全球在地化教育行政決策模式建構之研究

The Study of the Construction of the Glocalization Model of Educational Administrative Policy-Making

劉約蘭

指導教授 ： 張明輝博士

國立臺灣師範大學/教育學院/教育學系/博士(2008年)

摘要

受到全球化趨勢與相伴而起之在地化思潮的刺激，全球在地化理念應運而生，逐漸於各領域受到重視，並直接或間接地滲透到教育行政決策歷程與實務場域中。因此，由實然面理解全球在地化的影響路徑與程度，並就應然面建構理想的全球在地化教育行政決策模式，作為規劃、執行及評鑑全球在地化教育行政決策整體歷程與綜效的參據，對教育行政決策者與實務工作者均應具有必要性與價值性。
　　本研究旨在研析全球在地化的理論基礎，據以建構全球在地化教育行政決策模式，探討其運作理念與策略，並研提具體建議，俾供進行全球在地化教育行政決策之參考。
　　為達成研究目的，本研究採取文獻探討、訪談法與德懷術問卷調查法，首先透過文獻探討，釐清全球化、在地化、全球在地化三者之概念內涵與關係，並探究全球在地化教育行政決策之核心價值、歷程、要素、實務運作與相關研究成果。接著於訪談過程中，蒐集彙整12位教育學者與教育行政或學校行政人員對全球在地化相關概念之認知，及其對全球在地化理念運用於教育行政決策之觀察省思與建議意見，據以檢核確認全球在地化教育行政決策模式雛型草案之適切性。最後運用德懷術問卷調查法，由23位德懷術專家經三回合之評定，檢視全球在地化教育行政決策模式雛型之構面、要素、內涵、釋義及其歷程、運作之規劃是否周延，並考量整體模式雛型之適切性，始建構完成全球在地化教育行政決策模式及其運作原則。
　　經歸納文獻探討、訪談及德懷術問卷調查之主要研究發現，獲致本研究之結論如下：
一、全球化與在地化呈現相互影響與相輔辯證的關係。
二、全球在地化是全球化與在地化融合辯證的體現。
三、全球在地化與在地全球化具有雙向對流的創生循環效果。
四、全球在地化理念正逐漸滲透進入教育行政決策實務場域。
五、全球在地化教育行政決策模式是建構涵蓋思維、運作、影響因素三構面的持續革新動態模式。
六、全球在地化教育行政決策模式之運作應掌握六項基本理念。
七、全球在地化教育行政決策模式具解釋力與參照性。
　　本研究並依研究結論，對教育行政機關、學校及後續研究方向提出相關建議供作參考。
一、對教育行政機關之建議
（一）採納全球在地化教育行政決策模式作為決策參據。
（二）確立掌握全球在地化核心價值。
（三）通盤規劃，整合資源，分工協作，因地制宜。
（四）發展全球與在地之連結機制，強化資訊蒐集、研究與對話的能力。
（五）監督政策效果，彈性運作，求取平衡。
（六）提升教育行政決策者的思維與領導能力。
二、對學校之建議
（一）加強對全球在地化理念之理解與交流，納入教師專業知能範疇。
（二）廣納全球素材，涵育學生具備世界公民之素養與全球相容之能力。
（三）運用在地資源，強化學生具有人文關懷之情操與發揚主體特色之能力。
（四）設計全球與在地價值兼顧課題，引導學生學習參與論述之意願與知能。

關鍵字

全球在地化 ； 在地全球化 ； 教育行政決策 ； 模式

並列摘要

In taking stimulus of globalization and accompanying localization trends, glocalization sprouts and attracts much attention from every field, besides, it permeates through the educational administrative policy-making process and practice directly and indirectly. Therefore, to understand the influence route and degree of glocalization in terms of practice, and to construct an ideal glocalization model of educational administrative policy-making for reference in policy planning, implementation and evaluation, should be necessary and valuable to educational administrative policymakers and practice workers.
The objectives of this study are: (1) to explore the bases of glocalization theories; (2) to construct the glocalization model of educational administrative policy-making and to analyze the concepts and strategies of model operation; (3) to summarize the results and to provide some suggestions as references for glocalization educational administrative policy-making.
In order to accomplish the objectives, the study adopts literature review, interview and Delphi technique. First, through literature review, the study clarifies the meanings and relations of globalization, localization and glocalization, and explores the core values, process, elements, practice and the relative research outcomes of glocalization educational administrative policy-making. Second, interview is employed to ask for 12 educational scholars and administrators, in order to survey their understandings and reflections of glocalization as well as to seek their advices on the draft model. Finally, a three-round Delphi technique is used with 23 experts, to examine the frame, elements, concepts, meanings, process and operation of the glocalization model of educational administrative policy-making, and to consider the appropriateness of the model. On the basis of Delphi survey procedure, the glocalization model of educational administrative policy-making and its operation principles are established.
Based on the findings of literature review, interview and Delphi technique, the following conclusions are drawn:
1. Globalization and localization are inter-influencing and dialectical.
2. Glocalization is a fusing and dialectical embodiment of globalization and localization.
3. Glocalization and lobalization form a two-way circulation of inter-creation and inter-abundance.
4. The notion of glocalization is permeating the educational administrative policy-making practice field.
5. Glocalization model of educational administrative policy-making is a persistent dynamic evolutionary model including three aspects of thought, operation and influence factor.
6. To make glocalization educational administrative policy should be on the basis of six fundamental ideas.
7. Glocalization model of educational administrative policy-making has the capability of interpretation and reference,
According to the conclusions, there are some suggestions for educational administrative organization and school.
1. Suggestions to educational administrative organization:
(1) Take the glocalization model of educational administrative policy-making into account in the course of policy-making.
(2) Establish and get hold of the core values of glocalization.
(3) Make holistic planning, compile various resources, work with collaboration, fit to circumstances.
(4) Develop the bond between global and local, enhance the ability to data-collection, research and dialogue.
(5) Monior the policy outcome, implement with reflexibility and maintain the balance.
(6) Promote educational administrative policymaker’s ability of deliberation and leadership.
2. Suggestions to school:
(1) Encourage teacher to understand and communicate the notion of glocalization, and involve glocalization in the profession category of teacher.
(2) Use global materials to educate student have the disposition of global citizen and the capacity of global fusion.
(3) Apply local resources to strength students’ sentiment to care human and ability to manifest identity.
(4) Design the program including global and local values to motivate students to deliberate and discourse.

並列關鍵字

glocalization ； lobalization ； educational administrative policy-making ； model

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