以「修復式正義」觀點探討大學學生獎懲規範

本文旨在以「修復式正義觀點」探討大學學生獎懲規範、其理論原則及實務型態，應用於大學學生獎懲規範之實施困難與配合措施。本文之目的為：一、瞭解學生事務人員對於我國大學學生獎懲規範內容及做法之意見；二、瞭解學生事務人員對於「修復式正義」原則應用於大學學生懲處案件的經驗、認為可能遭遇的問題及對應用的看法；三、瞭解學生事務人員對於「修復式正義」實務型態應用於大學學生獎懲規範的意見及認為可能遭遇的問題；四、探討「修復式正義」應用於大學學生獎懲規範時應有的配合措施；五、對於「修復式正義」應用於大學綜合研究結果提出建議，俾供規劃大學學生獎懲規範之參考。本文採質性研究方法，透過文獻收集、觀察及以立意抽樣，選取七位大學學生事務人員深度訪談。最後分析彙整研究成果提出以下建議，提供學校單位及教育主管行政機關參考：一、學生事務人員訓練方面：學生事務人員參與法律專業訓練與增進引導、輔導的知能、舉辦以修復式正義為主軸的研習；二、學校方案設計方面：公開宣導修復式正義的理念、培訓專業學生事務人員協助獎懲委員會進行、學校獎懲規範明訂修補傷害的重要性；三、教育主管機關支持方面：結合法律賦予強制力、提高教師意願、擴大適用對象。

關鍵字

大學學生獎懲規範；修復式正義；學生事務人員；學生事務；學生權利

並列摘要

This paper explores college students' code conduct, its principles, and practice patterns from the perspective of restorative justice. Such exploration will be applied to understating the difficulties of implementation and related measures. This paper owns three purposes: first, to know how student-affairs personnel think of both the content and practice of college students' code conduct; second, to know how student-affairs personnel react to the application of the principles of restorative justice on students' cases of reward and punishment, an application that may encounter problems; third, to know how student-affairs personnel react to the practice patterns of restorative justice on students' cases of reward and punishment, and possible problems; fourth, to investigate what supportive measures may be when restorative justice is applied upon students' code conduct; fifth, to give suggestions when colleges are regulating students' code conduct. Having adopted qualitative research methods, this study collected relevant literature, made observation, and, through positive sampling, selected seven student-affairs staff members to conduct in-depth interviews. The following suggestions are based upon detailed analysis and studies, in the hope that they can provide useful information for school authorities. First, regarding the training of student-affairs professionals, it is advised that they take professional legal training courses to enhance their legal and counseling knowledge; besides, it is necessary to hold seminars on restorative justice. Second, as to school's program design, it is essential to publicly promote the idea of restorative justice, to train student-affairs professionals to assist school's committee on students' code conduct, and to help specify the importance of amending injuries when school regulates measures on award and punishment. Third, for the support of education administration authorities, seek the coercive power from law, motivate teachers' participation, and broaden the targets of application.