在高等教育领域，全球发展的重要性和必要性已渐成共识。“双一流”大学作为“国之重器”，全球发展似乎是其无可推卸的“应然使命”，全球发展战略的制定更是毋庸置疑的“上下一盘棋”。然而，“应然使命”背后又有怎样的机遇与挣扎，“上下一盘棋”背后又有怎样的推动与桎梏，若是不去细究“双一流”大学这一行动的背后机理，可能就无法揭示全球、国家、院校等多个主体在全球发展这一场域里的张力与合力，也就忽视了全球发展战略制定中最重要的“初心”。

本研究以“双一流”大学—B高校为研究对象，通过目的性抽样，对24名校级、学院部系领导和参与B校全球发展战略制定的关键老师进行了深度访谈。

研究问题为：“双一流”大学为何制定全球发展战略？(1)“双一流”大学制定全球发展战略的外部动因为何？(2)“双一流”大学制定全球发展战略的内部动因为何？(3)“双一流”大学制定全球发展战略的内外动因存在哪些张力与合力？通过类属分析，研究得出了关于“双一流”大学为何制定全球发展战略的本土解释。研究发现：(1)外部动因在“双一流”大学制定全球发展战略中占主导地位：政治动因中，“双一流”大学必须回应政府的目标考核，助力国家民间外交，提供高等教育的中国方案；经济动因中，“双一流”大学全球发展具有历史阶段性，存在“显性失语”和“隐性收益”的情况；社会网络动因中，“双一流”大学作为中国高等教育的高地，负有对标世界一流大学，同步与引领国内大学的职责使命。(2)内部动因在“双一流”大学制定全球发展战略中占主体地位：培养具有全球竞争力的世界公民；提高全球学术领域的话语影响；全球深度融入的社会责任；大学组织的自身发展都离不开全球发展战略的制定。(3)外部动因与内部动因存在着不同程度上的合力与张力：政治动因与内部动因的张力体现在制度化规约，合力则表现在目标一致、资源助力；经济动因与内部动因的张力体现在仅依赖财政拨款的制约，合力则表现在资源最低保障性；社会网络动因与内部动因的张力体现在外部裹挟，合力则表现在国内外声誉“金字招牌”的吸引力。

对此，建议政府转变观念，给大学提供更大的政策空间，促使大学自主建设世界一流大学。“双一流”大学应进一步研判当前形势，进行前瞻性谋划，加强对战略研究的意识和能力，积极进行大学战略规划的实践，助推高等教育全球发展走向组织化、制度化，实现全球发展的高质量迈进。

In the field of higher education, the importance and necessity of global development has gradually become a consensus. As "double world class" universities are "the most important weapon of the country", global development seems to be its unshirkable "due mission", and the formulation of global development strategy is even more unquestionable. The formulation of global development strategy is undoubtedly "a chess game". However, what opportunities and struggles are there behind the "natural mission", and what promotion and shackles are there behind the "up and down chess", if we don't look into the mechanism behind the action of "double world class" universities, we may not be able to find a solution to the problem of "double world class" universities. If we don't look into the mechanism behind the action of "double world class" universities, we may not be able to reveal the tension and synergy between the global, national, and institutional subjects in the field of global development, and we may neglect the most important "original intention" in the formulation of global development strategies.

This study takes a "double world class" university-College B as the research object, and through purposive sampling, 24 university-level, college department and faculty leaders and key teachers involved in the formulation of the global development strategy of College B were interviewed in depth.

The research questions are: why do "double world class" universities develop global development strategies? (1) What are the external motivations for "double world class" universities to develop global development strategies? (2) What are the internal motivations for "double world class" universities to develop global development strategies? (3) What are the coupling mechanisms of internal and external motivations for "double world class" universities to develop global development strategies? Through the analogical analysis, the study has come up with local explanations for why "double world class" universities develop global development strategies. The study finds that: (1) external motivations dominate the formulation of global development strategies by "double world class" universities: among the political motivations, "double world class" universities have to respond to the government's target assessment, help the country's civil diplomacy, and provide China's program of higher education; In the economic motivation, the global development of "double world class" universities has a historical stage, and there is a situation of "explicit loss" and "implicit gain"; In the cultural motivation, "double world class" universities, as the highland of China's higher education, have the responsibility and mission of bench marking world-class universities and leading domestic universities. (2) Internal motivations are dominant in the formulation of the global development strategy of "double world class" universities: cultivating globally competitive world citizens; improving the influence of global academic discourse; the social responsibility of deep global integration; and the development of the university organization itself are inseparable from the formulation of the global development strategy. (3) Among them, there are different degrees of synergy and tension between external and internal motivators: the tension between political and internal motivators is reflected in the institutionalization of the statute, while the synergy is manifested in the unity of purpose and resources; the tension between economic and internal motivators is reflected in the constraints of relying only on financial allocations, while the synergy is manifested in the minimum guaranteed resources; the tension between cultural and internal motivators is manifested in the external hostage, while the synergy is manifested in the "domestic and international reputation" of the university. The tension between cultural motivation and internal motivation is reflected in the external coercion, and the combined force is expressed in the attraction of the "gold medal" of domestic and foreign reputation.

In this regard, it is suggested that the government should change its mindset and provide universities with more policy space, so as to encourage them to build world-class universities on their own. The "double world class" universities should further study the current situation, carry out forward-looking planning, strengthen the awareness and ability of strategic research, and actively carry out the practice of university strategic planning, so as to promote the global development of higher education towards the organization and institutionalization of global development, and to achieve high-quality progress in global development.