With the processes of inter- and intranationalization, higher education in Hong Kong has been rapidly expanding in an effort to develop the city into a regional education hub. This article explores the trends and developments of higher education research (HER) in Hong Kong in the context of inter- and intranationalization. By drawing on the data from the Scopus database, this article analyzes a selection of journal articles on higher education published in Hong Kong over the past three decades. Findings show that significant growth and some new outputs have been seen in the field during the study period. In addition, local researchers have complied with the rule by forming more transnational and intranational research teams and by conducting more non-local studies. Interestingly, many of them have not abandoned local collaboration and studies, but they further developed their roots. These findings reveal that some internal signs of cosmopolitanization have been recorded in the field.
[Copyright © 2015 International Association of Universities.]

Hong Kong has signaled its intention to develop itself as a regional education hub for a decade. However, the policy is being criticized because Hong Kong has neither diversified its student population ethnically and culturally nor expanded its share in the global higher education market. This chapter explores the significance of the education hub concept in the development of higher education in Hong Kong. It begins with a brief examination of the existing approach to the concept of education hub and internationalization of higher education. It then looks into the main initiatives made by the Hong Kong government to implement its education hub strategy. This is followed by a critical examination of the effects of the hub strategy with a focus on the tensions between Hong Kong and mainland China. It also explores the special status of Hong Kong’s higher education sector in China under the “one country, two systems” constitutional framework. The chapter concludes by arguing that a capitalist and instrumentalist interpretation of internationalization of higher education is not a sufficient condition to underpin an effective education hub notion. Instead, it sees cosmopolitanism as a better ideological rationale for the development of internationalization of higher education in the city.
[Copyright © 2016 Springer Science+Business Media Singapore.]

This paper aims to critically reflect on internationalization of higher education in Hong Kong in the light of Beck's thesis of cosmopolitization. While it argues that the existing internationalization process is largely founded on a national perspective, it proposes a cosmopolitan alternative for future development. Alternative here refers to a transnational perspective on global development of higher education. The paper begins with a literature review which exemplifies how cosmopolitanism can be used to examine and rectify the internationalization process in higher education. This is followed by a historical review of internationalization of higher education in Hong Kong. It then turns to examine the main policy initiatives related to internationalization and the corresponding tensions caused. The following section leads us to rethink the mission of internationalization. To conclude, the paper argues that cosmopolitan solution, by giving a cosmopolitan vision, is a way of bringing the educational perspective back to education.
[Copyright © National Academy for Educational Research].

This study is aimed at exploring the evolution and characteristics of higher education research in Hong Kong within the special context where neoliberalization, internationalization and "sinicization" simultaneously drive the development of universities and academic community in the city-state. This study analyzes the research outputs of Hong Kong on higher education between the 1980s and the 2000s. The publication data on higher education research will draw on Scopus database and will focus on journal articles. The selected research outputs will be analyzed by themes and issues so as to explore what types of issues higher education researchers have been most interested in and the extent to which their interests have reflected and responded to the systemic changes in higher education in the last three decades.