公民參與導向之政策個案教學實證研究：名義群體技術的應用

An Empirical Study on Policy Case-Based Teaching of Citizen Participation: The Application of Nominal Group Techniques

馬群傑(Chun-Chieh Ma)

《政治科學論叢》 50期 (2011/12) Pp. 37-94

https://doi.org/10.6166/TJPS.50(37-94)

摘要

近年來國外學者已廣泛運用以個案為基礎的哈佛式個案教學法，將公共事務的理論與實務進行密切聯結。相較之下，國內的個案教學雖漸受重視，然引用嚴謹規範程序以輔助政策個案教學的嘗試性作法仍屬少見。基此前提，本研究乃期望進行一種以政策個案探討為主、程序驗證為輔的「公共事務管理個案分析」教學課程準實驗研究。基於名義群體技術得以有效釐清並解構民主社會裡具重大複雜、溝通不良與受爭議之非結構性議題。由此，本研究乃採取NGT方法，除希望以此探究公民參與非結構性政策分析議題之可行性外，並期能針對NGT操作過程中參與者與旁聽者的認知意見，進行個案教學實驗導入效果之前後測檢測比較。再者，有鑑於民主社會的公民參與，其應尋求創造公共價值的規範性行為策略規劃。因此，本研究亦依據創造公共價值之行動理念基礎，設計政策個案參與者公共價值分析問卷。研究除印證個案教學法與國內政策分析課程密切聯結的可行性外，研究結果也呈現，藉由NGT程序的輔助，政策個案課程的採行更有助於促成公民參與學習認知的提升、公共議題論述能力的強化，乃至公共價值創造理念的深化等多元教學效益。是故，研究建議，相關方法如能提供於政策個案課程中加以妥適應用，或將有助於促進公民學習之實益，並防杜滋生被動參與之流弊。

關鍵字

公民參與 ； 哈佛式個案教學法 ； 名義群體技術 ； 創造公共價值

並列摘要

Over recent years, Harvard case-based teaching methods have been widely adopted overseas for courses on public policy, building dense linkages between practice and theory. However, although case-based teaching has gradually received greater attention in Taiwan, there have been few attempts to apply rigorous norms and processes to case-study based teaching. On this basis, this research carries out quasi-experiment on courses in the area of public affairs management case study analysis. Nominal group techniques (NGT) have been used to clarify and deconstruct important but complex, poorly communicated, and controversial issues in democratic society. This research applies the NGT method to both explore the viability of citizen participation in analysis of unstructured policy issues as well as measure the impact of case-based teaching on the cognition and viewpoints of participants and observers in the NGT process. Citizen participation in democratic society should seek to create public value. Therefore, this study produces a public value analysis questionnaire for participants in individual policy cases. Besides verifying the feasibility of linking case-based teaching methods with policy analysis courses, the research also shows that case-based policy courses can deliver both increased public participation and learning cognition. The strengthening of discourse on public affairs can deepen ideas on creating public value. Therefore, this study argues that such methods can guard against multiple defects in public policy making.

並列關鍵字

Citizen Participation ； Harvard Case-based Teaching Method ； Nominal Group Technique (NGT) ； Creating Public Value

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