在全球化时代，高等教育国际化已成为一种必然趋势，并已成为各国高等教育的共同追求。本书从宏观层面（国家）、中观层面（高校）和微观层面（个人）三方面分析和比较了澳大利亚和中国两国2008—2020年具体的高等教育国际化政策，探讨其相似性和差异性。不同国家应对全球化趋势的策略不同，该策略通常反映出该国的特殊性及其调节全球化压力时的路径依赖。本书通过多维度、多层级比较两国的高等教育国际化政策来揭示全球化因素和国家因素在高等教育政策领域的互动关系。这一比较，将有助于人们更好地理解全球化如何影响高等教育国际化，以及国家如何通过具体政策回应全球化等问题。

Chapter 1: Introduction
1.1 Introduction
1.2 Historical Background of the Research
1.2.1 IHE: A Global View
1.2.2 Australian IHE: A Historical Overview
1.2.3 Chinese IHE: Changes through time
1.2.4 IHE: A Comparative Perspective
1.3 Scope of This Book
1.3.1 Selection of China and Australia to Research
1.3.2 Selection of Study Period
1.4 Research Aims
1.5 Structure of the Book
Chapter 2: Literature Review, Theoretical Framework and Methodology
2.1 Literature Review
2.1.1 Globalization and IHE Policy
2.1.2 IHE Policy in China
2.1.3 IHE Policy in Australia
2.1.4 Comparative Study of the IHE Policy
2.2 Theoretical Framework
2.2.1 Educational Policy Convergence and Divergence
2.2.2 Path Dependence
2.2.3 Soft Power
2.3 Research Methodology and Methods
2.3.1 Inductive and Deductive Approaches in Document Analysis
2.3.2 Comparative Study
2.3.3 Selection of Policies
2.3.4 Analytical Framework and Methods Designed for this Study
2.4 Summary
Chapter 3: Macro-Lens of IHE: National Rationale, Objectives and Strategic Priorities in China and Australia
3.1 Introduction
3.2 A Brief History of IHE in China and Australia
3.2.1 China’s IHE
3.2.2 Overview of Australian HE under Globalization
3.3 Overarching Meta-Policies in China
3.4 Overarching Meta-Policies in Australia
3.4.1 Bradley Review: The Review of Australian Higher
Education（2008）
3.4.2 Chaney Report: Australia-Educating Globally（2013-2018）
3.4.3 A Smarter Australia: An Agenda for HE（2013-2016）
3.4.4 National Strategy for International Education（2015-2025）
3.4.5 Australian International Education 2025（2016-2025）
3.4.6 Summary
3.5 Comparison on Macro-Lens of Internationalization
3.5.1 Overview of the two nations’ overarching metapolicies
3.5.2 Rationale, objectives and strategic priorities
3.6 Discussion and Conclusion
Chapter 4: Meso-Lens of IHE: Collaboration and Competition between Universities in China and Australia
4.1 Introduction
4.2 The Theory of Cooperation and Competition
4.3 Institution-Focused Policies in China
4.3.1 Chinese-Foreign Cooperation in Running Schools
4.3.2 Construction of WCUs
4.3.3 Confucius Institute Project
4.3.4 Summary of Analysis of Institutionfocused Policies
4.4 Institution-Focused Policies in Australia
4.4.1 Transnational HE
4.4.2 Competitiveness of Australian Universities
4.4.3 Summary of Analysis of Institution-Focused Policies
4.5 Comparison on Mese-Lens of Internationalization
4.5.1 Collaboration in “Running” Universities
4.5.2 Competitiveness and the Construction of WCUs
4.5.3 The Confucius Institute Project
4.5.4 Summary of InstitutionFocused Policies
4.6 Discussion and Conclusion
Chapter 5: Micro-Lens of IHE: Inflow and Outflow Mobility of People in China and Australia
5.1 Introduction
5.2 Brain Drain, Brain Gain and Brain Circulation under Globalization and IHE
5.3 People Focused-Policies in China
5.3.1 Inflow people in IHE: Study in China
5.3.2 Outflow People in IHE: Chinese Studying Abroad
5.3.3 Outflow People in IHE: Global Talents Recruitment
5.3.4 Summary of People-focused Policies of China’s IHE
5.4 People-Focused Policies in Australia
5.4.1 Inflow People in IHE: Study in Australia
5.4.2 Inflow People in IHE: Student Visas and Migration Policy
5.4.3 Outflow People in IHE: Australians Learning Abroad
5.4.4 Summary of People-Focused Policies of Australian IHE
5.5 Comparison on Micro-Lens of internationalization
5.5.1 Inflow-Foreign / International Students’ Policy
5.5.2 Inflow-Global Talents Recruitment Policy
5.5.3 Outflow-Learning Abroad
5.6 Discussion and Conclusion
Chapter 6: Internationalizing HE with National Char