本文根據系統理論所列出的可促進進化的七項結構特徵（包括：一、功能分化； 二、次系統的相對自主；三、價值的類化；四、透過程序以實施價值；五、內部角色的分化、角色間的互動開放；六、以類化的溝通媒介來整合一個互動的大體系，並對媒介給予信任；七、媒介要具有反身性）來詮釋台灣在1990 年代高等教育改革中所分化出來的教評會與申評會之功能與運作。然後，再蒐集實證資料檢驗申訴案件中，有哪些是教評會的原措施或處分被申評會所撤銷者，以彰顯其權力之平衡。為檢視教師申訴制度對高等教育組織及行政運作之健全化所發揮的功能，本文以第一屆到第七屆評議書中有關高等教育教師的申訴案中有理由者為研究對象，共蒐集151 案加以分析。方法是採用文件分析法，將違法或不當事項加以歸類為17 類後統計其次數，之後再加以詮釋。結果發現，台灣自從1993 年設立教師申訴制度以來，當學校接獲申評會之評議書為「另為適法之處置」時，學校必須重整其組織或修正其行政行為，重新審究申訴案件，因此學校之組織愈來愈健全，行政行為愈來愈符合正當法律程序，此為高等教育自治之先備條件，故申評會制度之設立，對高等教育自治理念之實現實有其助力。

During the educational reform of 1990s in Taiwan, two important committees had been differentiated from the administration, one is “the Committee for Teachers Review (Jiau-Ping- Huei)” and the other is “the Teachers’ Grievance Committee (Shen-Ping-Huei).” The present study interprets deductively their functions in accordance with the seven structural characteristics proposed by the system theory. The seven characteristics are: (a) functional differentiation, (b) relative autonomy of subsystems, (c) generalization of value, (d) realization of value through due process, (e) further differentiation of internal roles and openness of interactions between roles, (f) integration of the whole system through the generalized communication media and having confidence on the media, (g) reflexivity of the media. System possessing these seven characteristics can successfully evolve and sustain in the more and more complex environment. In order to investigate the functions of the Teachers’ Grievance Committee in the higher education institutions, 151 cases, which were petitioned or appealed during 1993-2006 by college teachers and justified by the Central Teachers’ Grievance Committee of the Ministry of Education, were collected and classified into 17 categories and then interpreted in terms of legality. The results show that since the establishment of the Teachers’ Grievance Committee, the higher education institutions have restructured their organizations and changed their administrative measures in accordance with rulings of the Teachers’ Grievance Committee. Consequently, the organizations of the higher educational institutions have been becoming healthier and the administrative behaviors becoming more likely to follow the due process. This is the prerequisite for the self-regulation of higher education institutions. Therefore, the Teachers’ Grievance Committee has also facilitated the realization of the self –governance of the higher education.