Developing academics' capacity for internationalizing the curriculum (IoC) is essential but challenging. There is a lack of understanding of how the IoC framework can be implemented in reality and of how educational developers can facilitate the process. This collaborative autoethnography explores the cultivation over 3 years of a community of practice for developing academics' IoC capacity facilitated by six educational developers in three universities in Hong Kong. The findings reveal a complex balancing act among various forces in the areas of domain, community, practice, power, identity, and broader context, the last three of which are insufficiently addressed in the literature. This article adds value by illustrating how IoC theories and communities of practice interact with multiple forces in the environment and our own agency, and are negotiated within a particular context. Copyright © 2022 SAGE Publications.

Increasingly, universities have been engaging in transnational higher education (TNE), and such activity provides students with an additional study option. While much is already known about the TNE activities of universities in larger countries, such as Australia and the United Kingdom, very little is known about universities from smaller countries, such as Ireland. This article examines an Irish university with international branch campuses in Hong Kong, Singapore, and Sri Lanka. The results of a survey exploring the factors that influenced students' choice of location, institution, and program and conducted among three cohorts of students over a 2-year period are presented. The results suggest that, above all other factors, the university's international ranking and the accreditations and rankings of its Business School are particularly influential in students' decision-making process. This finding highlights a potential exposure in terms of the scale of the institution's student recruitment and revenue streams should it ever experience a decline in its rankings or international reputation. Copyright ©Sage Publications, Inc.

Hong Kong, along with other Asian societies with universities with top world rankings, has in recent years attracted an increasing number of international students, mainly from Asia. Previous research in English-speaking Western countries has indicated the importance of resources, including language proficiency, positive intergroup relations, and social support, in understanding international students’ stress and coping in cross-cultural adaptation. Guided by a similar acculturative stress and coping framework, we investigated predictors of psychological and sociocultural adaptation in a survey sample of 726 international students (62% female and 73% Asian-born) from Hong Kong public universities. We found that English language proficiency, social support, and a low level of perceived discrimination fostered both types of cross-cultural adaptation, while contact with local students and proficiency in the local dialect further enhanced sociocultural adaptation. Implications for future acculturation research and higher education internationalization policies and practices are discussed. Copyright © 2019 European Association for International Education.