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To examine the factors, expectations and negotiations behind the development of Chinese-Foreign educational initiatives and evaluate if these are ultimately living up to expectations and delivering the desired results. As China rapidly develops and takes efforts to internationalize institutes of higher education, are these educational ventures contributing meaningfully to university missions and been constructive more broadly.

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- What were the primary motivations behind early foreign-Chinese university collaborations from the foreign university’s standpoint and what did the Chinese university hope to gain?

- How are these collaborations structured in terms of governance, regulatory framework, curricular oversight, degree-granting status, staffing structures and financial arrangements?

- What were the main challenges/barriers to establishing these relationships?

- What have the outcomes been for both universities? Have these programs contributed meaningfully to the university’s internationalization efforts, economic well-being, and academic mission?

- What is the long-term vision for these programs and what strategies are used to navigate tensions resulting from geopolitical forces?

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While there have been some good academic work on internationalization efforts of Chinese universities, the broader impact on the Chinese educational system and society, as well as some early analysis of Sino-Foreign educational enterprises, because most of these efforts are less than 20 years old, some even 10-15 years, there hasn't been much recent research which would take into account the current geo-political climate and flagging US student interest in studying China.

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In the world of geopolitics, there is a lot of discussion about China’s rise and whether increased engagement with the West has been positive in the whole and has resulted in the kind of outcomes that policymakers expected. Similarly, in the realm of international education, it is important that universities take a sober examination of the types of and scope of the collaborative educational programs built with Chinese universities. As in the business world with China’s entry into the World Trade Organization in 2001 when there was a massive uptick in international businesses rushing into China, universities around the world began looking for opportunities to establish international branch campuses, collaborative ventures and franchised programs in China.
Many of these initiatives began in the early 2000s so we now have a bit more distance and perspective with which to assess these programs, especially in light of recent travails in the broader geopolitical context.

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Globalization - the economic, political and societal forces pushing 21st century higher education toward greater international involvement. (Altbach & Knight, 2007, p. 290).
Internationalization - "the process of integrating an international/intercultural dimension into the teaching, research and service functions of the institution" (Knight, 1997, p. 8).
Transnational education - "learners are located in a country different to the one where the awarding institutions is based" and may take the form of distance education, franchised programmes, collaborative ventures, and international branch campuses (Wilkins & Huisman, 2012, p. 627)
International branch campus - an educational facility owned, at least in part, by a foreign institution, which operates under the name of the foreign institutions, where students receive face-to-face instruction to achieve a qualification bearing the name of the foreign institution. (Wilkins & Huisman, 2012, p. 628

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