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Under the context of the in‐country mobility of Hong Kong students studying at Chinese Mainland universities, this paper proposes the notion of 'transborder habitus' to understand Hong Kong students' experiences and perceptions. Through qualitative research with in‐depth interviews with 51 Hong Kong students studying in major cities, namely Beijing, Shanghai, Guangzhou and Xiamen, how these students move across the socio‐cultural and academic fields at specific times is dissected. The process of how they perceive and adapt to their new life and identities on the mainland campuses is scrutinised. Students exhibited three types of adjustment styles: the Adjusters with pre‐adapted habitus, the Strangers with cleft habitus and the Outsiders with mis‐matched habitus. Their coping strategies are discussed and the salient factors shaping the students' transborder habitus are analysed. [ABSTRACT FROM AUTHOR]

The authors examine the special case of Hong Kong higher education's institutional partnerships in the Chinese mainland. After noting the rise of cross-system university partnership in Asia, it provides a neoinstitutional perspective on the differences between the two China higher education systems. Finally, a case study of the experience of the longest-running Hong Kong campus partnership on the Chinese mainland is discussed and analyzed. Results show that while adaptations are required to sustain the partnership, the degree of autonomy has grown over time.

The aim of the research was to investigate how the field of cross-border Chinese higher education has developed from 1990 to 2015. Ninety-five articles in international journals and 470 articles in national journals were collected and analyzed in terms of authorship pattern, thematic clusters, and research methods. Results show that cross-border Chinese higher education has become an important topic in both the international and national academic community. In general, researchers from Mainland China and Hong Kong have dominated the field. Articles covering overviews, trends, and policy issues constituted the largest proportion of the total literature. However, students' experiences as a research focus is underrepresented in the current literature. The methods of document analysis and case study are used widely by the researchers. To see growth in the field, more collaboration between national researchers and international scholars is needed; so too are more empirical studies at the microlevel, particularly the experiences of students and teachers; and finally, more diversified and intensive research methods, for example longitudinal or ethnographic study, are suggested.