近年來，如何落實推展相關公共事務管理教育，提升公共事務的管理能力與品質，成為建立後現代公民治理所須積極思考的課題。換言之，如何培養公民能夠具有參與公民社會的素養，則需透過教育的途徑方能有效治本。過去在相關公共事務管理教育方面，兩岸及美國均曾擁有不同的推展經驗，由於時空環境上的差異，導致彼此的教育課程內容各有重點，因此進行跨域性的課程結構比較分析，將能掌握未來教育發展的方向與趨勢。
基於上述，故本研究係以台灣設有相關公共事務管理碩士在職專班之十六所大學，以及大陸第一批核准開辦MPA專業學位之二十四所大學為實證對象，並與美國同屬領域內之六所代表性大學進行對照。分析過程以歸納研擬之「公共事務管理整合參考架構」為基礎，進行MPA教育課程結構的異同比較。同時藉由實證分析結果，達到（1）檢視該架構的明確性與對應性；（2）反映相關公共事務管理教育結構面向特性；（3）發掘兩岸大學MPA課程結構面向的特性與意涵；以及（4）提供未來相關公共事務管理教育設計之參考。有關本研究所獲得之主要成果如下：
一、量化分析方面
經由數量化理論模型，分析兩岸與美國代表性大學的MPA教育課程結構，可區分為以下三項特性：
（一）台灣所屬十六所大學的MPA課程結構面向，涵蓋現象面與本質面，較為著重後現代層次議題。以制度分析與設計；兩岸政治與政策議題；和管理產出、品質及創新為主要的關鍵性課程類別。
（二）大陸所屬二十四所大學的MPA課程結構面向，涵蓋現象面、本質面與條件面，較為著重現代層次議題。以制度分析與設計；和科技政策與資訊技術管理為主要的關鍵性課程類別。
（三）美國六所代表性大學的MPA課程結構面向，涵蓋現象面、本質面與條件面，著重後現代層次議題，同時對於兩岸大學的課程結構均有所影響。此外，係以制度分析與設計；科技政策與資訊技術管理；管理產出、品質及創新；和城鄉、住都發展與交通為主要的關鍵性課程類別。
二、質性訪問方面
經由質性訪問方式，分析資深教授對於相關公共事務管理教育的發展，可歸納為下列六項重點意見：
（一）教育課程的設計在講求技術理性的同時，必須重視行政的哲學與思維。
（二）應以創造本土理論為目標，否則仍須具備修正與批判國外理論的能力。
（三）政策推展應以永續經營為理念，以全人教育為人才培養宗旨。
（四）教育必須強化理論與實務的結合，拓廣學術與研究的面向。
（五）大學相關系所在發展與轉型的同時，不能忽略認同危機。
（六）未來應朝公共事務學院發展，提高教育體制的規模與位階。
關鍵詞：公共行政、公共管理、公共事務管理、教育體制、數量化理論。

Recently, implementing Public Affairs Management (PAM) educational program, and increasing the graduate’s abilities and management quality have become important issues for establishing postmodern public involvement citizenship. In other words, how to instruct a modern citizen to participate in the civic society relies mostly on the education avenue. However, there existed different promoting experiences of PAM education among Taiwan, China and the U.S.A. However due to the social context and history in each country, there existed each own strength and focus. Hence, to discern and compare the PAM course structures cross-nationally and to spotlight the direction and development of PAM education program in the future became the researcher’s interest.
This study contained 16 universities offering executive professional master programs of MPA (Master of Public Administration, MPA) in Taiwan and 24 universities in China as research subjects. Six universities in the U.S.A. were selected for the comparison purpose. “Integrated Reference Framework for Public Affairs Management” was applied as the analysis model to compare these courses. The study aims were below: (1) to review the explicitness and reflectivity of this framework; (2) to present the main characteristics of PAM education courses structure dimension; (3) to discover the denotation between universities in Taiwan and China; and (4) to contribute to PAM education course design in the future. The findings of this study were summarized:
1. Quantification analysis results
After conducting Hayashi’s quantification theory analysis with MPA education courses structured from universities in Taiwan and China, and incorporating with representative universities in the U.S.A., this study extracted three characteristics as the following:
(1) Sixteen universities in Taiwan reflected “phenomenal side”, “essential side” and focused on postmodern issues. The main crucial courses could be categorized into institutional analysis and design, Taiwan-China politics and policy issues, product-quality management and innovation.
(2) Twenty-four universities in China reflected “phenomenal side”, “essential side”, “conditional side” and focused on modern issues. The main courses could be categorized into institutional analysis and design, science-technology policies, and information technology management.
(3) Six universities in the U.S.A. reflected “phenomenal side”, “essential side” and “conditional side” and focused on postmodern issues. Furthermore, they influenced the universities in both Taiwan and China. The main courses could be categorized into institutional analysis and design, science-technology policies, information technology management, and rural-urban housing development and transportation.
2. Qualitative interview analysis results
The qualitative research data were collected through in-depth interviewing with the professors lecturing at the PAM education institutions. The findings suggested:
(1) When designing education course, the department shall take technical rationality and philosophical thoughts of administration into consideration.
(2) The PAM courses shall aim to create its localized theories instead of replicating the foreign ones. Otherwise, the interviewees suggested that a critical thinking and the ability to modify the theories were essential.
(3) PAM policies could be practiced with sustainable perspectives and these policies shall take whole-person education as one of the purposes.
(4) PAM courses could integrate and strengthen theory and practices, in order to broaden the scopes of academics and researches.
(5) When the universities and the departments set up a goal of transformation and development, the identity crisis should be concerned.
(6) The interviewees suggested that the university could set up the school of public affairs to emphasize its status in education.
Key Words： public administration, public management, public affairs management, education system, Hayashi’s quantification theory.