國立臺灣大學政治科學論叢

Abstract / Chinese PDF Download

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.