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.
|Journal||Journal of Higher Education Policy and Management|
|Early online date||Apr 2016|
|Publication status||Published - 2016|
CitationLo, W. Y. W., & Ng, F. S. K. (2016). Connectivity for whom and for what? A normative dimension of education hub. Journal of Higher Education Policy and Management, 38(3), 354-368.
- Education hub
- Right to higher education
- Student mobility