粤港高等教育合作是一个历史发展过程，同时也是一种在“一国两制”框架下开展区域高等教育合作的独特现象。本书旨在通过对已有粤港高等教育合作发展历程的分析梳理，厘清不同利益主体在此过程中的行为表现及其背后的逻辑，并提出促进粤港高等教育合作深化的建议。研究的最终目的在于探寻粤港高等教育合作发展变化的内在规律。本书运用了文献研究法、调查法、访谈法和文本分析法收集研究所需的相关资料和素材，结合新制度经济学制度变迁理论的基本原理，对粤港高等教育合作现象展开系统研究。从制度变迁理论角度来看，粤港高等教育合作实际上是一组与两地高等教育资源分享有关的利益主体相互关系的规则建构的结果。粤港高等教育合作产生、发展和深化的过程是一系列制度安排不断变迁和创新的过程。

本书首先以外界环境需求与实际制度供给为分析线索，以香港回归为界，将1978年改革开放至2008年年底《珠江三角洲地区改革发展规划纲要》颁布期间的粤港高等教育合作制度变迁历程区分为生成和发展两个阶段，分别进行阐述。并从变迁主体、变迁动力和变迁方式三个方面概括分析了粤港高等教育合作制度变迁的特征。在粤港高等教育合作制度变迁历程中，粤港两地的相关个人和高校是必不可少的行为主体。其中，学生、教师个体及相关领导人物的行为直接或间接地推动了制度变迁的实现。高校作为以实施高等教育为主要职能的机构，在粤港高等教育合作制度变迁中扮演着不可替代的重要角色。粤港两地高校从各自的利益诉求和行为约束出发，作出了跨境招收学生、签订合作协议以及相关策略性的行为。政府作为可以合法使用强制性手段、最具有权威性的组织在制度变迁过程中往往发挥着不容忽视的作用。粤港高等教育合作制度变迁过程受到了中华人民共和国中央政府、广东省政府和中国香港当局政府这些不同层级的政府实体行为的影响。这些具有不同利益诉求和行为约束的政府实体在粤港高等教育合作制度变迁的不同阶段各自扮演着不同的角色，做出不同的行为，共同作用于粤港高等教育合作制度的生成、发展和变化。

从制度变迁理论的角度来看，欧盟高等教育一体化过程同样也可以看做是一种高等教育合作制度不断变迁和创新的过程。欧盟与粤港在高等教育合作制度变迁过程中同样受到区域政治、经济和高等教育自身发展需求等因素的影响，同时，欧盟与粤港在制度环境、制度变迁方式等方面存在差异。欧盟经验的借鉴意义是：高等教育合作制度变迁需要以完善的组织实施机制作保障，以具体的合作计划为载体，以充裕的资金作支持，遵循利益相关者参与原则，并需设法处理好趋同与多样性之间的关系。国家发展和改革委员会颁布实施的《珠江三角洲地区改革发展规划纲要》将粤港澳合作提升到了国家战略层面。实践中粤港各界积极探索，力求进一步推进两地高等教育合作的深化，而这一过程正是粤港高等教育合作制度创新的过程。本书认为，未来粤港两地在人员流动、合作办学、合作科研、跨境产学研合作、形成多种类型合作网络等领域具有进一步开展制度创新的空间。但仍需克服诸如国家法律法规、政策差异等障碍因素。中央政府和粤港政府则可通过消除粤港高等教育合作制度创新的法律政策障碍，通过完善激励机制，降低制度创新主体的信息搜寻成本等方式，来改变相关利益主体进行合作制度创新的成本收益状况，从而促进粤港高等教育合作制度创新的实现。

关键词：粤港合作 高等教育 制度变迁 制度创新

ABSTRACT

Hong Kong-Guangdong cooperation in higher education is a historical process,and it's also a unique phenomenon of regional cooperation in higher education under the framework of“one country,two systems”.Through the analysis of the Hong Kong-Guangdong cooperation in higher education in the past,this book explores different interest entities＇behavior logic,and offers advices to promote deeper cooperation between Hong Kong and Guangdong.The main purpose of this book is to find out the law of the change of Hong Kong-Guangdong cooperation in higher education.We gather different kinds of materials by method of literature study,survey,interview and text analysis,and studies the phenomenon of Hong Kong-Guangdong cooperation in higher education from a perspective of the Theory of Institutional Change of New Institutional Economics.In the view of the Theory of Institutional Change,the Hong Kong-Guangdong cooperation in higher education is the result of regulation construction on mutual relations among the interest entities sharing the Hong Kong-Guangdong higher education resources.Meanwhile,the creation,development and improvement of Hong Kong-Guangdong cooperation in higher education are seen as a series of institutional change and innovation process.

Considering external environmental demand and real institutional supply as a clue,this book divides the institutional change of Hong Kong-Guangdong cooperation in higher education into creation and development stages,which is from the beginning of reform and opening up policy in 1978 to the Outline of Reform and Development Plan for the Pearl River Delta at the end of 2008,with Hong Kong＇s return to China as a division point.We also analyze the characters of institutional change of Hong Kong-Guangdong cooperation in higher education from the aspects of the main body,the dynamics and the mode.During the institutional change of Hong Kong-Guangdong cooperation in higher education,the related individuals and universities are the essential actors,in which the behavior of the students,teachers and some leaders promote the realization of the institutional change of cooperation.With the implementation of higher education as its main function,universities and colleges play an irreplaceable role during the institutional change of Hong Kong-Guangdong Cooperation in Higher Education.In the view of their own needs of interests and behavior restriction,universities and colleges accept crossborder students from other sides,sign cooperation agreement and carry out strategic actions.As the most authoritative organization with the right to use mandatory measures,the government creates a significant impact in the process of institutional change that cannot be ignored.The institutional change process of Hong Kong-Guangdong cooperation in higher education is influenced by the action from central government of the People＇Republic of China（PRC）to the local governments of Hong Kong and Guang-dong.With their own needs of interests and behavior restriction,the governments of different levels play various parts in their efforts of promoting the institutional creation,development and change of Hong Kong-Guangdong cooperation in higher education.

According to the Theory of Institutional Changes,European Union（EU）Integration in Higher Education is also one kind of institutional change and innovation of cooperation in higher education.The institutional change of cooperation in EU and Hong Kong-Guangdong are both affected by regional politics,economy and the development needs of higher education itself.However,there are differences between them,such as institutional environment,the way of institutional change and so on.The EU experiences are beneficial to Hong Kong-Guangdong cooperation in higher education,for example,the institutional change of cooperation in higher education is guaranteed by complete implement mechanism,carried by specific cooperation plans,supported by sufficient funds,and it should follow the principle of interest entities participation and balance the relation between convergence and diversity.The cooperation among·2·Hong Kong,Macao and Guangdong is enhanced to the national strategic level according to the Outline of Reform and Development Plan for the Pearl River Delta issued by National Development and Reform Commission.Hong Kong and Guangdong community work actively to further promote their cooperation in higher education,which is exactly the institutional innovation process of cooperation in higher education.We point out that there is still room for institutional innovaion among the areas of academic staff exchanges,cooperation in running school and scientific research,cross-border cooperation in production,teaching and research,and various types of cooperative networks.However,there are some barriers like different state regulations and policies need to be overcome.By eliminating regulations and policies barriers,improving incentive mechanism,and reducing information search cost,the central government of PRC and the local governments of Hong Kong and Guangdong can improve the cost-benefit situations of the interest entities and promote the realization of institutional innovation of Hong Kong-Guangdong cooperation in higher education.

Key Words:HongKong-Guangdong Cooperation,Higher Education,Institutional Change,Institutional Innovation