Internationalisation have recently featured in discussions and initiatives related to various fields of higher education. Educational leaders, institutions and national policy-makers, but also international actors, such as the European Union and UNESCO, have promoted the internationalisation of higher education. Increasing emphasis on internationalisation has diversified also teaching and learning contexts in higher education and has given rise to a growing need for searching appropriate cross-cultural pedagogical approaches. However, internationalisation in the context of higher education is a multifaceted concept and involves more than just one international dimension in institutional or pedagogical activities. These recent developmental features are examined in the book with the conceptual lens of emerging pattern of internationalisation. Following the introduction by the editors, International and transnational dimensions in higher education, this book contains three parts and eleven chapters. Part I, Educational policy, institutional cultures and transnational activities, contains: (1) The ethical implications of internationalization for a knowledge economy: A critical discourse analysis to contemporary strategies in Finland and Canada (Jani Haapkoski and Sharon Stein); (2) Internationalisation of higher education in Russia: National policy and results at institutional level (Svetlana Shenderova); (3) Quality conventional perspective on the quality assurance of education export in the case Finland (Henna Juusola); and (4) Internationalisation and education hubs: The case of Singapore (Vesna Holubek). Part II, Cross-cultural pedagogy, contains: (5) Equal opportunities for learning? An investigation of lecturers and international students' experiences with learning and teaching in an international classroom (Berit E. Simonsen, Anna Hammershoy, and Tanja Miller); (6) Teaching in higher education: Is there a pedagogy of internationalization? (Markus Weil); and (7) How much cultural diversity is embraced in European higher education? Growing challenges, policy interventions and pedagogical approach for migrant and ethnic minority students (George K. Zarifis and Achilleas Papadimitriou). Part III, International students, contains: (8) An ethnographic case study of one Korean international student's TL-mediated socializing in affinity space of the host country (Yoshifumi Fukada); (9) Intercultural encounters: Intertwined complexities and opportunities in international students' experience (Dely Lazarte Elliot); (10) The role of institutional entrepreneur's agency in enhancing international graduate employability: the case of mentoring program (Yulia Shumilova); and (11) International doctoral students' perceptions of factors contributing to their career visions (Yusuke Sakurai, Viivi Virtanen, Jenna Vekkaila, and Kirsi Pyhalto). The book ends with a conclusion by the editors.