本研究尝试提出美国高等教育认证协商机制的概念，为理解美国高等教育认证制度提供崭新的视角。 本研究以美国高等教育认证制度为研究对象，以认证制度的协商机制为研究核心，在对美国高等教育认证制度全面分析的基础上，揭示其核心机制——协商机制存在的前提和深层土壤、本质及功能，以及各主体进行协商的目的。 本文首先对美国高等教育认证制度的历史、现状进行了详细地阐释，并以中北区院校认证协会为例，对认证制度的主要形式——区域认证制度进行剖析，在此基础上提炼出美国高等教育认证制度具备的五大特点与优势。本文认为美国高等教育认证制度之所以能够健康、高效运转，并为美国高等教育质量稳步提升做出重大贡献，其成功的关键在于认证制度协商机制的健全与完善。 本研究的主体部分以理性人、经济人为基本假设，结合管理学、公共政策学以及社会学的相关理论与视角，通过大量的案例分析，对美国高等教育认证的协商机制进行深入剖析。协商机制的本质是政府、认证机构以及院校“三权”间的制衡与合作，因此本文对协商机制的案例分析，分别以联邦政府与认证机构、州政府与认证机构以及院校与认证机构间相互合作与制衡的关系为框架展开。 本研究发现，美国高等教育认证的民间性与自愿性已经发生了变化。随着政府插手认证制度，围绕认证活动和高等教育质量保障事务进行协商的三大主体被确立下来。他们基于自身利益和公共利益的考量而进行的相互之间的博弈与协商，是决定美国高等教育认证现实样态的根本机制。协商机制促进美国高等教育在质量效益与高等教育自治间找到了平衡点，既保障了高等教育质量，又在一定程度上保护了学术自治。 本文对美国高等教育认证制度的研究，意在观照中国本科教学评估存在的现实问题，为改进中国高等教育评估制度的政策指向提供参考。

The research object of this study is the U.S. Accreditation in Higher Education. The study focuses on what I call a “mechanism of negotiation” which the thesis argues is the core of the Accreditation. Based on analysis of the Accreditation, I explore the prerequisites, context, goals, rules and functions of the negotiation mechanism. By introducing the concept of negotiation mechanism, I hope to provide a new perspective for understanding the Accreditation.This study explores the issues regarding the history and the present situation of the Accreditation in detail. In particular, it takes the North Central Association of Colleges and Schools as an example to examine the Regional Accreditation, the major form of the Accreditation. Through this, I illustrate five major features and advantages of the Accreditation. I argue that it is the negotiation mechanism that contributes to the success of the Accreditation.The rationale of this study is based on rationalism that assumes a rational social actor who maximizes his/her interests -- maximization of benefits and minimization of costs. To understand the mechanism of negotiation in the Accreditation, I conduct case studies and engage with theories in management, public management and sociology. I argue that the nature of the negotiation mechanism is the complex mutual constraint and cooperation between the governments (both the federal government and state governments), voluntary accreditation agencies, and colleges and universities. This study finds that the Accreditation has not always been a totally nongovernmental or voluntary practice as many would assume. It demonstrates that as the government at different levels was increasingly involved in the Accreditation; three key institutional actors (governments, accreditation agencies and universities) in the accreditation process began to emerge. They negotiate with one another on the basis of maximizing their respective corporate interests. This process of negotiation largely determines the present situation of the Accreditation, and assures high quality of institutional performance in higher education. Finally, this study touches on the problems in Chinese Undergraduate Education Evaluation, and discusses the possibility of introducing negotiation mechanism into the Chinese Higher Education Evaluation System. It is hoped that the study will generate important policy implications for China's ongoing higher education reform.