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課程名稱 |
公共行政的社會認知方法：國家與公民互動的關係模式
A Socio-cognitive Approach to Public Administration |
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開課學期 |
112-2 |
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授課對象 |
社會科學院 公共事務研究所 |
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授課教師 |
Rick |
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課號 |
GIPA5023 |
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課程識別碼 |
343 U0320 |
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班次 |
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學分 |
1.0 |
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全/半年 |
半年 |
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必/選修 |
選修 |
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上課時間 |
第1,6 週
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上課地點 |
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備註 |
密集課程。上課時間如有變動，將公告於公事所網站。
限碩士班以上
總人數上限：30人 |
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課程簡介影片 |
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核心能力關聯 |
核心能力與課程規劃關聯圖 |
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課程大綱
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課程概述 |
Human cognition is strongly guided by implicit theories about other people and social situations. An obvious example in the everyday world are prejudices, which simplify the perceived reality and imply a high risk of misjudgments but, at the same time, enable decision-making in an otherwise overcomplex world. This course explores the consequences of this socio-cognitive perspective for applied settings in public administration. Citizens bring their implicit (and often negatively biased) assumptions about public servants to their encounters with the state. Reversely, public servants have an implicit model of citizens in their mind when they initiate or enter interactions with citizens. Both sides also have assumptions and expectations about how state-citizen encounters typically or ideally unfold. The relational schemas that emerge from these implicit assumptions gain in importance because in a ‘New Public Governance,’ citizens increasingly find themselves in the role of co-initiators, co-producers, and co-evaluators of public goods and services. The course will explore the implicit citizenship and servantship theories as well as the interactional scripts that build the relational schemas of state-citizen interactions in collaborative projects.
歡迎同學直接上網加選，You are free to add the course online. |
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課程目標 |
The study will introduce students into foundations and applications of a socio-cognitive approach to public administration. Participants will learn theoretical and methodological foundations of social cognition and explore recent applications in the field of public administration, with a particular focus on state-citizen interactions. They will also develop own ideas how to further advance this approach conceptually and/or empirically. |
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課程要求 |
待補 |
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預期每週課後學習時數 |
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Office Hours |
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指定閱讀 |
2/20
1.Carlston, D. (2010). Models of implicit and explicit mental representation. In B. Gawronski & B. K. Payne (Eds.), Handbook of implicit social cognition: Measurement, theory, and applications (pp. 38–61). New York: Guilford Press.
2.Gawronski, B., & Hahn, A. (2019). Implicit measures: Procedures, use, and interpretation. In H. Blanton, J. M. LaCroix, & G. D. Webster (Eds.), Measurement in social psychology (pp. 29–55). Routledge/Taylor & Francis Group. https://doi.org/10.4324/9780429452925-2.
3/25
1.Harrits, G. S. (2019). Stereotypes in context: How and when do street-level bureaucrats use class stereotypes? Public Administration Review, 79(1), 93-103.
2.Vogel, R., & Werkmeister, L. (2021). What is public about public leadership? Exploring implicit public leadership theories. Journal of Public Administration Research and Theory, 31(1), 166-183.
3/26 & 3/27
1.Davidovitz, M., & Cohen, N. (2022). Which Clients Inspire or Reduce the Trust of Street-Level Bureaucrats? Administration & Society, 54(8), 1516-1541.
2.Willems, J. (2020). Public servant stereotypes: It is not (at) all about being lazy, greedy and corrupt. Public Administration, 98(4), 807-823.
3/28
1.Baldwin, M. W. (1992). Relational schemas and the processing of social information. Psychological Bulletin, 112(3), 461-484.
2.Huang, X., Wright, R. P., Chiu, W. C. K., & Wang, C. (2008). Relational schemas as sources of evaluation and misevaluation of leader-member exchanges: Some initial evidence. Leadership Quarterly, 19(3), 266-282.
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參考書目 |
2/20
1.Allport, G. W., Clark, K., & Pettigrew, T. (1954). The nature of prejudice. Reading, MA: Addison-Wesley.
2.Bar-Anan, Y., Nosek, B.A. (2014). A comparative investigation of seven indirect attitude measures. Behavioral Research Methods, 46(3), 668-688. doi: 10.3758/s13428-013-0410-6.
3.Fiske, S. T., & Taylor, S. E. (2021). Social cognition: From brains to culture. Los Angeles, CA: Sage.
3/25
1.Baviskar, S., & Winter, S. C. (2017). Street-level bureaucrats as individual policymakers: The relationship between attitudes and coping behavior toward vulnerable children and youth. International Public Management Journal, 20(2), 316-353.
2.Hesmert, L., Hattke, F. & Vogel, R. (2021). The a priori of public leadership: Social attributions to public and private leaders in different performance contexts. Public Administration, 1–24.
3.Lord, R. G., Epitropaki, O., Foti, R. J., & Hansbrough, T. K. (2020). Implicit Leadership Theories, Implicit Followership Theories, and Dynamic Processing of Leadership Information. Annual Review of Organizational Psychology and Organizational Behavior, 7(1), 49–74.
4.Senghaas, M. (2021). Street-level judgements about welfare deservingness: How job center advisors decide about the individual mix of ‘support’ and ‘demand’ in the delivery of activation policies. Social Policy and Society, 20(3), 385-399.
3/26 & 3/27
1.Bertram, I., Bouwman, R., & Tummers, L. (2022). Socioeconomic status and public sector worker stereotypes: Results from a representative survey. Public Administration Review, forthcoming.
2.Kim, S. (2022). Identifying job seekers’ perceptions of public officials in Korea using Q methodology. International Review of Public Administration 27(3), 190-210.
3.Liegat, M. C., Hensel, D., Vogel, D., & Vogel, R. (2022). Aggressions and associations: How workplace violence affects what public employees think of citizens. Public Administration, 1–17. https://doi.org/10.1111/padm.12909
4.Raaphorst, N., & van de Walle, S. (2018). A signaling perspective on bureaucratic encounters: How public officials interpret signals and cues. Social Policy & Administration, 52(7), 1367–1378.
3/28
1.Fiske, A. P. (1992). The four elementary forms of sociality: Framework for a unified theory of social relations. Psychological Review, 99(), 689-723.
2.Jakobsen, M., James, O., Moynihan, D., & Nabatchi, T. (2019). JPART Virtual Issue on Citizen-State Interactions in Public Administration Research. Journal of Public Administration Research and Theory, 29(4), e8-e15.
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評量方式
(僅供參考) |
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No. |
項目 |
百分比 |
說明 |
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1. |
Participation |
20% |
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2. |
Reading Memo |
20% |
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3. |
Final Report |
60% |
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週次 |
日期 |
單元主題 |
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第2週 |
2/20 Tue. 17：20-20：10 |
Online Course
Introduction to the social-cognitive approach: Theory and methods |
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第3週 |
3/25 Mon. 10：20-13：10 |
Implicit theories in other applied settings: Leadership and street-level bureaucracy |
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第4週 |
3/26 Tue. 10：20-13：10 |
Implicit theories in public administration: Implicit citizenship and servantship theories (1) |
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第5週 |
3/27 Wed. 10：20-13：10 |
Implicit theories in public administration: Implicit citizenship and servantship theories (2) |
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第6週 |
3/28 Thu. 10：20-13：10 |
1.Towards integration: Relational schemas of state-citizen interaction
2.Final Report |
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