Situated in the historical context of the contemporary globalization, the aggressive knowledge-based economy, and a new technological revolution featuring the rise of information and communications technology (ICT), higher education institutions have now played a critical role in cultivating students both domestically and abroad. However, the frequent emergence of international activities of higher education only occurs in recent years, though international cooperation in higher education, as some scholars argue, is not a new phenomenon. Alongside frequent international student and academic staff mobility, establishment of foreign campuses and delivery of distance education, the international dimension of higher education has been conceptualized to describe these phenomena occurring across national borders.
Regardless of various understandings of globalization, internationalization, and higher education, the author opines that IHE is more than a process of "integrating an international/intercultural dimension into the teaching, research and service functions of the institution" (Knight, 1993, p.21) and a national or institutional response to globalization. The rise of IHE has its own reasons and other drives from higher education itself and the nation-states should be incorporated into studies as well. In particular, the author concerns who is benefiting from IHE, what we mean by internationalization, and why we are internationalizing higher education. To be specific, the paper will present part of research results from a critical qualitative case study of IHE at a national key university which is also a member of "Project 211" in China. By looking at national and institutional positions and policies in relation to IHE after China's reform and opening-up (1978-to date), and perspectives of university policy makers and practitioners who are involved in IHE, the author will respond to the question of how the perspectives of university policy makers and practitioners on IHE might inform policy and practice in higher education in China. Data analysis is based on interviews with specific groups of people who are university policy makers and practitioners and involved in IHE.
Given the fact that a growing body of higher education research has begun to critically examine the impact of globalization, internationalization and higher education around the world, nonetheless, little research has been done in a Chinese context by Chinese scholars although China is now actively participating in international activities in higher education, this paper intends to contribute to critical studies of IHE and higher education policy studies in a Chinese context.