Impactful innovations in higher education are increasingly dependent on concepts generated through global engagement and international collaborations. Internationalisation of higher education tends to grow in complexity when universities from different jurisdictions are driven by dissimilar governance approaches and developmental goals. Yet, this complexity enhances opportunities for creativity, innovations and collaborations at the same time. In this paper, we examine how world-class universities in Hong Kong, Macao and Guangdong have worked to overcome incongruities and asymmetries inside the Greater Bay Area (GBA), a new and ambitious regional construct of China, by drawing on disparate legacies and capacities in internationalisation of research, education, and service in their jurisdictions. We explore the impact of international dynamics on the universities’ efforts to create a more coherent agenda with respect to international partnerships in the region. The study contributes to conceptualisation of world-class universities’ roles in shaping bridges and synergies regionally and globally, and infuses the rationales of internationalization in higher education with new perspectives. Copyright © 2022 Journal of Higher Education Policy And Leadership Studies.

Internationalisation has become a worldwide trend in Higher Education in the rapidly changing globalised competitive market. Universities are pressurised to develop internationalised strategy to build legitimacy and reputation within the knowledge-based economy. An isomorphic tendency has been identified of universities mimicking successful models. Among a wide range of strategic tools, the organisational legitimacy theory allows universities to focus on exploiting their resources and capability to position idiosyncratically against competitors. This study applies Stensaker et al.'s legitimacy framework on cognitive, moral and pragmatic perspectives, to investigate how a university adopts an internationalisation strategy as one of the approaches to achieve the overall institutional objectives. Drawing on a case study of the Hong Kong Polytechnic University (PolyU), the paper explores how the university internationalises in a differentiated position to acquire legitimacy in specific local, regional and global contexts. PolyU strategically emphasises its pragmatic value to connect with its stakeholders in a globalised dimension. The finding broadly supports the notion of comprehensive internationalisation; that internationalisation strategy should be incorporated into other functional strategies to enhance a 'global' experience. The analysis of the strength and weaknesses of PolyU's internationalisation strategies illustrates the challenges non-western universities are facing. This finding, while preliminary, raises the significance of local elements in internationalisation strategies, under the influence of soft power and constraints of organisational capabilities. Copyright © 2022 Springer.

Internationalisation in education facilitates student and teacher mobility. Though Hong Kong has embraced internationalisation in education, international university students can face challenges related to cultural difference. In teacher education, these challenges can be amplified, as student-teachers face expectations to teach schoolchildren within the local cultural context. Past studies in Hong Kong have illustrated how Mainland Chinese student-teachers face cultural and linguistic obstacles. Yet, little research considers the experiences of student-teachers from different nationalities in Hong Kong. This study investigates some consequences of internationalisation of teacher education in Hong Kong by examining the case of South Korean students learning to teach Liberal Studies, a “glocal” (outward-looking, but localised) subject, in a major tertiary institution. In this paper, we investigate South Korean students’ motivations, experiences, and challenges learning to be international teachers of a glocal curriculum, and examine the case as one instance of globalisation of education. Copyright © 2016 Korean Association for Multicultural Education.

This article analyses how university students in Hong Kong talk about 'self' and 'other'. Three groups of students, Hong Kong Chinese, Mainland Chinese, and Overseas Exchange students, were asked to characterise these three groups in a pre-discussion questionnaire, and subsequently discuss freely what they had written. Selected excerpts from these discussions are analysed, and the analyses show that there are significant differences between the written and the oral responses. The pre-discussion stereotypes appear to be predominantly positive, whereas the students jointly construct predominantly negative stereotypes about 'the other' during their discussions. Different discourse strategies are employed by the three groups to discredit 'the other' and, at the same time, enhance intergroup differentiation and a positive ingroup identity. The findings are discussed vis-a-vis predominantly social psychological theories, and the study highlights that the attempt to create more internationalised universities may be jeopardised if negative intergroup stereotypes prevail. The article suggests that universities should take a more proactive role in promoting anti-racist multicultural education to counter intergroup prejudice and potential conflict.
[Copyright of Language and Intercultural Communication is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14708477.2013.849718]

This article looks historically at the 'Regionalisation' of higher education in the United States and East Asia. First, it recounts the proliferation of regional networks in American higher education in the 1950s and 1960s, with a focus on the international dimensions of these networks. Then, it revisits a major conference on 'University Cooperation and Asian Development', hosted by the University of Hong Kong in 1966. Noting that domestic university collaborations often paved the way for subsequent international networks, the article situates both American and Asian networks in their broader geopolitical context to show the relationship between higher education, regional development and the pursuit of soft power.
[Copyright of Journal of Higher Education Policy and Management is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1360080X.2013.786858]

With more non-local (Mainland China and overseas) students admitted into the universities of Hong Kong, the student population on campus is becoming much more diversified. This study was a phenomenological inquiry into the social engagement experiences of local and non-local Chinese students in their first year at a university in Hong Kong. Qualitative data was obtained from 10 focus groups. The findings suggested that the majority of the students in the study were active in social engagement and most achieved a sense of belonging to the university or its sub-communities. The culture in student communities played an important role in students' social engagement. It pushed students to become intensively involved in out-of- class activities and challenged them to reflect on the direction in which they would carry this historical legacy forward in the diversifying campus.
[Copyright of Higher Education Research & Development is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/07294360.2010.549462 ]