:::

詳目顯示

回上一頁
題名:大學角色的省思-探討大學社會責任實踐對大學課程的改變與影響
作者:柯幼寧
作者(外文):Claire Yu-Lin Ko
校院名稱:中原大學
系所名稱:企業管理研究所
指導教授:張光正
李明彥
學位類別:博士
出版日期:2021
主題關鍵詞:大學社會責任互動關係人價值-過程-影響模式University Social ResponsibilityStakeholder TheoryVPI Model
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:0
  • 點閱點閱:2
大學社會責任(USR)在各國的鼓勵推行之下,這幾年無論在國際或台灣均逐漸形成大學以著重社會責任作為學生課程主軸,且成為核心課程的一環,這使得社會對於大學社會責任的影響以及各項針對大學社會責任的回應越發重視。
台灣近年來由教育部規劃與推動USR實踐計畫,促成各大學積極爭取經費並投入社會場域協助解決問題,造成各大專校院在研究及教學上許多衝擊。因此,本研究觀察執行USR實踐計畫之團隊,評估師生使用新的上課模式與其教學成效,及執行USR實踐計畫的過程是否得以減少學生學習與社會需求的學用落差,來探討USR計畫的實踐對大學課程的影響與改變及大學定位的反思。本研究首先針對大學的沿革與轉變、大學社會責任等相關文獻,進行彙整與分析,凝聚文獻上的重要概念;並以此作為分析大學執行USR對課程的影響與改變的基礎。經由文獻探討,本研究萃取出USR與教學模式改變過程之關鍵要素;依據該關鍵要素,本研究進一步構建以USR關係為基礎之大學課程改變的概念架構,俾利進行個案研究。
本研究以中原大學作為研究案例,依學校的經營理念出發,並針對校長、主秘、各計畫主持人以及參與課程的教師與學生等進行深度訪談,再依訪談資料、各項公開計畫書、以及相關文獻資料等做為文本進行分析,根據互動關係人理論以及評估大學社會責任績效的VPI理論,一步一步釐清USR實踐計畫對大學自身角色的反思,並探討在此基礎下大學在課程發展與設計上所進行的調整與修正。
本研究結果發現USR實踐計畫執行後,對於社區、產業乃至學校皆產生正向變化,根據訪談資料發現,藉由USR實踐計畫,大學專業能量進入社區後,不僅僅以勞力幫助社區發展,更將專業知識結合社區需求,訓練學生發掘並解決社會問題,這樣的師生互相學習成長改變整個教學模式及課程設計,而課程成果的衡量已不再是考試或報告成績,轉變為學生成長能力及對社會影響。
綜合上述,在大學藉由USR計畫進駐社區後,因應實務現場的需求以及課程設計的轉變,促使大學對於社會的影響更為直接及具影響力,且培育出更多的菁英願意為社會付出,並投入人類永續發展,運用所學協助地方創生,這使得大學與社區,社區與學生建立密不可分的鑲嵌關係。社區民眾亦透過計畫實踐過程與大學互動,進而加深對大學的認同及存在價值,大學亦因此而獲肯定進而邁向大學的永續發展。
本研究最後提出對各大學經營的實務建議與未來研究建議,期能有助拼湊完整的高等教育社會責任拼圖。
Encouraged and promoted by many countries, university social responsibility (USR), has become the main axis of the student academic curriculum and one of its core courses both internationally and in universities in Taiwan. This has made society attach more and more importance to the impact of USR practices and the various responses to it.
In recent years, the Ministry of Education of Taiwan has planned and promoted USR practices, which has encouraged universities to actively seek funds to contribute to and help solve the problems of society, resulting in a large impact on the research and teaching of colleges and universities. Therefore, based on the impact of the USR practices on the university curriculum, this study evaluates the teaching mode and teaching & learning effectiveness of the USR implementation team and uses the process of the USR practices to conclude whether it can reduce the gap between student learning and social needs. Firstly, this study summarizes and analyzes the relevant literature on the evolution and transformation of universities towards USR practices. This is used to analyze the impact of USR practices on the university curriculum to extract the key elements of USR and the teaching model change process. Based on these key factors, this study further constructs a conceptual framework for university curriculum change based on USR practices. A case study is then outlined with this framework.
This case study used Chung Yuan Christian University as the research case, starting with the school’s management of operation philosophy, then in-depth interviews with the principal, chief secretary, program hosts, teachers and students participating in the courses. Various texts such as the interview data, various public plans, and relevant literature and materials were then analyzed. Based on the theory of stakeholder and the Values-Process-Impact (VPI) theory of evaluating the performance of USR practices, this paper clarifies the reflection of the USR practices on the role of university step by step, and discusses possible adjustments and corrections to university curriculum development and design.
The results of this study show that after the implementation of USR practices, positive changes have taken place in the community, industry, and even the school. It was found from the interviews that after the professional energy of the university entered the community through USR practices, this not only helped the community develop through labor but also provided professional knowledge in combination with community needs, and trained the students to discover and solve social problems. This kind of mutual learning between teachers and students changed the whole teaching and learning mode, and the measurement of curriculum outcomes was no longer an examination or report scores but had become the ability for personal growth of students and the impact on the society.
To sum up, after the university entered the community through the USR practices, in order to respond to practical needs in the field and the consequent changes in curriculum design, the university was able to have a more direct and greater impact on society, and cultivate more outstanding graduates, willing to contribute to the society and commit themselves to sustainable human development. The students used their learning to help local development, which enabled the university and the community, and the community and the students to establish an inseparable mosaic relationship. The community also interacted with the university through the plan and practice process, thus deepening the identity and value of the university, which encouraged recognition of its move towards sustainable development.
Finally, this study puts forward practical recommendations and future research recommendations for the management of various universities, which will help to piece together the jigsaw puzzle of higher education social responsibility.
中文部分:
丘昌泰(2000)。公共政策基礎篇。台北:巨流。
古雅瑄(2008)。美日大學分類與大學排名系統對我國高等教育發展之啟示。學校行政,56,P.1-13。
江明修(2009)。研究方法論。台北:智勝。
李志民(2016)。建設一流大學要確立科學研究支撐人才培養的辦學理念。高教科技主播微講堂,2016年02月04日,取自:
http://www.edu.cn/rd/special_topic/zbwjt/201602/t20160204_1363606.shtml
李秀英、劉俊儒、楊筱翎(2011)。企業社會責任與公司績效之關聯性。東海管理評論13卷1期,P.77-111
周芳怡(2019)。通識課程落實大學社會責任之行動研究。通識學刊:理念與實務,7(1),P.1-31。
周寶玉(2012)。企業社會責任與企業經營績效相關性分析。華人經濟研究,10卷2期,P.17-29。
林至善(2002)。學校與社區的聯結-社區服務二三事。學校與社區活動教育研討會會議資料。台北市:東吳大學。
林宮玄(2017)。「應用研究」真的比「基礎研究」對經濟有貢獻嗎?科學月刊,2017年6月14日,取自:https://pansci.asia/archives/119670
林清江(1993)。大學與成人教育的關係。成人教育,11,P.10-15。
林清江(2000)。國家教育研究院_大學的社會功能。教育大辭書。2000年12月,取自:https://pedia.cloud.edu.tw/Entry/Detail/?title=%E5%A4%A7%E5%AD%B8%E7%9A%84%E7%A4%BE%E6%9C%83%E5%8A%9F%E8%83%BD
林適湖(2011)。臺灣高等教育之發展與省思。教育資料集刊,52,P.1-22。
林穎君(2012)。美國高等教育目標演變與課程發展之歷史脈絡 國立台灣大學教學發展中心 電子報 NO.95 2012年05月30日,取自:https://ctld.ntu.edu.tw/_epaper/news_detail.php?f_s_num=97
林穎君(2016)。美國高等教育目標演變與課程發展之歷史脈絡,國立台灣大學教育發展中心電子報95期,取自:https://ctld.ntu.edu.tw/_epaper/news_detail.php?f_s_num=97
金耀基(2003)。大學之理念(第二版)。台北:時報文化。
金耀基(2017)。再思大學之道:大學與中國的現代文明。牛津大學出版社(中國)。
侯世光、黃進和(2019)。第五章 技術及職業教育。中華民國教育年報106年。P.193-224。
侯勝宗(2012)。見所未見:詮釋性個案研究方法探索。組織與管理,5(1),P.111-153。
施溪泉(2017)。大學教育與學用落差。臺灣教育評論月刊,6(8),P.49-50。
洪世章、蔡碧鳳(2006)。企業興業與成長:比較個案研究。中山管理評論,14(1),P.79-117。
高義展(2018)。高雄市臨海工業園區新住民社會責任實踐計畫的可行策略。臺灣教育評論月刊,7卷12期,P.113-116。
張芬芬(2010)。質性資料的五步:在抽象分析上爬升。初等教育學刊,35期,P.87-120。
張國保、袁宇熙(2019)。第六章 大學教育。中華民國教育年報106年,P.225-279。
教育部(2001)。大學教育白皮書。
教研相長:教學與研究的整合—兼論翻轉教學的省思 大學使命的改變(民105年12月13日)。台灣大學《椰林講堂》。民110年6月18日,取自:http://tpod.ctld.ntnu.edu.tw/Publications/show?id=2d492ba0fa2b459b9f261bb824d57944&AspxAutoDetectCookieSupport=1
曹慧君(2020)。大學社會責任與企業社會責任關聯性研究—規範同形論的觀點(未出版碩士論文)。中原大學企業管理研究所,桃園縣,P.1-96。
許品鵑、謝秉弘、陳麒竹(2015)。25年來臺灣大學校數變動趨勢。評鑑雙月刊,第58期。
許筱君、黃彥融(2017)。全球化下我國大學圖像之轉變-以教改20年高等教育政策為例。教育理論與實踐學刊,第35期,P.123-142。
陳重成(2010)。全球化語境下的本土化論述形式:建構多元地方感的彩虹文。遠景基金會季刊,11(4),P.43-96。
程介明(2017)。課程概念演變。教育評論。2017.12.4,取自:https://www.master-insight.com/%E8%AA%B2%E7%A8%8B%E6%A6%82%E5%BF%B5%E6%BC%94%E8%AE%8A/
黃明雪(2008)。服務學習融入帶動中小學社團發展方案學習成效之研究-以德明財經科技大學為例(未出版碩士論文)。國立臺灣師範大學,臺北市。
楊正誠(2019)。大學社會責任發展的國內外趨勢。評鑑雙月刊(79),P.32-36。
詹盛如(2018)。高等教育的社會責任探討。政府審計季刊,第38卷第2期,P.17 – 20。
詹盛如(2020)。評介《大學社會責任與生活品質》。當代教育研究季刊,28(4),P.97-106。
廖英賢(2002)。振興地方策略形成的互動關係人研究-澎湖設置觀光賭場爭議之個案分析(未出版碩士論文)。中山大學公共事務管理研究所,高雄。
翟本瑞、蔡勝男(2020)。大學社會責任實踐的四個層次。高等教育研究紀要;12 2020.01[民109.01];P.47-67.,取自:http://ntcuir.ntcu.edu.tw/bitstream/987654321/16154/2/
劉祖華、劉豐瑞(2014)。學歷通膨與學用落差,科技大學應有的作為。臺灣教育評論月刊,3(12),P.56-59.
劉曉芬、張嘉育(2018)。從教與學學術研究(SoTL)觀點探討臺灣大學教師教學升等之深化,教育研究月刊,286期,P.65-87。
鄭伯壎、黃敏萍(2008)。實地研究中的案例研究。P.225-260。收錄於陳曉萍、徐淑英、樊景立、鄭伯壎編著,組織與管理研究的實證方法。台北:華泰。
蕭瑞麟(2007)。不用數字的研究:鍛鍊深度思考力的質性研究。臺灣培生教育出版。
聯合國教科文組織。教育:财富蕴藏其中。國際二十一世紀教育委員會報告。五十周年報告,取自:
https://www.un.org/chinese/esa/education/lifelonglearning/index.html
薛天祥(主編)(2001)。高等教育管理學。桂林:廣西師範大學。

英文部分:
Alshuwaikhat, H. M., & Abubakar, I. (2008). An integrated approach to achieving campus sustainability: Assessment of the current campus environmental management practices. Journal of Cleaner Production, 16(16), 1777–1785.
Alzyoud, S. A., & Bani-Hani, K. (2015). Social responsibility in higher education institutions: Application case from the Middle East. European Scientific Journal, 11(8), 122–129.
Backman, J. (1975). Social responsibility and accountability. New York: New York University Press.
Barbara S. Fuhrman (1997), Philosophies and Aims. Handbook of the Undergraduate Curriculum published by Jossey-Bass.
Basken, P. (2016). Is university research missing what matters most? The Chronicle of Higher Education, January 24, 2016.
Bastos, F. C. C., de Souza, M. J. B., & Hoffmann, E. M. (2019). University Social Responsibility: An Analysis from the Carroll’s Model. Revista de Negócios, 24 (3), 27-48.
BAUER, Martin W.; GASKELL, George. (2002). Qualitative researching with text, image and sound: a practical handbook. London: Sage Publications.
Bok, D. C. (2003). Universities in the marketplace: The commercialization of higher education. Princeton, NJ: Princeton University Press.
Brock, C. (2009). Historical and societal roots of regulation and accreditation of higher education for quality assurance. In Global University Network for Innovation Ed., Higher education at a time of transformation: New dynamics for social responsibility. Basingstoke: GUNI/Palgrave Macmillan.
Carroll, A. B. (1979). A three-dimensional conceptual model of corporate performance. Academy of Management Review, 4(4), 497–505.
Carroll, A. B. (1989). Business and society: Ethics and stakeholder management. Cincinnati: South-Western.
Carroll, B. and A. C. Shapiro, (1987). “Corporate Stakeholders and Corporate Finance”, Financial Management, 16, pp.5-14,
Chen, S.-H., Nasongkhla, J., & Donaldson, J. A. (2015). University social responsibility (USR): Identifying an ethical foundation within higher education institutions. TOJET: The Turkish Online Journal of Educational Technology, 14(4), 165–172.
Clarkson Max B. E. (1995). A Stakeholder Framework for Analyzing and Evaluating Corporate Social Performance, Academy of Management Review, 20(1), 92-117.
Clugston, R. M., & Calder, W. (1999). Critical dimensions of sustainability in higher education. Sustainability and University Life, 5, 31–46.
Cole, L., & Wright, T. (2003). Assessing sustainability on Canadian university campuses: Development of a campus sustainability assessment framework. Unpublished master’s thesis, Royal Roads University, Victoria, BC.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (1994). Handbook of qualitative research. Thousand Oaks, CA: Sage. 1-18
Dima, A. M., Vasilache, S., Ghinea, V., & Agoston, S. (2013). A model of academic social responsibility. Transylvanian Review of Administrative Sciences, 9(38), 23–43.
Elkington, J. (2001). The triple bottom line for 21st century business. In R. Welford & R. Starkey (Eds.), The Earthscan reader in business and sustainable development (pp. 20–43). London. Earthscan Publications.
Finch, C. R., and Crunkilton, J. R. (1999). Curriculum development in vocational and technical education. planning, content, and implementation. Allyn and Bacon, 160 Gould Street, Needham Heights, MA 02494.
Freeman, J, (1999). Stakeholder Influence Strategies, American Sociological Review, 24, pp.191-205.
Freeman, R. E. (1984). Strategic management: A stakeholder perspective. Boston: Pitman.
Friedman M., (1970). The Social Responsibility of Business Is to Increase Its Profits, New York Times Magazine, 13.09.
Golden-Biddle, K., & Locke, K. (1993). Appealing work: An investigation of how ethnographic texts convince. Organization science, 4(4), 595-616.
Gomez, L. (2014). The importance of university social responsibility in Hispanic America: A responsible trend in developing countries (pp.241-268). In Gabriel Eweje (ed.). Corporate Social Responsibility and Sustainability: Emerging Trends in Developing Economies. Emerald Group Publishing.
Green, A. (2014). Core skills, general education and unification in post-16 education Dearing and Beyond: 14-19 Qualifications, Frameworks and Systems, 88.
Green, A. (2016). Handbook of global education policy. John Wiley and Sons. http://www.chronicle.com/article/Is-University-ResearchMissing/235028
Hurlimann, A., March, A., & Robins, J. (2013). University curriculum development–stuck in a process and how to break free. Journal of Higher Education Policy and Management, 35 (6), 639-651.
Jónasson, J. T. (2008). Inventing tomorrow’s university: Who is to take the lead? Bologna, IT: Bononia University Press.
Jones, T., (1995), Instrumental Stakeholder Theory: A Synthesis of Ethics and Economics, Academy of Management Review, Vol. 20, No. 2, 404-437.
Klein, H. K., & Myers, M. D. (1999). A set of principles for conducting and evaluating interpretive field studies in information systems. MIS quarterly, 67-93.
Lay, S. (2004). The interpretation of the Magna Charta Universitatum and its principles. Bologna: Bononia University Press.
Lindqvist, M. (2012). The roles of universities in regional development. http://www.nordregio.se/en/Metameny/Nordregio-News/2012/Issue-22012/The-Roles-of-Universities-in-Regional Development/. Accessed May 15, 2016.
Lo, C. W. H., Pang, R. X., Egri, C. P., & Li, P. H. Y. (2017). University social responsibility: conceptualization and an assessment framework. In University social responsibility and quality of life (pp. 37-59).
Lozano, R. (2006). A tool for a graphical assessment of sustainability in universities (GASU). Journal of Cleaner Production, 14(9), 963–972.
Manne, H. G., & Wallich, H. C. (1972). The modern corporation and social responsibility. Washington DC: American Enterprise Institute for Public Policy Research.
Maryland Student Service Alliance (2004). Maryland's best practice: An improvement guide for school-based Service-Learning. Maryland: Maryland Department of Education
Maslen, G. (2012). Worldwide student numbers forecast to double by 2025. University World News, 209. http://www.universityworldnews.com/article.php?story=20120216105739999. Accessed September 19, 2016.
Maslen, G. (2012). Worldwide student numbers forecast to double by 2025. University World News, 209. http://www.universityworldnews.com/article.php?story=20120216105739999. Accessed September 19, 2016.
McGuire, J.W. (1963) Business and Society. McGraw-Hill, New York.
McMillan J.J., (2007). “Why Corporate Social Responsibility? Why Now?, in: The Debate over Corporate Social Responsibility”, ed. S. May, G. Cheney, J. Roper, Oxford University Press.
Mitchell, Agle and Wood, (1977). “Toward a Theory of Stakeholder Identification and Salience: Defining the Principle of Who and What Really Counts”, American Journal of Sociology, 825, pp.929-694
Mohamed, A. T. E. (2015). A framework for university social responsibility and sustainability: the case of south valley university, Egypt. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 9(7), 2370–2379.
Muijen, H. S. (2004). Corporate social responsibility starts at university. Journal of Business Ethics, 53(1–2), 235–246.
Neugebauer, M. (2015). The introduction of Bachelor degrees and the under-representation of students from low social origin in higher education in Germany: a pseudo-panel approach. European Sociological Review, 31 (5), 591-602.
Neuman, W.L. (1997) Social Research Methods: Qualitative and Quantitative Approaches. 3rd Edition, Allyn and Bacon, Boston.
Palmer, K. (1995). Tightening environmental standards: The benefit-cost or the no-cost paradigm? The Journal of Economic Perspectives, 9 (4), 119-132.
Posner, G. J., and Rudnitsky, A. N. (1994). Course design: A guide to curriculum development for teachers. Longman, 10 Bank Street, White Plains, NY 10606-1951.
Reiser, J. (2008). University Social Responsibility definition. http://www.usralliance.org/resources/Aurilla_Presentation_Session6.pdf. Accessed March 25, 2016.
Rowley, T. J, (1997). “Moving Beyond Dyadic Ties: A Network Theory of Stakeholder Influences”, Academy of management Review, 224, pp.887-910.
Rust, V. (1991). Postmodernism and its comparative education implications. Comparative Education Review, 35(4), 610-626.
Sawasdikosol, S. (2009). Driving universities’ collaboration toward the new era of sustainable social responsibility. Paper presented at the University-Community Engagement Conference Penang, Malaysia.
Shek, D. T. L., & Hollister, R. M. (2017). University social responsibility and quality of life a global survey of concepts and experiences. Singapore: Springer Nature.
Shi, H., & Lai, E. (2013). An alternative university sustainability rating framework with a structured criteria tree. Journal of Cleaner Production, 61, 59–69.
Shriberg, M. (2002). Institutional assessment tools for sustainability in higher education: Strengths, weaknesses, and implications for practice and theory. International Journal of Sustainability in Higher Education, 3(3), 254–270. STARS. Reporting process. https://stars.aashe.org/pages/participate/reporting-process.html. Accessed July 25, 2016.
Steiner, G. A. (1972). Social policies for business. California Management Review, 15(2), 17–24.
Strauss, A & Corbin, J. (1990). Basics of Qualitative Research:Grounded Theory Procedures and Techniques.Newbury Park,CA:Sage.
Trow, M. (1973). Problems in the Transition from Elite to Mass Higher Education Berkeley, CA: Carnegie Commission on Higher Education.
UNESCO World Conference on Higher Education. (1998). Higher education in the twenty-first century: Vision and action. http://unesdoc.unesco.org/images/0011/001163/116345e.pdf Accessed July 25, 2016.
Vallaeys, F., De La Cruz, C., & Sasia, P. M. (2009). Responsabilidad Social Universitaria, Manual de Primeros Pasos. McGrawHill: Mexico D.F.
Vasilescu, R., Barna, C., Epure, M., & Baicu, C. (2010). Developing university social responsibility: A model for the challenges of the new civil society. Procedia-Social and Behavioral Sciences, 2(2), 4177–4182.
Vasquez, J. M. G., Alequin, B. M., & Vadi, J. C. (2014). University social responsibility: A social transformation of learning, teaching, research, and innovation. http://quest.uprrp.edu/Quest_files/ProceedingsQ9/Concurrent_session_VIII/university_social_responsibility.pdf. Accessed September 19, 2016.
Velazquez, L., Munguia, N., Platt, A., & Taddei, J. (2006). Sustainable university: What can be the matter? Journal of Cleaner Production, 14(9), 810–819.
Viennet, R., and Pont, B. (2017). Education Policy Implementation: A Literature Review and Proposed Framework. OECD Education Working Papers, No. 162. OECD Publishing.
Wood, D. J. (1991). Corporate social performance revisited. Academy of Management Review, 16 (4), 691–718
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top