The chapter argues that higher education is now part of a New geopolitics of knowledge that refers to the integration of higher education in the imaginations and calculations of different actors aiming at asserting and/or improving their positions in the global knowledge-based economy. This integration, the chapter argues, not only prompts a (re-)imagination of the future of HE in terms of serving knowledge-intensive capitalism, but also reshapes and transforms HE missions and infrastructures. The chapter starts by, first, introducing a geopolitical perspective that, it is argued, can help us understand and deliberate on the implications of current developments shaping higher education. Here the theme of geopolitics is unfolded and two different strands of the debate about a (new) geopolitics of knowledge discussed that offer a conceptual perspective for assessing the relevance and implications of current developments. Second, in taking a global perspective, the chapter presents two distinct sets of contexts that shape contemporary transformations in higher education. To start with, the integration of higher education in global regionalism projects is examined in terms of the relevance of these policy contexts as a background for developments in the field; in what follows, we look into the emerging Global Education Industry that also serves as an influential shaper of higher education transformations. In a third section, the chapter discusses examples of how current transformations in higher education can be better grasped by adopting a geopolitical lens. The section considers the creation of international education hubs by states aspiring to improve their position in global economic circuits; and it discusses the placelessness of the (imagined) future of higher education by examining a current project that aims at disrupting the future of higher education: the Minerva Project.