高等教育质量观研究是当前我国高等教育研究中的热点和难点问题，具有重要的理论与实践意义。随着高等教育由精英阶段向大众化阶段过渡，我国高等教育政策与实践正进入一个出现重大变革的时期，不论是政府、高校、市场还是公民个体，都在努力回应它们所面临的挑战、机遇和责任，其中高等教育质量观的转变与重建深刻影响着高等教育大众化的进程和实践。本论文研究的核心问题是大众化时期应树立一种什么样的高等教育质量观。在笔者看来，我国高等教育改革与发展应树立多样化的高等教育质量观，构建基于多样化高等教育质量观的质量政策，强调质量观的自主建构。多样化高等教育质量观就是要反对在高等教育质量的定义、政策、评价和实现路径上的划一性，强调对质量内涵的建构性、政策的针对性、评价标准的多样性和推行建构性评价。论文主要分为七部分。导论部分从当前社会对高等教育的要求及其存在的质量问题分析出发，提出研究的核心问题，明确研究的思路；第二部分通过对现有高等教育质量观念的批判性分析，对高等教育质量内涵进行了澄清和重构。从高等教育质量所指本体是一种关系的本体论出发，将高等教育质量观界定为是对高等教育特性及其价值关系的评价判断；第三到第五部分，从历史视角、现实视角、哲学视角，进一步分析论证了确立多样化高等教育质量观的历史基础、现实基础和哲学基础。论文分析了从单一化的精英高等教育质量观向多样化大众高等教育质量观的转变的外部驱动力和内部驱动力，指出作为规范性概念的多样化高等教育质量观所具有的四个基本前提条件。通过对多样化质量观建构的过程分析，提出了包含行动者（Action）、规范（Criterion）、标准（Standard）、关系（Relation）、评价（Evaluate）的多样化高等教育质量观的ACSRE行动与评价模型。第六部分指出在多样化高等教育质量观确立的路经选择上，强调价值主体对质量观的自主建构，并论证了多样化高等教育质量观自主建构的必要性、可能性，提出了基于多样化高等教育质量观的建构性评价。结语部分通过揭示我国高等教育变革的实践逻辑，强调对于我国今天的高等教育来讲，关键不是要不要改革，而是如何改革的问题。

The study on the quality conception of the Higher Education of China, which is the focus in the field of study of China’s higher education, carries great theoretical and practical significance.With the transfer of Higher Education from the elite education to mass education, our Higher Education has been in a phase of radical changes in terms of policy and practice. Government, colleges, markets and the individuals are all making great efforts to respond to the challenges, opportunities and responsibilities they bring. Of which the change and reconstruction of quality conception will exert great influence on the process and practice of the mass higher education. This essay focuses on the type of quality conception of Higher Education in time of mass. The author believes, diversified quality conception of Higher Education should be set up, on which quality control policy should be enacted and self-construction of quality conception be emphasized. Diversified quality conception of Higher Education opposed the uniformity of the definition, policy, assessment and ways of realization of the quality of Higher Education, stresses the structuralism of the connotation of quality, pertinence of policy, diversity of assessing standards and advocates assessment based on construction.The dissertation, which is composed of seven parts.The introduction part puts forward the central issue of study based on the social demands for Higher Education and the problems existed. Part 2 deals with clarity and reconstruction of the connotation of Higher Education. Based on the ontology that noumenon is a kind of relationship, the dissertation defines the quality conception of Higher Education as the characteristics of Higher Education and its assessment on the relationship of values. From Part 3 to 5, the author further analyzes and verifies the historical, practical and philosophical bases of the establishment of diversified quality conception of Higher Education. This dissertation analyzes the outer and inner driving force of the transfer of the quality conception from unique elite education to the diversified mass Higher Education and points out the four basic Preconditions of quality conception of Higher Education as a formal concept. Based on the process analysis of the construction of diversified quality conception, the dissertation puts forward ACSRE action and assessment model including Action, Standard, Relation, Relation and Evaluation and analyzes. Part 6 point out，on the choice of diversified quality conception system of Higher Education, self-construction of value main body should be stressed. The dissertation verifies the necessity and possibility of the self-construction of the quality conception of diversified Higher Education and puts forward the constructive assessment system based on the quality conception of Higher Education.The epilogue reveals the practical logic of Higher Education reform and stresses the key of reform is not the necessity of it but how to reform it.