高等教育省级统筹是一个中国特色的教育政策概念。自上世纪90年代初，国家有关政策文件中就明确提出了加强省级政府对高等教育的决策权、统筹权。随着高等教育管理体制趋于定型，中央进一步向地方放权，省级政府统筹高等教育的职责逐步明确和扩大，在高等教育治理体系中的地位和作用日益突出，当前突出的问题是机制不畅、不实、不稳。本研究以我国高等教育省级统筹的提出和演进为逻辑起点，以促进省域高等教育内涵式发展为目标，聚焦为什么统筹、统筹什么、如何统筹的问题链，结合治理理论和分权理论，运用定性研究与定量分析相结合的方法，对高等教育省级统筹机制进行了建构和分析。 本研究在梳理分析国家和有关省份政策文本、总结教育体制改革试点案例以及对世界典型国家高等教育省州治理作比较的基础上，编制了调查问卷，对全国110所高校负责人就高等教育省级统筹有关方面的重要性、满意度和存在的问题进行调查、开展分析。经过综合比较、归纳提出，强化政策规划引导、推行分类管理评价、促进资源配置优化、完善多元协商共治，是今后高等教育省级统筹的关键所在，也是高等教育省级统筹机制四大支柱的着力点。它们既包括省级统筹的主要内容，也包括省级统筹的路径和方式；既相对独立、又相互联系，相互贯通、相互作用，共同支撑高等教育省级统筹机制的有效运行和作用发挥。其中，政策规划引导机制重在布局，解决省域高等教育发展不平衡、结构不合理的问题；分类管理评价机制重在导向，解决高校办学“同质化”问题；资源配置优化机制重在保障，解决人财物等基础条件支撑不够、不可持续的问题；多元协商共治重在动力，解决管理“行政化”、改革动力不足等问题。这些是从省级政府主要职能与解决当前我国高等教育突出问题相结合而得出的基本结论。具体内容如下： 第一章为绪论。阐述选题的基本考虑和研究意义，梳理国内外研究现状与成果，提出研究的思路、方法和论文框架。 第二章为历史分析。回顾改革开放以来我国高等教育管理体制改革的历史脉络，从宏观层面分析高等教育省级统筹的改革轨迹和制度变迁特点。 第三章为国际比较。比对中央集权型、地方分权型和结合型三种不同类型典型国家高等教育省州治理的特征与趋向，为我国加强和完善高等教育省级统筹机制提供参考和借鉴。 第四章为调查分析。主要从两个方面展开，一是基于面板数据的省域高等教育基本规模结构情况分析，二是基于调查问卷的高等教育省级统筹现状及存在问题的分析，旨在挖掘我国高等教育省级统筹机制的关键点、核心内容和改进方向。 第五章到第八章较深入分析了高等教育省级统筹机制，即四大支柱：一是探讨省域高等教育的政策规划引导机制，提出增强省级政府完善政策法规、开展科学规划的意识和能力，加强规划协同衔接，强化政策规划执行和落实。二是探讨省域高等教育的分类管理评价机制，提出鼓励省域开展多元多样的高校分类探索，积极推进高校设置和评价标准地方化，实现督导评估对高等教育的全覆盖。三是探讨省域高等教育的资源配置优化机制，提出省级政府应突出“托底”功能，着重促进协调与公平，加大财政投入力度，促进生源调配与师资合理流动，支持和规范社会力量办学。四是探讨省域高等教育的多元协商共治机制，提出应进一步理顺中央与地方、省级各有关部门关系，促进政校良性互动，扩大高等教育治理的社会参与。 最后为结语。总结创新点，反思不足之处，明确进一步深化研究的努力方向。

Provincial co-ordination of higher education is an educational policy concept with Chinese characteristics. In the early 1990s, “decision rights and co-ordination rights” of provincial-level governments over higher education had been clearly put forward in the relevant policy paper. With the management system of higher education tending to stereotypes, the central government delegate powers turn to the local government. The education responsibilities of provincial government is escalated and defined, and the role of provincial co-ordination in the system of higher education governance increasingly outstands, but the outstanding problem currently is that this system is not smooth, unrealistic and unstable. This study takes the formation and evolution of Chinese provincial co-ordination of higher education as logical starting points, the higher education connotation development as the overall goal, three key questions as focus points: the reasons of co-ordination, the contents of co-ordination and the ways of co-ordination. This study compared provinces and states governance of higher education in typical countries and summed up higher education reform and development practices in various provinces in China. This study designed questionnaire to investigate and analyse the importance, satisfaction and problems about provincial co-ordination of higher education among heads of 110 universities in China. This study focuses on the mechanism construction of provincial co-ordination of higher education. From now on, the key of provincial co-ordination mechanism of higher education is to strengthen the policy planning and guiding, implement the classified management and evaluation, promote the optimized resource allocation and perfect the diverse consultation and common governance. These four aspects are not only includes the main contents of provincial co-ordination, but also the way of provincial co-ordination, and they are independent and interconnected, interconnected and interacted with each other relatively, and they jointly support the provincial co-ordination mechanism of higher education running. The policy guiding which aim at solving the problems of imbalanced development and irrational structure of higher education is the core; the classified management and evaluation which solve the homogenization problem of universities is the “baton”; the optimized resource allocation which aim at solving the problems of lack of support and unsustainable governance in people, wealth, and other basic conditions is the guarantee; the diverse consultation and common governance which aim at solving the problems of administration management and reform power shortage is dynamic. The conclusion is combined the main functions of provincial government with the striking contradictions and problems of higher education in China, and it is insisted on the oriented of problem and goal. The specific contents of this study are as follows: The first chapter is introduction. It is mainly expounds the basic consideration and the significance of theory, policy, practice of this research, reviews the research status and achievements at home and abroad, and puts forward the ideas, methods and frame of this research. The second chapter is historical analysis. It mainly reviews the Chinese history of management system reform of higher education since the reform and opening up, especially the changes of policy concept about "province based" and "provincial co-ordination". And It also analysis the changes of management system of higher education in China from macro-level, and the changes of policy concerns on provincial co-ordination. The third chapter is international comparison. It is aimed at to explore the international typical patterns and experiences for providing reference to strengthen and perfect China's provincial co-ordination of higher education by observing the governance characteristics and trends about three higher education management systems of centralization, decentralization and combination in typical states and provinces. The fourth chapter is data analysis. It is mainly launches the analysis from two aspects, one is the situation analysis of provincial higher education scale structure based on panel data. The other one is state and problems analysis of provincial co-ordination of higher education based on questionnaire, and it is aimed at to explore the key points, the core contents and the directions of improvement of provincial co-ordination of higher education. From the fifth chapter to the eighth chapter is a systematic construction of the Provincial co-ordination mechanism of higher education. Firstly, it discusses the policy planning and guiding of provincial higher education, proposes that we should enhance the consciousnesses and abilities of improving policies and regulation, strengthen planning and coordination cohesion, and strengthen policy planning and implementation. Secondly, it discusses the classified management and evaluation of provincial higher education, proposes that we should encourage the provincial universities to explore classification, promote the standards of set universities, discipline evaluation and performance evaluation to localization, and implement supervision and evaluation work of provincial higher education. Thirdly, it discusses the optimized resource allocation of provincial higher education, proposes that the provincial government should ensure basic function; focus on promoting the coordinated, fair; increase financial investment; promote reasonable flow of students and teachers and support society to run schools. Fourthly, it discusses the diverse consultation and common governance of the provincial higher education, proposes that we should strengthen the coordination of central-local government and departments in provincial construction; promote the benign interaction between the governments and higher education institution coordinately; expand social participation in higher education governance. The last part is peroration which analyses the innovations and shortcomings, and put forward the direction in future researches.