系統思考在推廣教育事業中的應用

南華大學機構典藏系統 > 管理學院 > 企業管理學系(管理科學碩/博士班,非營利事業管理碩士班) > 博碩士論文-非營利事業管理碩士班 > Item 987654321/20320

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題名:	系統思考在推廣教育事業中的應用
其他題名:	Applications of Systematic Thinking on Continuous Education
作者:	王思方 Wang, Szu-fang
貢獻者:	非營利事業管理研究所王振軒 Chen-shiuen Wang
關鍵詞:	系統思考;推廣教育;因果反饋環結構 System thinking;Continuous Education;Causal Feedback Loop
日期:	2008
上傳時間:	2015-04-20 14:20:44 (UTC+8)
摘要:	經濟主導時代，教育工作的商業個性益發明顯。一方面，教育仍然必須發揮傳授知識與教化人心的社會功能；另一方面，也必須依循經濟法則，為自己建立穩固的財務資源，才能維持自己的存在。這個現象，對於必須自負盈虧，獨立自持的推廣教育來說，更是真切。如何找出平衡點，是讓推廣教育既能發揮教育功能；又能產生經濟效益的前提。推廣教育是整個教育系統的一部分；而教育系統又是整個社會體系的一部分。因此，對於推廣教育的探討不能只限於推廣教育本身；而是必須將其他的相關要素一併納入研究，才能得到較為整體與可參考的結論。　　　　近年來，系統思考的研究取向開始受到各界關注。系統思考認為：(一)任何事物由內在的層次（Hierarchy）而結構，系統的整體大於局部之和，因此不宜以要素於孤立狀態時的規律和性質來解釋系統的整體性質；(二)要素之間存在著復雜的非線性關係，對整體的認知應著眼於要素之間的關係；(三)整體服從要素與外部環境之間的相互作用並自組織式地進行演化，演化的產生、發展乃至消亡是一個不可逆過程；(四)在價值取向上，以系統整體功能的優劣為標準。　　　　系統思考的框架揭示了，惟有對系統觀念進行全面理解，藉由系統思考（System Thinking）的因果反饋環結構（Causal Feedback Loop）為工具，來研析推廣教育中心的日常現象，與釐清推廣教育事業的各種關係，才有可能發現瓶頸，並產生較為全面的解決之道。這是本研究選擇系統思考為工具，來進行分析的原因。至於，研究的層面可以劃分為 (一)整體關係；(二）結構關係；(三）動態關係；（四）反饋關係。整個研究企圖回答的主要問題是，如何從系統思考的角度來分析：(一)現況探索：推廣教育中心的興衰原因；(二)執行過程：正確的政策為何產生錯誤的結果；(三)運行策略：是競爭；還是合作；還是競合；(四)經營思維：慣性與變革如何掌握與運用。不過，必須強調的是，系統思考雖然較為宏觀，但是仍然有其限制。　　The commercial character of education becomes increasingly obvious in this economic-oriented era. While education still has to enhance its functions in knowledge transfer and personality cultivation, it also has to follow the economic principles in order to stabilize its financial resources and therefore to maintain its existence in a social system. Specially, finding the balance point between these two aspects is the prerequisite for education to operation well in the social system. Continuous Education is a part of the whole education system, which is also a part of the whole social system. Therefore, it would be more appropriate to bring more aspects into consideration when conducting the research on the issues relating to Continuous Education.　　　　In recent years, System Thinking has gained increasing attention in scholar circle because: (1) it views any matter or phenomena as a part of a structured hierarchy, and thus the system is larger than the sum of all the elements. In this sense, it is not proper to just explain a matter of phenomena by exploring these elements independently, without take into account the interaction between them; (2) there are plural and complex non-linear connections between these elements and therefore, it is necessary to clarify these connections and conclude the change brought about by them, so as to realize the whole; (3) change of elements will reflect on the change of the whole. But the change will be influenced by the structure and other elements in an organized form. Also, evolution is an irreversible process from initialization, development and disappearance.　　　　System thinking stresses that exploration on a matter or phenomena must be conducted from a higher and broader view; it suggests to take Causal Feedback Loop of System Thinking as the tool for analysis; and to generate feasible solution by pinpointing the bottlenecks by analyzing the daily phenomenon of Continuous Education first. This research agrees with this approach and intends to develop the research aspects as follows: (1) the whole entity; (2) the structure; (3) the dynamics; (4) the feedback. The main questions this research intends to answer are: (1) exploration of status quo: reasons of the rise and fall of a Continuous Education Center; (2) process of implementation: why correct policies cause wrong results; (3) operation strategy: competition, cooperation or compete/cooperate; (4) management thinking: control and use of inertance and change. However, it must be emphasized that this research structure still has its limitation, even though it is broader than others.
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