best Practice on Performance. The result of the analysis using Structural Equation Model SEM method show that 1 Transformational Leadership had positive effect of 0.5 on the formation of Code of Conduct 2 Transformational leadership has a positive effect of 0.36 on the formation of Best Practice 3 Transformational leadership does not directly affect performance, yet indirectly affects it through Best Practice 4 Code of Conduct has a positive effect of 0.67 on the formation of Best Practice 5 The Code of Conduct has no direct effect on Performance, yet indirectly affects it through Best Practice and 6 Best Practice has a positive effect of 0.76 on Performance. The Code of Conduct does not directly affect performance since in the developing countries Code of Conduct is strongly determined by local culture.It is something new for the PHEs, and for its implementation, they need an example through Best Practice. Keywords Transformational Leadership, Code of Conduct, Best Practice, Performance of Private Higher Education, Good University Governance.

Abstrak :
In the case studies of six OECD countries, Andrea Bernhard exemplifies the ongoing trends and changes of quality assurance systems along peer-reviewed country reports and interviews with national and international experts. The comparative analysis is based on international, descriptive, discursive, and analytical aspects concentrating on the theoretical concepts of massification, diversification, privatisation, and internationalisation. The author highlights the leading trend towards quality assurance within an international higher education area and provides recommendations to establish a functioning quality assurance system within the observed higher education systems and beyond their borders.

Abstrak :
This new book presents a comprehensive overview of the current ?state of the art? of ranking in higher education and research, and introduces a completely new approach called ?multidimensional ranking?. In part 1 rankings are discussed in the broader context of quality assurance and transparency in higher education and research. In addition the many current ranking methodologies are analyzed and critized, and their impacts are explored. In part 2 a new approach to ranking is introduced, based on the basic idea that higher education and research institutions have different profiles and missions and that the performances of these institutions should reflect these differences. This multidimensional approach is operationalized in a new multidimensional and user-driven ranking tool, called U-Multirank. U-Multirank is the outcome of a pilot project, sponsored by the European Commission, in which the new ranking instrument was designed and tested at a global scale.

Abstrak :
In this book, which is based on a five-year study following over 200 students at seven colleges, the authors argue that becoming liberally educated is a complex and messy process involving making decisions and learning from them. Colleges create spaces (both physical and metaphysical) in which students must make decisions, often in the face of ambiguous situations. Some of these decisions--like declaring a major--are formal and happen infrequently. Others--like deciding to talk to a professor after class or balancing academic and extracurricular commitments--are informal and occur almost every day. Because most of these decisions have no right or wrong answers, the choices students make, and what they learn from these choices, shape their college experiences. Students can see their decision-making as opportunities to change and reflect, a process by which they learn about themselves and acquire practice for making decisions as adults after college. But they can also see decision-making as an obstacle course for which the best approach is to minimize risk, reduce uncertainty, and finish quickly. In "figuring things out," either seeing decisions as opportunities or obstacles, college students find themselves caught up in a process of self-creation and re-creation. This simple observation about the college experience has neither been fully appreciated nor systematically explored. Yet the implications of casting student experiences as a series of choices that offer opportunities for re-creation have consequences for students and colleges alike. Students don't just start college and then finish it. They start and re-start college many times