This article examines the evolving concept of Hong Kong as an education hub, with a focus on the influence of the Greater Bay Area (GBA) strategy on higher education development. It begins by reviewing the impacts of the policy of developing Hong Kong into an education hub on the city's educational landscape and global competitiveness. Subsequently, the article investigates the GBA's role as a subnational higher education region, highlighting the heightened strategic cooperation between Hong Kong and the Chinese Mainland in the higher education arena. The cases of the Chinese University of Hong Kong, Shenzhen and the Hong Kong University of Science and Technology, Guangzhou are examined as examples of cross-border education in the GBA, shedding light on their role in fostering research collaboration and knowledge exchange. The article reimagines the notion of an education hub, underscoring Hong Kong's transition from a gateway to a radiator , and discusses the implications of this shift for the city's global and national positioning. Through this analysis, the article examines the dynamics and future prospects of education hub in Hong Kong, particularly within the context of emphasising integration with the Chinese Mainland. • Reviewing Hong Kong's education hub policies, strategies, and outcomes. • Revealing China's the Greater Bay Area as a subnational higher education region and its implications for Hong Kong's position in the global and national higher education landscape. • Introducing and coining the term "radiator" as a conceptual representation of Hong Kong's repositioning. Copyright © 2023 Elsevier.

Literature suggests that state–market relations in Asian transnational education appear as a hybrid of economic socialism and economic liberalism as well as of supra-territoriality and sovereignty. Such a notion of hybrid focuses on how Asian states manage the struggles over the meaning and value of higher education, thereby addressing various ways in which states participate in neoliberal globalisation. This paper argues that Asian states’ higher education policy choices are restricted by local politics and the resulting policy agendas. This argument explains the paradoxical situation that Malaysia continuously encounters when developing its regulatory regime to govern transnational education. The argument also illuminates the recalibrations that appeared in the transnational education policies of Singapore and Hong Kong. The paradox and recalibrations reveal how a political perspective on transnational education is important to understand Asian states’ responses to globalisation in higher education regardless of the nature of their regulatory regimes. Copyright © 2021 Society for Research into Higher Education.

This article presents a comparative analysis of national policies, implementation strategies, and regional and global aspirations to establish education hubs in Hong Kong and South Korea. The authors argue that existing definitions of education hubs do not yet sufficiently consider whether a hub's orientation is global or regional and how its funding sources direct its mission and vision. The authors first review current definitions of education hubs and then use Ranga and Etzkowitz's Triple Helix conceptual framework to analyze Hong Kong and South Korea's national policies and their hubs' distinct vision, goals, strategies, rationales, and major stakeholders. The article concludes with an updated definition for education hubs which is inclusive of purpose, mission, role in the knowledge economy, and relationships between key stakeholders, including government, higher education institutions, and industry. This research identifies key indicators of a successful hub and provides additional necessary insights for policy makers working to develop future education hubs.
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This argument in this study is that the descriptive dimension of the concept of education hub, which focuses on the importance of connectivity in enhancing the competiveness of a place, is inadequate in addressing the educational values in globalising higher education. Therefore, it attempts to initiate a normative dimension of education hub through an empirical account of the experience of a group of Myanmar university students in Hong Kong and an engagement with the ideas of cosmopolitanisation and the notion of higher education as a ‘transnational’ human right. By considering these stories from Myanmar, this study reveals the adoption of the internationalisation of higher education in promoting transnational justice and development.
[Copyright © 2016 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management.]

This chapter aims to review and analyze the functions, modes, requirements, and related issues of developing a regional education hub in the Asia-Pacific region. Taking Hong Kong as an emerging case, it examines the relationship between education hub development and higher education development as well as the strategic functions of an education hub to the future development of Hong Kong. The development of an education hub was found closely linked to the demands for higher education in the Asia-Pacific region as well as the internal dynamic of higher education and societal developments in Hong Kong. The mode of education hub development in Hong Kong should put more emphasis on world-class soft power building instead of marketization for generating financial incomes. The requirements for successful education hub development include the huge demands for provision and internationalization of higher education in the region, the strengths of the higher education sector, the policies and measures for attracting and supporting international students and education service providers, and the leadership and support of key government bureaus or central agencies. The discussion and analysis in this chapter will contribute to the related literature, policy development, and initiative implementation in areas of education hub and higher education internationalization not only in Hong Kong but also in other parts of the world.
[Copyright © 2016 Springer Science+Business Media Singapore.]

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.]

The main purpose of the present study was to explore effective strategies and policies for exporting Hong Kong’s higher education to Asian markets. It examined and compared the current strategies and policies that are currently employed by Australia, the United Kingdom, and Singapore. The data for this project was obtained primarily from documents and in-depth interviews. Documents included the latest government reports, policy addresses, and official statistics. The in-depth interviews were conducted in Hong Kong as well as in the four studied cities—Mumbai, New Delhi, Jakarta, and Kuala Lumpur. Interviewees included government officials, academics, higher education institutions’ representatives, consulate generals, and officials from policy bodies. It is clear from the findings of this present study that a set of favorable policies and strategies at the national level was behind the success of these competitors. Such policies are not confined to educational policies but extend to population and employment policies.
[Copyright © 2016 Springer Science+Business Media Singapore.]

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.]

Purpose – This paper aims to review and analyze the functions, strategies and related issues of developing a regional education hub in the trends of education development in China as well as the Asian Pacific region. Design/methodology/approach – Taking Hong Kong as an emerging case, it examines through literature and international comparison the relationship between education hub development and higher education development as well as the strategic functions of an education hub to the future development of Hong Kong. Findings – The development of an education hub was found closely linked to the demand for higher education in the Asian Pacific region as well as the internal dynamic of higher education and society in Hong Kong. The mode of education hub development in Hong Kong should be driven by soft-power building instead of industrialization. The requirements for successful implementation include the huge demands for higher education in the region, the strengths of the higher education sector, the supporting policies and measures for international students and education service providers, and the leadership and support of central agencies. Originality/value – This paper provides a new typology of higher education developments and a new mode of education hub development to analyze the strategic functions and requirements of developing education hub in the context of Asia-Pacific Region. The discussion and analysis in this paper will contribute to the related literature, policy development and initiative implementation in the areas of education hub and higher education not only in Hong Kong but also other parts of the world.
[Copyright © 2011 Emerald Group Publishing Limited.]