대입제도 개편 공론화 과정에 나타난 시민참여단의 숙의 효과

This study aims at discussing how the deliberation effect of the civic participation group who participated in the process of public discussion on the reform of the university admission system was revealed. To this end, the deliberation effect was analyzed by expanding not only the change in preference but also the change in knowledge acquisition and the change in influence of preference determinants. As a result, the level of learning and knowledge acquisition of the civic participation group on the agenda for public discussion and major contents of the university admission system increased through deliberation during the process of public discussion. For Agenda 2 and Agenda 4, the preference change of the civic participation group was significant, and preference determinants significantly influenced the final preference decision of the civic participation group for each agenda, so the deliberation effect was limited. This is due to the fact that the agendas were complementary rather than mutually exclusive for each of the three issues, and the civic participation group decided the degree of support for each agenda, not the way it was selected. In order to enhance the relevance of the public discussion in the future, it is necessary to find an agenda suitable for public discussion. Furthermore, it is necessary to enhance the validity of public discussion by applying public discussion to appropriate cases and by acquiring accurate knowledge about the scope of public discussion through clearly setting its scope.