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

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。

關鍵字

大學社會責任；互動關係人；價值-過程-影響模式

並列摘要

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.