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"Higher education the world is at present changing. One of the factors contributing is the changing economic situation. A triangle, i.e. the academic community, the state, the market demand, and the interaction between those factors, controls higher education in a country. This pattern of interaction is undergoing a transformation as most countries would like to reform their higher education system through a series of directed and systematic regulation and deregulation. Williams (1995) uses the term "marketization" for those processes.Competition in the international economy as one of the results in a heavy burden for developing countries. In the New World order human resources is an important if not the most important factor in determining the success of economic and national development. One of the result of global capitalism on higher education is the rise of competition as governments try to raise enrolment in public and private universities. This results in suffer competition should result in improved capacity to compete among universities and as a result there should be a decrease in the costs of higher education and research. Universities do not only have to compete among themselves, but also in developed countries as there is an increase in competition to obtain the best students, the best teachers, and bigger funding for education and research. Universities do not only have to compete among themselves, but also with the industrial and public sectors, for instance to get the best teachers, different countries have different approaches to this problem. Malaysia e.g. approaches the problem by empowering the universities, i.e. by giving more autonomy through corporatization of the universities."

"This paper examines the fundamental logic that shaped the chinese administrative reform during the past three decades from the perspective of the "double movements" : maeketization and self-protection of society...."

"Marketisasi pendidikan terjadi sedemikian rupa dengan asumsi dasar untuk memfasilitasi kebutuhan unik setiap individu, walau tidak gamblang diakui. Sejauh ini, diskusi filosofis berkutat pada pertanyaan kunci apakah marketisasi pendidikan baik bagi tata hidup bersama dan bagaimana menjaga tegangan kehendak pasar dengan nilai-nilai kemanusiaan secara holistik. Penelitian ini berpendapat bahwa diskusi filosofis tersebut tidak relevan dalam menangkap perubahan lanskap pada era digital. Menggunakan metode analisis kritis, penelitian ini menemukan bahwa lokus tegangan marketisasi pendidikan tidak lagi hanya terpusat di perguruan tinggi; melainkan pada individu. Individu otonom sebagaimana digagas oleh Nietzsche sangat dimungkinkan pada era digital, di mana individu memiliki kebebasan dan kendali sendiri untuk mempelajari apa yang diminatinya, bahkan dapat berkarya sesuai dengan kehendaknya sendiri. Namun, hal ini belum mengaktivasi empati individu. Karenanya, penelitian ini mengusulkan perbaikan algoritma dan pemodelan untuk memungkinkan empati dan perluasan wawasan atas minat individu diimplementasikan. Selain itu, penelitian ini menemukan bahwa masyarakat dan perguruan tinggi memiliki peran besar dalam pengembangan individu-individu yang otonom dan berempati. Diseminasi masalah masyarakat tidak dapat dikerdilkan hanya sebagai isu ekonomi semata, sehingga isu-isu yang dihadapi bersama dapat menstimulasi individu untuk melampaui keterbatasan dirinya guna mengatasi masalah bersama.

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The marketization of education has unfolded in such a way that it ostensibly aims to facilitate the unique needs of each individual, though this is not explicitly acknowledged. To date, philosophical discussions have revolved around the key question of whether the marketization of education is beneficial for communal living and how to balance market demands with human values holistically. This research argues that such philosophical discussions are irrelevant in capturing the changing landscape in the digital era. Employing critical analysis methods, this study finds that the locus of tension in the marketization of education is no longer centered solely on universities; rather, it lies within the individual. The concept of the autonomous individual, as envisioned by Nietzsche, is highly feasible in the digital era, where individuals have the freedom and control to learn what interests them and even create according to their own will. However, this has not yet activated individual empathy. Therefore, this research proposes improvements in algorithms and modeling to enable empathy and broaden the perspectives on individual interests. Additionally, the study finds that society and universities play a significant role in the development of empathetic and autonomous individuals. The dissemination of societal issues cannot be trivialized as merely economic concerns, so that shared challenges can stimulate individuals to transcend their limitations in addressing common problems."