爭議性政策運用政策行銷之思辨：以十二年國民基本教育政策為分析個案

Abstract

政策行銷為近年來新興的學術議題，其特性為學理探究與實務運用間緊密結合。觀諸當前的研究趨勢，學理探究幾近全盤肯定政策行銷的正面價值，實務研究則偏向較不具爭議政策之行銷模式套用。有別於此，本文之關注焦點為政策行銷的運用是否存有限制與需檢討之處，並以爭議性政策為分析對象。 本文透過文獻分析、文本分析與次級資料分析之研究方法，針對爭議性十二年國教政策加以觀察。就政策行銷作為來說，此政策個案運用最多者為組合要素中的通路設置與促銷活動，整體面展現了預示與品牌形象連貫的功能。然而如促進教育主管機關與顧客的雙向交流，以及獲得更多支持等功能卻未明顯體現。此外，教育主管機關掌握大量資源與行銷話語權的優勢，加上顧客回應性與民主精神的落實皆有不足，使得政策行銷發動者與接收者間的資訊不對稱現象更加深化。 據此，本文於過程面上主張爭議性政策應避免敘事型的促銷，且需加強資訊公開與增進民主參與。而就整體之制度層面，則建議加強監察院之糾正效能，並透過預算法的修正，使政策行銷主體以外的多元意見獲得更多的曝光機會，讓政策行銷客體於政策訊息的接收上更為周全。

Policy marketing is a new academic issue, its theoretical and practical characteristics are related closely. Most of the current theoretical studies indicate that policy marketing is a good policy tool, and case studies which analyze non-controversial policies agree with this argument. However, do government agencies which use policy marketing have any problem in the process? This research analyzes the Twelve-Year Basic Education policy, a controversial one, to deal with it. This research review the Twelve-Year Basic Education policy through literature analysis, text analysis and secondary data analysis methods. In practice, how do government agencies apply policy marketing to this policy? Government agencies set up many spots for promotion, which not only allows people to know the policy early but creates a specific policy image. However, it is insufficient that government agencies interact with customers, and they fail to get enough support from them. In addition, government agencies obtain a large number of policy marketing resources, but they do not offer adequate responses to customers. Situations like this strengthen information asymmetry between government agencies and customers. This research suggests that controversial policies must avoid storytelling promotion and information opaque. Besides, democratic participation should be implemented in the process of policy marketing. I also provide some measures, hopefully, to reduce the possibility that policy issues are manipulated.