Detection of the Perceptual Gap between Experts and Public for the Successful Implementation of New Policies: Evidence from the Educational Policy Development

Understanding the difference between the viewpoints of experts and the public and communicating are very important processes to prevent wasteful conflicts and achieve successful implementation of new policies. This study compares the structures of perceptions representing the views of experts and th...

Full description

Saved in:
Bibliographic Details
Published in:Sustainability 2022-03, Vol.14 (5), p.2898
Main Authors: Lee, Jin Suk, Song, Tae Ho
Format: Article
Language:English
Subjects:
Communication
Core curriculum
Curricula
Education
Education policy
Elementary schools
Humanities
Network analysis
Perceptions
Public hearings
Public opinion
Revisions
Scientific papers
Semantics
Students
Sustainability
Textbooks
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Understanding the difference between the viewpoints of experts and the public and communicating are very important processes to prevent wasteful conflicts and achieve successful implementation of new policies. This study compares the structures of perceptions representing the views of experts and the public as subjects in research papers and newspaper articles of national education policy using semantic network analysis and overlay mapping. Data are collected from the Korean education system, where it is convenient to collect national-level educational policy data. The results show the group of education experts showed great interest in the core concepts of the revised curriculum and its implementation, focusing on abstract theories, whereas the public showed greater interest in practical problems and the outcomes of the revision rather than the process of revision of the curriculum. It clearly highlights the differences in and causes of the reactions of experts and the views of the public to newly developed national education policies, thereby presenting implications for the successful design of important national programs that include education policies for the future.
ISSN:2071-1050
2071-1050
DOI:10.3390/su14052898