A country’s ability to take advantage of the global economic information, not necessarily as a technology creator or developer but even as a user clearly depends on its capacity to participate to certain extent in the process of generating, accessing and sharing knowledge. …
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The national development efforts that are prevailing worldwide are currently focused on acquiring, maintaining and improving such capacities (Guruz & Zimpher, 2011). The system of higher education acts as a key components regarding the education, the training and the Research & Development (R&D) system of a national economy. One of the components in system of higher education is referred to as an academic mobility. The international mobility of quality students and scholars are recognized to be quite old phenomenon. It eventually happened at the beginning of the medieval European foundation of higher education when it was at times quite unattainable to differentiate the students from the teachers. Thus, internationalization of an advanced education includes transitional activities of students, scholars, programs and institutions across the cross border regions. These are jointly defined as transnational or cross border higher education (Montgomery, 2010). The global student mobility refers particularly to those students who are learning in a foreign country. It is regarded or treated as one of the components of international higher education, along with having the greatest socioeconomic, cultural and political implications. According to UNESCO, “a foreign student is a person enrolled at an institution of higher education in a country or territory of which he is not a permanent resident” (Guruz & Zimpher, 2011). It has been recognized fact that most of the countries comply with the definition provided by UNESCO, regarding the global student mobility, but still there are certain distinctions among the countries regarding the definition of a foreign student (Guruz & Zimpher, 2011). In this connection, UNESCO defines students having global mobility as those who are not the permanent residents of the host country and excludes those who are on exchange programs of one year or less. Especially, UNESCO is currently working on a more strict definition by including prior education as a major criterion. Thus, it can be concluded that more consistent along with more dependable data on foreign student or international student mobility is forthcoming (Guruz & Zimpher, 2011). In the paper, the global trends of international student mobility along with their implications for Hong Kong has been elaborately focused and discussed followed by a strong conclusion upon this topic. Various aspects regarding the implications of global trends of internalization, role of globalization, transnational trends, factors affecting international student mobility, economy, society & higher education of Hong Kong and recent trends in the global student mobility will also be taken into consideration for this paper. Factors Affecting International Student Mobility There are several factors or ways through which the issue of globalization shifted to free market economy which has eventually affected the governance and financing of traditional institutions of higher education. The issue of increasing market forces marked a remarkable impact upon the higher education in the form of resource diversification and increasing dependence on tuition fees in public institutions along with expanding share of private institutions in national higher learning system (Guruz & Zimpher, 2011). By focusing upon the above mentioned factors, it has been recognized that certain transformation has come at a time of increasing demand regarding global post secondary learning that ultimately change view of the purpose of the nation along with resulting decrease in public subsidies. The institutions of higher education in many countries have been given freedom in order to generate
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