本研究以國內大專校院教師為研究對象,研究目的包含:一、探究大專校院教師參與服務學習與社區連結之歷程與脈絡;二、從投入、過程及成果面向,探究大專校院教師參與服務學習與社區連結之動機;三、從個人、學校及環境因素,探究大專校院教師參與服務學習與社區連結之動機;四、綜合研究發現,提出促進我國大專校院教師服務學習與社區連結之建議。本研究採用質性研究法,透過半結構的深度訪談,以立意取樣方式,選取來自不同學校類型、專長領域及課程類別之大專校院教師,共計選取五位研究參與者,依據半結構式訪談大綱進行訪談。以三角檢正、參與者檢核、與研究參與者建立信任關係、選擇訪談地點和研究者自我角色與主觀意識省察建立研究信實度。本研究結果發現,大專校院教師參與服務學習與社會連結,其動機受個人特質、過去服務經驗、專業領域、教學理念和學校政策所影響,並分別從政策、學校、教師及社區四方面,提出促進我國大專校院教師服務學習與社區連結之建議。
The purpose of this study is to explore the college faculty's motivations for service-learning and community engagement. The research questions include: A. In terms of contents and contexts, how the college faculty involves in service-learning and community engagement. B. From the perspectives of input, process, and outcome, the college faculty motivates themselves for service-learning and community engagement. C. The college faculty's service-learning and community engagement results from individual, institutional, and environmental factors. D. A number of recommendations will be posed to enhance the development of the college faculty's service-learning and community engagement. By using purposive samplings, five college faculty members from different institutions, curricula, and specialized fields are selected as the qualitative participants. Data are collected through semi-structured and in-depth interviews. With triangulation, member check, peer debriefing, trustful relationship with participants, careful choices of where to interview, and self-reflectivity, the credibility of this research is well established. The results of this study found that the college faculty's motivations for service-learning and community engagement were influenced by personal characteristics, past service experience, professional fields, teaching concepts, and college policies. Based on the findings, recommendations for policy-making, colleges, faculty members and the community are presented.