Choosing Hong Kong: African doctoral students and the multipolar dynamics of 21st century global higher education

Purpose As global higher education shifts toward a multipolar framework, Hong Kong's appeal to international scholars is growing. However, the evolving factors influencing the increasing presence of African doctoral students remain underexplored. This study investigates the drivers behind this trend, contributing theoretically to the literature on academic mobility by offering a nuanced understanding of migration dynamics within emerging education hubs. The findings provide insights for policymakers and institutions seeking to enhance internationalisation strategies and support diverse student populations. The implications of this research extend to shaping inclusive policies and fostering equitable participation in global academic networks. Design/methodology/approach The study employed qualitative interviews with 24 African doctoral students from Belt and Road Initiative (BRI) countries enrolled in UGC-funded institutions in Hong Kong. Findings Hong Kong’s strategic initiatives to build an international education hub have successfully integrated African doctoral students into cross-border education, research, and innovation. The findings highlight how Hong Kong’s academic offerings and African higher education challenges jointly influence doctoral student choices, aspirations, and academic agency. These dynamics contribute to students’ academic success and shape their global mobility decisions. Originality/value This study offers fresh insights into educational diplomacy and soft power, illustrating how emerging Asian academic centres like Hong Kong are reshaping global doctoral student mobility. It challenges Western dominance in higher education and contributes to a more diverse and inclusive academic landscape.