中心館藏網址 http://tulips.ntu.edu.tw/record=b2222693*cht

[ 摘要 ]
本研究乃是以屏東縣原住民部落大學為研究主題，依據研究目的，探討層面包括籌備歷史背景、設立理念，課程、師資規劃、組織規劃與運作現況、目前推動困境、族人對原住民部落大學的期望以及未來展望等四個部分﹔研究者在研究方法方面，以訪談法為主，文件分析法、觀察法為輔，並在資料驗證部份以三角交叉法加以佐證、蒐集各個面向所包含之意義。主要訪談對象為以下四類：包括屏東縣原住民部落大學主要核心成員、承辦單位工作人員、以及講師、學員與部落菁英等等，進行研究深入訪談。
在籌備過程部分，主要探討屏東縣原住民部落大學籌備歷史背景以及推動過程﹔在設立理念與組織規劃部分，討論設立理念、現行組織規畫以及教學系統（包括課程與師資）等﹔在組織運作現況部分，探討現行教務運作、學生事務（包括學生出缺席管理以及請假規定等）、庶務運作以及各種委員會之實施現況。
在推動困境方面，研究發現以下五點：一、時間的壓縮導致實施成果難以展現﹔二、投入部落工作之人才難以募集﹔三、缺乏部落分區工作人員協助研究開發﹔四、部落族人尚無法明白了解原住民部落大學為何種機構以及對於他們的實質幫助為何﹔五、原住民部落族人學習層面與經濟能力息息相關等。
在部落族人對原住民部落大學之期望部分，研究訪談歸納整理以下三點：一、希冀結合部落分歧之力量﹔二、探討文化危機以及盡快完成師資評鑑﹔三、研究討論村長的期望與排灣族人內心最深的呼喚。
在未來展望部分，分為以下五點：一、考慮財源穩定性需自籌經費﹔二、為穩定員工士氣須詳細規劃人事費用﹔三、在課程方向朝向推動母語家庭化﹔四、在招生宣傳方式採用教育行銷之理念﹔五、討論部落大學未來運作重要指標。
在建議部分，研究者分為以下四點說明：一、爭取政府學分認證、部落機制永續經營﹔二、打造部落新生命，結合學校教育﹔三、復興部落文化發展，促成部落人才培養﹔四、帶動部落學習風氣，邁向原住民自治。
[ ABSTRACT ]
The study focuses on issues with respect to aboriginal tribe-university of Pintong County. The research purposes include: first, collection of historical backgrounds; second, establishment of basic perspective, curricula and faculty organization; third, difficulties encountered in process and lastly, future expectation. The research methodology includes interview, data analysis supplemented by observational study. The documentational examination is further substantiated by triangular analysis, which aims for meanings from every possible angle. The interviewees are as follows: the core members from aboriginal university, staffs in charge, the faculty and students as well as tribal elite.
The preparation of the tribal university will be the main focus. In terms of organization, plannings on courses and instructors are highlighted. As for structural practices, the academic programmes, student affairs (including the management of attendance and leave-taking), the proper functioning of mundane chores and the implementation of committees.
Several strategic obstacles stand out in the process. Firstly, time limits prefigure a crucial hindrance in bringing out a satisfactory result. Secondly, recruitment comes scantily in aboriginal field research. Thirdly, there is a shortage in research personnel distribution. Fourth, the difficulties the aborigines face in understanding the purpose and functioning of a tribal university. The last concerns the indigenous people’s willingness to learn as well as their economic capability.
According to the previous interviews, what the tribespeople have in mind relating to a tribal university can be included in tree points. Firstly, they hope to integrate the divergent views. Secondly, there is urgency in both the discussion of cultural crisis as well as the completion of faculty evaluation. Thirdly, the exchange of opinions is of vitality in the chief’s prospective and the innermost yearnings from the tribespeople.
There are five more points relating to future development. Firstly, the assemblage of wealth within tribespeople is a way to stabilize economically. Secondly, personnel expenses need careful management in order to pacify the grumbling staff. Thirdly, the domestication of mother tongue(s) figures prominently in course planning. Fourthly, marketing strategy is applied to promotion activities. Fifth, the proper functioning of the tribal university will also be discussed.
My final suggestions come as follows. Firstly, to seek validity from the authority concerned of this peculiar institutional credential for the tribal perpetuation. Secondly, tribal renovation is an integral part of education. Thirdly, the revival of tribal culture will contribute to the cultivation of prospective tribal intellectuals. Fourth, boosting the willingness to learn new things is a sure way to tribal autonomy.