The last decade has seen significant changes in all aspects of internationalization but most dramatically in the area of education and research moving across national borders. The most recent developments are education hubs. The term "education hub" is being used by countries who are trying to build a critical mass of local and foreign actors--including students, education institutions, companies, knowledge industries, science and technology centers--who, thorough interaction and in some cases colocation, engage in education, training, knowledge production, and innovation initiatives. It is understood that countries have different objectives, priorities, and take different approaches to developing themselves as a reputed center for higher education excellence, expertise, and economy. However, given higher education's current preoccupation with competitiveness, global branding, and rankings, one is not sure whether a country's plan to develop itself as an education hub is a fad, the latest branding strategy, or in fact, an innovation worthy of investment and serious attention. This article reviews and compares the developments in six countries which claim to be an education hub. It explores the meaning of education hub, introduces a working definition, and proposes a typology of three kinds of education hubs as follows: student hub, skilled work force hub, and knowledge/innovation hub. Furthermore, it identifies issues requiring further research and reflection on whether hubs are a fad, a brand or an innovation worthy of serious attention and investment. (Contains 1 table.)