3
進權益關係人在過程中表達他們的經驗、關注議題和潛在解決方案(Sanders and Stappers, 2017)，此並非過往規劃教育規範所訓練的職能，因此如何教育未來的協作規劃者，是目前 協同規劃落實與教學內涵翻轉的關鍵。
9 二、參考文獻
1. Chang, H. B., & Huang, W. (2018). Stakeholder Workshops as A Pedagogy for
Experiential Learning in Collaborative Planning Education: An Action Research at the Department of Urban Planning, NCKU, Taiwan. Paper presented at the Association of European Schools of Planning Annual Congress 2018, Gothenburg, Sweden.
2. Eden, C. (1996). The stakeholder/collaborator strategy workshop. In Huxham, Chris, ed. Creating Collaborative Advantage. London: Sage, 44-56.
3. Healey, P. (2003). Collaborative planning in perspective. Planning Theory, 2(2), 101-123.
4. Hemmati, M. (2012). Multi-stakeholder Processes for Governance and Sustainability: Beyond Deadlock and Conflict. Routledge.
5. Innes, J. E., & Booher, D. E. (2004). Reframing public participation: strategies for the 21st century. Planning Theory & Practice, 5(4), 419-436.
6. Moore-Cherry, N., & Mccarthy, L. (2016). Debating Temporary Uses for Vacant Urban Sites: Insights for practice from a stakeholder workshop. Planning Practice & Research, 31(3), 347-357.
7. Oonk, C., Gulikers, J., & Mulder, M. (2016). Educating collaborative planners: strengthening evidence for the learning potential of multi-stakeholder regional learning environments. Planning Practice & Research, 31(5), 533-551.
8. Rosier, J., Slade, C., Perkins, T., Baldwin, C., Coiacetto, E., Budge, T., & Harwood, A. (2016). The benefits of embedding experiential learning in the education of planners. Planning Practice & Research, 31(5), 486-499.
9. Sanders, E. B. N., & Stappers, P. J. (2008). Co-creation and the new landscapes of design. Co-design, 4(1), 5-18.
三、附件 附件一、規劃專業能力自評表
