（專題）大學社會責任政策脈絡下跨領域課程發展探析：以偏鄉跨領域課程為例

卷期：68卷第3期
日期：2023年9月
頁碼：209-238
DOI：https://doi.org/10.6209/JORIES.202309_68(3).0007

摘要：
為培養大學生具備解決社會複雜問題的能力，並能透過專業領域知識回應地方需求，以善盡公民責任，教育部自2018年起積極推動「大學社會責任實踐計畫」。在大學場域中發展跨領域課程，即培育社會責任素養人才的重要途徑。為瞭解各大學在大學社會責任政策脈絡下跨領域課程的發展狀況，本研究選擇以解決偏鄉地區問題為主軸的跨領域課程作為探究重點，分析其課程發展的取向、策略及挑戰。為達上述研究目的，透過文件分析、焦點團體座談及個別訪談，選擇12個計畫作為研究對象，並進行資料的蒐集與分析。研究結果顯示：一、偏鄉跨領域課程取向相當多元，主要為學分學程、微學分課程、自主學習課程，以及不分系學士班課程等；二、關於各大學採取的偏鄉跨領域課程發展策略，主要包括決定偏鄉跨領域課程的科目及內容、定位偏鄉跨領域課程發展的層級，以及進行偏鄉跨領域課程組織設計等；三、在偏鄉跨領域課程發展所面臨的挑戰，主要在課程發展與設計、學校組織文化、教師課程素養與心態、學生跨領域學習，以及課程評鑑取向與機制等面向。最後，本研究根據上述結果提出未來可茲努力的方向。

關鍵詞：大學社會責任、永續發展目標、偏鄉課程、跨領域課程

《詳全文》

1. 王秀槐、丁艾竹、蘇愛嵐（2011）。跨越科系的藩籬：我國研究型大學實施前段不分系模式分析與個案大學實施策略之探討。教育科學研究期刊，56（3），1-30。https://doi.org/10.3966/2073753X2011095603001【Wang, H.-H., Ding, A.-C., & Su, A.-L. (2011). Crossing the border of disciplinary knowledge: An analysis of the choice of major at the upper level of college in research-oriented comprehensive universities, with the use of one case study based on student needs in Taiwan. Journal of Research in Education Sciences, 56(3), 1-30. https://doi.org/10.3966/2073753X2011095603001】
2. 王麗雲（2006，6月10日）。偏遠地區教育機會均等政策模式之分析與反省（研討會論文）。「偏遠國中教育問題與相關政策檢討」研討會，臺北市，臺灣。【Wang, L.-Y. (2006, June 10). Models of equal educational opportunity policies for rural areas in Taiwan: Synthesis and reflections [Paper presentation]. Academic Symposium on Issues and Policy Review of Remote Junior High School Education, Taipei, Taiwan.】
3. 王麗雲、甄曉蘭（2007）。臺灣偏鄉地區教育機會均等政策模式之分析與反省。教育資料集刊，53（3），25-46。【Wang, L.-Y., & Chen, H.-L. (2007). Models of equal educational opportunity policies for rural areas in Taiwan: Synthesis and reflections. Bulletin of Educational Resources and Research, 53(3), 25-46.】
4. 王慧蘭（2017）。偏鄉與弱勢？法規鬆綁、空間治理與教學創新的可能。教育研究集刊，63（1），109-119。https://doi.org/10.3966/102887082017036301004【Wang, H.-L. (2017). Remote areas and the disadvantages? Law deregulation, space governance, and the possibility of education innovation. Bulletin of Educational Research, 63(1), 109-119. https://doi.org/10.3966/102887082017036301004】
5. 方雅慧（2016）。從社區參與與開展涉世學術：行動研究初探。載於曾光正、林育諄（主編），變遷與整併：南臺灣的危機、轉型與重生（頁69-90）。國立屏東大學。【Fang, Y.-H. (2016). Engaging communities and expanding lifelong learning: An exploratory action research. In G. Ceng & Y. Lin (Eds.), Transformation and integration: Crisis, transition, and rebirth in southern Taiwan (pp. 69-90). National Pingtung University.】

(Special Issue) Analysis of the Development of Interdisciplinary Curriculum under the Context of University Social Responsibility Policy: Take the Rural Interdisciplinary Curriculum as an Example

Vol.&No.：Vol. 68, No. 3
Date：September 2023
Pages：209-238
DOI：https://doi.org/10.6209/JORIES.202309_68(3).0007

Abstract：
Background and Purpose
Since 2018, the Ministry of Education in Taiwan has been actively promoting the University Social Responsibility (USR) Practice Program to equip college students with the skills to fulfill their civic responsibilities as well as to address complex social problems and local needs by applying their professional knowledge. Developing an interdisciplinary curriculum for universities is a key step to cultivating social responsibility in students. With the support of USR policies, diverse interdisciplinary curricula with a rural focus are gradually being developed in universities.
However, few studies have thoroughly explored the theoretical discourse and strategies pertaining to the development of interdisciplinary curricula in the context of the USR program in Taiwan. Given that addressing challenges in rural areas is a key element of the USR policy, the present study investigates the development, strategies, and challenges of an interdisciplinary curriculum that emphasizes solving problems in rural areas under the USR policy. On the basis of the findings of the present study, recommendations are proposed for the future development of interdisciplinary curricula for addressing challenges in rural areas.
Literature Review
1. Concept of University Interdisciplinary Curriculum
An interdisciplinary curriculum should exhibit at least three characteristics. First, an interdisciplinary curriculum should be more than a combination of multiple courses that incorporate specific values and arguments. Second, the concept of interdisciplinary curriculum is both a goal and a process in university curriculum development.. Third, an interdisciplinary curriculum is complex in nature. To develop an interdisciplinary curriculum that aligns with the USR policy, the main considerations should include the level of responsiveness to local social needs, the integration of local knowledge, and local problem-solving.
2. Methods for Developing a University Interdisciplinary Curriculum
Under the guidance of the Ministry of Education’s USR policy, universities have designed diverse interdisciplinary curricula that cover credit programs, micro-credit programs, self-learning programs, and nondepartmentalized bachelor programs. However, because the methods for developing curricula differ in terms of their positioning and learning attributes, universities can organically integrate multiple methods to develop interdisciplinary curricula on the basis of the attributes of the specific USR program being implemented, enabling them to design adaptive and diverse curriculum modules that meet the needs of students from diverse backgrounds.
3. Strategies of Developing a University Interdisciplinary Curriculum
For the development of an interdisciplinary curriculum that aligns with the USR policy, the following strategies can be adopted are (1) clarifying the desired interdisciplinary skills to be cultivated in students, (2) integrating the educational system of a university with professional programs, (3) analyzing and designating local social challenges as the core foundation for organizing an interdisciplinary curriculum, and (4) coordinating the operation of learning communities for interdisciplinary faculty and local stakeholders in relevant fields.
Research Methods and Design
1. Participants
To understand the methods, strategies, and challenges pertaining to the development of university interdisciplinary curricula that align with the USR policy, the present study selected 12 USR programs as research subjects. In these 12 programs, various interdisciplinary curricula were systematically developed to address problems in rural areas, including those related to education, culture, and industry.
2. Data Collection
To achieve its research purpose, the present study employed several data collection methods, including focus group discussions, individual interviews, and document analysis. First, focus group discussions and individual interviews involving project leaders and key participants of USR programs were conducted, and semi-structured interviews were conducted to collect data on the methods, strategies, and challenges pertaining to the development of interdisciplinary curricula that focus on addressing problems in rural areas in accordance with the USR policy. Second, document analysis was performed. This analysis included a review of government policy documents on the promotion of USR programs as well as university documents regarding the implementation of USR programs (e.g., program applications and annual reports).
3. Data Analysis
All audio recordings were transcribed for primary coding. During data analysis, common themes were identified through primary coding and were divided into various categories and subcategories. The coding of the collected qualitative data was performed recursively. Specifically, after each document or transcript was coded, the researchers compared the identified codes with previously identified ones before moving on to the next step of analysis. This process was repeated until the final document and interview transcript were analyzed and all codes were compared and matched to earlier ones.
4. Trustworthiness
To enhance the trustworthiness of the present study data, data were collected from multiple sources to ensure the comprehensiveness of the research analysis and results. After the audio recordings of the focus group discussions and individual interviews were completed, Twelve directors or key team members of the USR project were invited to review the transcriptions to verify their accuracy and alignment with their original statements. To adhere to ethical research principles, informed consent was obtained from all research participants, who were informed about the research procedures and how the data would be used prior to the start of the present study.
Conclusions and Recommendations
The main conclusions of this study are as follows. (1) Interdisciplinary curricula that focused on addressing problems in rural areas were diverse and mainly comprised credit programs, micro-credit programs, self-learning programs, and nondepartmentalized bachelor programs. (2) Universities adopted various strategies to develop interdisciplinary curricula focused on addressing problems in rural areas. They mainly included determining the subjects and content of a program, structuring the hierarchical development of an interdisciplinary curriculum, and designing the structure of an interdisciplinary curriculum. (3) The main challenges encountered during the development of interdisciplinary curricula focused on addressing problems in rural areas were curriculum development and design, university organizational culture, the curriculum competence and mindset of faculty members, the interdisciplinary learning of students, and the methods and mechanisms for evaluating a curriculum.
Under the USR policy, interdisciplinary curricula should be developed to highlight the crucial role that universities play in solving local issues. They should also challenge and redefine traditional academic perspectives regarding knowledge and learning. Local community knowledge should be incorporated into classroom instruction to guide students to engage with the community and participate in meaningful learning activities involving interdisciplinary collaboration.
Given the present study’s findings regarding the challenges encountered during the development of interdisciplinary curricula focused on rural areas, future studies should (1) clarify the conceptual framework of university interdisciplinary curricula that align with the USR policy, (2) examine the factors influencing the decision-making in the development of interdisciplinary curricula under the USR policy, (3)strengthen the learning pathways and guidance mechanisms for students taking interdisciplinary curricula, and (4) diversify the considerations and mechanisms for assessing university interdisciplinary curricula focused on rural areas.
 

Keywords：university social responsibility (USR), sustainable development goals, rural curriculum, interdisciplinary curriculum