Given the strong worldwide trend of internationalisation of higher education, what implications can be drawn from the ongoing progress for research development, policy improvement and practical innovation in higher education? Based on international literature, this chapter will review and discuss the complicated nature of higher education internationalisation and propose a conceptualization matrix to capture its major characteristics. A typology of higher education development will also be proposed to illustrate how internationalisation is related to the future directions and scenarios of higher education development in Hong Kong and beyond. It is hoped that both the development typology and conceptualization matrix can help policy makers, educators, researchers, social leaders and change agents to understand the related issues of internationalisation of higher education in a wider context. Taking Hong Kong as a case in the fast-developing Asia-Pacific region, this chapter will also introduce the key features of the book composed of three parts with ten chapters which provide comprehensive studies with quantitative and qualitative empirical evidence and diverse perspectives to analyse and review the key issues and challenges in different aspects of the internationalisation of higher education. It aims to draw implications and recommendations for future developments in both Hong Kong and international communities.
[Copyright © 2016 Springer Science+Business Media Singapore.]

This article reports the results of a case study involving two ethnic Chinese students, one from Malaysia and one from Indonesia, who chose to pursue higher education in Hong Kong. By placing the students at the centre of an investigation of the social, political, economic and educational contexts of their home countries and host territory, the study sought to gain a holistic understanding of cross-border mobility. The findings suggested that the students’ personal backgrounds and dispositions mediated the external push-pull factors involved in their decisions. The data showed that the two students’ cross-border mobility allowed them to redefine their ethnic identities and create global academic and professional identities. The implications of the purposes of cross-border mobility and methods for examining student mobility are discussed.
[Copyright © 2016 Springer Science+Business Media Singapore.]

The purpose of this study is to examine the current conditions of higher education services in three Asian markets and to explore effective market strategies and supportive government policies to further promote Hong Kong’s higher education in the region. It is evident from the findings that the visibility of Hong Kong’s higher education in these Asian markets was extremely low. The low visibility of Hong Kong’s higher education in the Asian region was due to a lack of concerted and coordinated effort between the Hong Kong government and higher education institutions in promoting their higher education. The study points to the need for more wide-ranging and coherent marketing strategies and government policies in order to attract the growing number of international students.
[Copyright © 2011, IGI Global.]

This paper describes the features of education system and the context of educational reform in Hong Kong and reviews the major initiatives for educational effectiveness, quality, and relevance, particularly in school contexts in the new century. Responding to the challenges from economic and social developments, Hong Kong people have shown their strong commitment and effort to educational reforms. Since the last 1970s, a number of important policies have been issued to improve educational practice and school management. These educational changes can be classified into two waves of reform, representing two different paradigms of policy conception: External Intervention Approach and School-based Approach. Effectiveness, quality, and relevance in education should be the key concerns in these reforms. Even though some drawbacks and difficulties have inevitably been encountered in policy formulation and implementation, obviously numerous good opportunities have been created for policy-makers, school practitioners, and effectiveness research. The ongoing education experiments, reform experiences, and improvement practices at both the system and school levels may not only benefit Hong Kong people, but also furnish a basis for making a contribution to the international concern for effectiveness, quality, and relevance in education in the new millennium.