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

• Main Author: 劉約蘭
• Other Authors: 張明輝
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/feza8w

博士 === 國立臺灣師範大學 === 教育學系 === 97 === 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.