我國大專校院學生自治發展指標建構之研究

Abstract

本研究旨在建構我國大專校院學生自治發展指標。採用文獻分析法建構學生自治發展的核心價值及發展指標的基本理念，並據此運用修正式德菲法、層級分析法建構指標評估向度、面向、次面向及其具體內涵與定義。主要結論如下： 一、我國大專校院學生自治發展的核心價值：維護學生權利、落實校園民主、遵守法治國原則、學習民主自治。 二、我國大專校院學生自治發展指標之基本理念為大專校院為提昇其學術品質及學生學習效果，以具學生公共意見與意志參與的校園民主治理為核心，從其學生自治發展條件、組織發展本身、學生自治發展成效等，以前中後的三個向度評估之。 三、指標建構結果 （一）學生自治發展條件（評估向度） （A）學生個人的校園公共參與 （A-1）學生的社團參與程度及自願程度 （A-2）學生自治組織的參與程度、自願程度及多樣性 （A-3）學生自身以個人參與途徑的校園公共事務參與程度 （A-4）學生自身以團體參與途徑的校園公共事務參與程度 （B）大專校院對學生自治的支持程度 （B-1）大專校院對其學生自治組織定位的認知程度 （B-2）大專校院促進學生自治組織與其他單位的合作程度 （B-3）大專校院對學生自治組織獨立性的保障程度 （B-4）大專校院在學生自治組織申訴的支持程度 （B-5）大專校院對學生參與校園民主治理的支持程度 （二）組織發展本身（評估向度） （C）學生自治之組織發展 （C-1）學生自治組織人力及財務資源的運作、財務的透明度及規範度（C-2）學生自治組織參與內部治理且經選舉產生的成員性別平等保障制度及其行為規範公共的可及性（C-3）學生自治組織在科技的使用及互動程度（C-4）全校性學生自治組織與非全校性學生自治組織或其他學生社團的合作程度（C-5）學生自治組織參與校外或國外學生自治組織聯盟的程度（三）學生自治發展成效（評估向度）（D）學生自治組織內部（對學生或會員）的影響力（D-1）學生自治組織蒐集與處理學生公共意見與意志的行動及影響程度（D-2）學生自治組織對學生提升在校學習自治能力的行動及影響程度（D-3）學生對學生自治組織政策落實學生自治之核心價值的行動及影響程度（D-4）學生對學生自治組織的信任與支持程度（E）學生自治組織外部（對學校）的影響力（E-1）學生自治組織對校園公共議題的行動及影響程度（E-2）學生自治組織對大專校院政策的行動及影響程度最後本研究針對教育部、校方、學生自治組織實務參與者、未來相關研究及指標施測發展提出具體建議。

The aim of this study is to construct the indicators for the Development of Self-governance of the students of higher education in Taiwan. The basic principles of the core values and indicators for the development of self-governance of the students of higher education in Taiwan are formed using a literature analysis method. Based on this, the modified Delphi method and analytic hierarchy process are employed to construct the dimensions, aspects, sub-aspects, and their specific content and definitions for assessing the indicators.The main conclusions are as follows: 1. The core values of the development of self-governance of the students of higher education in Taiwan are: Safeguarding students' rights, Implementing campus democracy, Upholding the principles of rule of law, Learning democratic self-governance. 2. The fundamental concept of the development of self-governance of the students of higher education in Taiwan is centered around the principle of enhancing academic quality and student learning outcomes through campus democratic governance that involves students' public opinions and will. The evaluation of this student self-governance development is conducted through three dimensions: the conditions for student self-governance development, the development of student self-government organizations themselves, and the effectiveness of student self-governance development. The assessment covers the stages of pre-development, development, and post-development. 3. Results of Indicator Construction (1) Conditions for Development of Self-Governance of the students.(Evaluation Dimensions)A. Individual Student's Campus Public involvement A-1. Degree and voluntariness of students' involvement in clubs. A-2. Degree, voluntariness, and diversity of student involvement in student self-government organizations. A-3. Degree of students' individual participation in campus public affairs through personal channels. A-4. Degree of students' group participation in campus public affairs through collective channels. B. Degree of Support for the Development of Self-Governance of the students in colleges and universities B-1. The level of awareness of colleges and universities regarding the positioning of student self-government organizations. B-2. The extent to which colleges and universities promote collaboration between student self-government organizations and other units. B-3. The degree to which colleges and universities ensure the independence of student self-government organizations. B-4. The level of support provided by colleges and universities in addressing complaints raised by student self-government organizations.B-5. The extent of support from colleges and universities for encouraging student involvement in campus democratic governance.(2) Organizational Development Itself (Evaluation Dimensions)C. Organizational development of Self-Governance of the studentsC-1. Operation, transparency, and standardization of human and financial resources in student self-government organizations.C-2. Ensuring gender equality and public accessibility of behavioral norms for members elected through student self-government organizations' participation in internal governance. C-3. Utilization of technology and level of interaction within student self-government organizations. C-4. Degree of collaboration between campus-wide student self-government organizations and self-governing organizations of students at the level of departments or other student clubs. C-5. Degree of involvement of student self-government organizations in external or international student self-government organization alliances. (3) Effects of Development inSelf-Governance of the students (Evaluation Dimensions)D. Influence within student self-government organizations (on students or members) D-1. Actions and level of influence of student self-government organizations in collecting and processing students' public opinions and will. D-2. Actions and level of influence of student self-government organizations in enhancing students' ability to self-govern their learning in school. D-3. Actions and level of influence of students in implementing the core value of student self-governance within student self-government organizations.D-4. Level of trust and support of students towards student self-government organizations.E. Influence outside of student self-government organizations (on the school)E-1. Actions and level of influence of student self-government organizations on campus public issues.E-2. Actions and level of influence of student self-government organizations on college and university policies.Finally, this study provides specific suggestions for the Ministry of Education, schools, practical participants of student self-government organizations, future research, and the development of indicators for testing.