Connecting internationalization with regional revitalization through university social responsibility initiatives in Taiwan: case studies of local universities

Purpose Due to constraints in financial and human resources, non-metropolitan universities face a significant research gap characterized by limited internationalization capacity and local engagement. Thus, it is worth examining whether local or non-metropolitan universities in Taiwan can effectively achieve internationalization objectives through commitment to the regional revitalization agenda and engagement in University Social Responsibility (USR) initiatives. Thus, this study aims to explore the alignment between internationalization, regional revitalization and USR programs in eight selected universities located in non-metropolitan areas of Taiwan. Design/methodology/approach This study employed a qualitative approach via document analysis and semi-structured interviews to perceive the linkage between internationalization, regional revitalization and the Ministry of Education's USR programs and approaches adopted by eight non-metropolitan universities in Taiwan. The purposive sampling was applied to select eight case universities in the study. All selected institutions are located outside the country's major metropolitan centers and are geographically distributed across the northern, central, southern and eastern regions of Taiwan. The university president, vice president and senior administrators of eight universities were invited to share their opinions on the university's internationalization policies, USR program implementation and challenges encountered via semi-structured interviews. Findings There are four major findings. First, according to institutional mission, alignment with their strengths and USR program engagement, the study concluded there are four implementation types of USR programs. Regional hub institutions showed a stronger tendency toward international and cross-sectoral collaboration by comparing mission-oriented, market-driven and community service-based types. Second, there was a lack of coordination among efforts in internationalization, USR programs and regional revitalization, largely due to a fragmented administrative structure – except in cases of a regional hub. Third, a top-down approach is regarded as a key enabler for the success of their USR programs. Fourth, limited faculty engagement and a lack of university leadership support were the two biggest challenges. Originality/value In contrast to the prevailing strategies adopted by prestigious universities in Asia, local or non-metropolitan universities in Taiwan are exploring alternative approaches to establish their legitimacy in internationalization efforts. These efforts are closely aligned with national priorities, particularly regional revitalization, as promoted through USR programs. However, constrained by limited financial and human resources, these institutions face a significant gap in both internationalization capacity and local engagement. This empirical study can contribute to the higher education discourse by highlighting this critical and underexplored issue.

Corporate social responsibility (CSR) has received increasing attention in recent decades. The concept of social responsibility is being applied in universities. Because universities have goals that differ significantly from corporations, the notion of university social responsibility (USR) has emerged in the academic field. The Ministry of Education in Taiwan has regularly implemented USR practice plans since 2018 (Executive Yuan, Taiwan, ROC, 2019). The core values of these plans are "local coalition" and "talent cultivation". Moreover, these plans encourage universities to use the power of professional knowledge and creation to minimize the gap between learning and application for students and to integrate local resources and hands-on strategies to better collaborate with universities around the world and expand participation in international academic activities. Sustainable development (SD) is a core objective of both CSR and USR. The United Nations has advocated for sustainable development since 1987 and formalized the five-component paradigm (people, partnership, peace, planet, and prosperity, 5Ps) in 2015. UN Agenda 2030 addresses 17 sustainable development goals (SDGs), 169 targets, and 3,155 actions, encouraging all national governments to establish national SD action plans (United Nations, 2015). Based on the review of the literature and conceptual frameworks related to USR and SD (Bokhari, 2017), we integrate practice experiences and propose three suggestions for universities: 1) diversities universities could create a campus-wide climate of and comprehensive practice for social responsibility using their professional knowledge; 2) the social, economy, and environment are included in universities SD. The curriculum development of universities links to social practice activities to achieve the goals of talent cultivation to meet social needs; 3) The university projects include specific actions and timeline. The impacts and achievements of USR and SD may be appraised by internal and external experts. Fooyin University is a school of science and technology related to "Big Health". Based on the above theoretical frameworks, the outcome evaluation model of the Center for USR, the Ministry of Education, and the UN's SDGs, we implemented the "Time Wheel Sustainable Model of Social Responsibility at Fooyin University" (Figure 1) and began cooperating with private and government organizations. The model is an intervention and evaluation guideline for the time-dynamic wheel, with the target goal of cultivating health promotion and sustainable development talent. The outcomes and impacts of the model comprise four domains and sixteen indicators. Stakeholders of this model are students/alumni, teaching faculties and administration staff, communities, and the public. USR curriculum designs involve the School of Nursing, School of Medical and Health Sciences, School of Environment and Life Sciences, and College of Humanities and Management. In 2020, 718 faculties and 2,012 students participated in USR projects. In 2021, the participation numbers were 679 faculties and 2,303 students. The Fooyin USR is now firmly rooted in thirty communities. Starting in 2022, The Fooyin USR has collaborated with local private companies (CSR) and local youths and communities (regional revitalization, RR) to launch the 3 R formula framework of the USR. The goal of the 3 R action plan is to use artificial intelligence technology to provide innovative, community-based care. The USR operations of university sustainable development around Taiwan are achieving wonderful results, with even better achievements expected. This special column presents case studies of innovative community care and sustainable development within the context of university social responsibility at four universities, including Fooyin University, Siaogang Hospital, Kaohsiung Medical University, National Cheng Kung University, and Taipei Medical University. Since 2020, nations around the world have fought off COVID-19. The strategies of national prevention have evolved to better respond to disasters and to live with the virus. Therefore, in the post-pandemic period, universities around Taiwan have been implementing sustainable development practices. These universities are making strong efforts to develop innovative care for communities through academic exchange and publishing in order to accomplish social responsibility.

Amid accelerating globalization and urbanization, regional revitalization has become a key policy direction for countries to address regional decline. Among these, social capital and community empowerment can significantly promote regional development. Social capital emphasizes how trust, norms, and reciprocity facilitate collective action, while community empowerment focuses on improving residents’ participation and autonomous decision-making capacity. Existing research primarily focuses on cases from Europe and America; there is no in-depth exploration of the interaction between regional revitalization and social capital in Taiwan. Notably, systematic studies are lacking regarding the mechanisms through which University Social Responsibility (USR) programs engage and promote community development. This study takes the Wanli and Jinshan districts in northern Taiwan as case study examples. We employ action research and qualitative research methods to analyze the role of social capital and community empowerment in regional revitalization. This paper reviews how internal trust and cooperation within a community build bonding social capital. It explores how USR programs promote collaboration between communities and external resources through bridging social capital. The findings indicate that bonding social capital can enhance community cohesion and support regional revitalization efforts; bridging social capital can introduce academic, corporate, and governmental resources, providing technical and financial support for community innovation. The participatory mechanism of USR programs not only fosters civic awareness development but also offers a cross-organizational cooperation platform for regional revitalization, enabling communities to integrate internal and external resources more effectively. The results of this study indicate that bonding and bridging social capital can achieve complementary effects through USR programs, further promoting community empowerment and regional development. This study deepens the application of social capital theory in regional revitalization. It provides an empirical basis for policymakers and academic institutions to optimize the planning and implementation of future USR programs. While the study focuses on a geographically bounded set of cases and employs an exploratory qualitative design, these choices enabled a rich, context-sensitive understanding of how regional self-governance and community capital may be strengthened in practice. Future research could extend this line of inquiry by examining additional locales, adopting longitudinal perspectives, and integrating mixed-method approaches, thereby further amplifying the robustness and applicability of the propositions advanced here.

PurposeThe social dimension of Higher Education has gained relevance on the political and strategic discourses that urge Higher Education Institutions (HEIs) to put University Social Responsibility (USR) into action and also recognise its importance for students’ development. However, students’ conceptions of USR are seldom explored. This paper aims to understand students’ perceptions of USR and the potential of their involvement in broadly-defined USR activities/projects.Design/methodology/approachThis research involves two studies in three European universities, Edinburgh, Porto and Kaunas: the first uses a qualitative approach to consider how students perceive the impact of their involvement in the Erasmus+ project ESSA, using document analysis, focus groups and thematic analysis; the second involves a questionnaire with 718 students to explore their views on USR, participation in university-based experiences, personal and social development and citizenship conceptions, analysed with descriptive and inferential statistics.FindingsStudent’s value USR and their university policies and practises, even if they feel they are not engaged as they should. They value university as a learning space beyond the classroom and putting USR into practice. Their participation is related to their appraisal of USR and their conceptions of citizens’ roles.Research limitations/implicationsIn spite of using convenience samples of students in three different universities, this research not only sheds light on students’ views on USR and their participation in diverse university-based experiences but also advances with research instruments that can be used in future research in this field.Social implicationsThis research helps HEIs realise the potential of promoting students’ participation in diverse university-based experiences, increasing community engagement and their development as professionals and critical citizens.Originality/valueThis paper addresses a research gap by exploring how students perceive USR and their participation in university-based experiences might simultaneously be a strategy for putting USR in action and fostering students’ civic engagement.

University social responsibility to promote coastal partnership: Introducing Taiwan coastal communities

Universities in Japan are required to play a role in regional revitalization as core members of the local community. This study examines some of the ways in which University Social Responsibility (USR) influences social impact. The primary focus is on the case of Kochi University, which supports regional revitalization through its regional coordinators. Based on interviews with stakeholders in two local communities, a logic model of local cognition was constructed. Using the model made it possible to visualize the connections between the inputs of Kochi University and their local impacts. Such connections were difficult to establish prior to the construction of the model or when looking only at individual inputs. In situations where the social impacts of USR require a significant period before being realized, it is extremely difficult to selectively extract only the impact of the university’s contribution. Moreover, for populations that do not directly benefit from the USR or where the impact is spread thin and over a wide area, the local community may not fully recognize the university’s contributions.

PurposeThis study aims to examine the efforts of two universities in Taiwan, particularly their engagement in coastal rural communities, and provides insights into the substantial contributions of University Social Responsibility (USR) projects toward achieving the sustainable development goals (SDGs) in rural settings. The objective of this research is to analyze the outcomes of these case projects on the SDGs and, consequently, to propose a theoretical model aimed at enhancing student participation in achieving SDGs through USR programs.Design/methodology/approachThis study adapted the methodology comprising SDGs contribution analysis and participant observation. The SDGs contribution analysis unfolds in three steps. First, the authors conducted evaluation of the 2030 Agenda for Sustainable Development. This step involved a thorough analysis of all 17 SDGs and their respective targets to establish a foundational understanding. Second, analyzed the outcomes of the case projects to examine the specific contributions of case projects toward achieving the SDGs. Third, the information from the preceding steps is analyzed to determine the extent of the case projects’ contributions to the SDGs.FindingsThe study proposes a theoretical model to enhance student engagement in achieving SDGs, emphasizing student empowerment, community partnership and robust evaluation methods aligned with SDGs and social impacts. This model could offer guidance for higher education institutions (HEIs) globally on utilizing USR programs to contribute to the SDGs, while simultaneously enriching student learning experiences through practical engagement and empowerment.Research limitations/implicationsThis model can be enhanced and validated by applying more rigorous scientific methods. For instance, conducting surveys on students and community participants of events and activities, utilizing a statistically rigorous approach such as pre-post testing, can analyze the effectiveness of these programs on various SDG-related variables (e.g. awareness of SDGs). Additionally, exploring the relationships between the tested variables can be a potential research direction. For instance, examining whether community engagement can positively increase the social impacts of USR projects, or whether student empowerment can enhance community capacity building, are important issues worthy of discovery.Practical implicationsThis model emphasizes the pivotal role of student empowerment, advocating for an educational approach that not only enhances students’ proficiency in community development but also potentially shapes their career trajectories, as evidenced by the case projects examined in this study. In essence, this model offers HEIs a structured pathway to enrich student engagement in realizing SDGs through USR initiatives. It posits student empowerment as the foundational element, fostering a learning environment where students gain valuable skills and insights into community development, potentially guiding their future professional endeavors. This research provides practical direction for those HEIs implementing USR projects, which will increase the positive impacts brought by HEIs, especially for the students and local community.Originality/valueTo the best of the authors’ knowledge, no previous studies have proposed a theoretical model specifically designed to engage students in achieving SDGs through USR programs in a rural context. The significance of this study lies in its potential to serve as a guide for higher education institutions globally, enabling them to effectively leverage USR programs to contribute toward SDGs. This makes the study an invaluable resource for researchers, policymakers and educators who are committed to fostering sustainability.

National Cheng Kung University is located in the southern area of Taiwan. Founded in 1931 during Japanese rule period as an engineering college. Now, it is famous for its research in science, engineering and Taiwanese literature and history. According to statistics from Ministry of Education in Taiwan, Cheng Kung University’s annual total revenue does not rank the first place among all universities. However, their efforts and results in promoting the SDGs have made them become one of top universities pursuing sustainable development goals. On the basis of Times Higher Education’s “University Impact Rankings for 2024”, Cheng Kung University has achieved the 25th place among universities in the world, and it has been ranked in the first place among universities in Taiwan for five consecutive years (2020-2024) as well. Therefore, it is worth doing an in-depth analysis of their initiatives on promoting SDGs in their campus in recent years. The efforts and practices they put in can have important reference value for other schools. In addition, through such research, on the one hand, we can specifically understand the decisive factor about how Cheng Kung University could become the highest position of SDGs promoting university in Taiwan region. Also, we can obtain alternative inspiration by comprehending the process of their endeavors as well. As Times Higher Education’s “University Impact Rankings for 2024” mentioned, Cheng Kung University received high evaluations, especially in UN SDG 9: Industry, Innovation and Infrastructure (9th), UN SDG 12: Responsible consumption and production (24th), UN SDG 3: Good health and wellbeing (18th) and UN SDG 17: Partnerships for the goals (101-200th). Furthermore, after years of efforts to promote SDGs, they have also received very good results in putting the concept of building an eco-campus into action. While analyzing the definite achievements of Cheng Kung University, the author also attempts to compare their results with the instances of Chiang Mai University in Thailand through his own observation and experience in March, 2024. By doing so, it is expected to achieve the effect that we can obviously realize about what universities in many different regions focus on for the issue of creating an eco-campus.

Aim. The paper is aimed to investigate the students’ opinion about the social responsibility carried out by higher education institutions (HEIs) in Ukraine. Nowadays social responsibility has become one of the key characteristics of modern HEIs. Ukrainian universities are trying to become 'civic universities', i.e., institutions which contribute to the development of the local community. The students, as key stakeholders of the university activities, also take part in this process. Methods. To investigate the social responsibility of the Ukrainian HEIs, the case study method is used in the present paper: the case of Mariupol State University and its social functions within the city are highlighted. The online survey was applied to investigate the level of students’ awareness of the university social functions and the role played by the university in the local community. Materials published by the university and the results of the survey have been analysed to test the hypothesis that students consider Mariupol State University to be a socially responsible university which cooperates with the local community. Results. The students’ opinion on the social functions carried out by Mariupol State University is that this local university has strong ties with the local community and authorities and perform its social mission. However, the social functions of the university, according to the students, are limited by teaching and research activities. Few students consider social responsibility of the university in a wider context. Conclusion. On the example of the MSU the paper shows that modern universities in Ukraine perform social functions and try to become truly civic universities to contribute to the development of the local communities in cooperation with different stakeholders. Nevertheless, students as a key stakeholder of the university activities still consider social responsibility of the university primarily aimed at teaching and research.

This study aims to assess the associations among students' perceptions of climate change, university social responsibility (USR), and environmental sustainability practices at a medical university. It also aims to identify the factors associated with these elements. A cross-sectional self-report study was conducted with a total sample of 416 undergraduate students from a medical university in Taiwan during October 2019. Data gathered comprised sociodemographic characteristics, perceptions of climate change issues, environmental sustainability practices, measure for perception toward USR, and transportation modes. Chi-square test, Fisher's exact test, two-sample t test, and multiple linear regression models were used. Results of multiple linear regression demonstrated that the level of certainty in climate change existence (extremely and mostly certain vs somewhat or not certain at all, 1.45 [0.68]), score for usage of nonpublic transportation (per 1-point increase, 0.52 [0.25]), and students' perception toward USR (per 1-point increase, 0.14 [0.04]) were associated with the total score of environmental sustainability practice (R-square = 11.47%). In addition, school year (non-freshmen vs freshmen, -1.64 [0.65]) and environmental sustainability practices (per 1-point increase, 0.23 [0.06]) were associated with the total score of students' perception of USR (R-square = 6.57%). Promoting environmental sustainability among university students can be achieved by implementing USR-oriented courses or activities. Our research is pioneering in investigating and discussing the perceived USR and environmental sustainability practices among university students in Taiwan.

全球化趨勢的衝擊深化加速了全世界政治、經濟、社會、文化、環境、與安全等各層面的交互與衝突關係串聯，各國城鄉的環境、經濟、社會區域發展失衡問題日漸嚴重。面對偏鄉人口外移、地方建設停滯、農業生產環境惡化等城鄉差距問題，我國政府開始積極投入以地方文化特色為方向的「地方創生(Regional Revitalization)」事業來平衡區域發展問題。位置偏遠的南投縣埔里鎮成功社區的各項發展停滯落後，地理環境遠離都會城市不利獲得政府大型計畫經費配合，但有幸藉由在地大學的大學社會責任(University Social Responsibility, USR)實踐計畫，以永續發展(Sustainable Development)概念來實現成功社區的生態旅遊(Ecotourism)遊程規劃(Tour Planning)帶動觀光休閒發展，吸引遊客認識在地文化、振興地方產業經濟、協力愛鄉護土環境保育，進而消弭城鄉差距平衡區域發展。 本研究以南投縣埔里鎮成功社區為遊程規劃的活動基地，依據新產品開發(New Product Development, NPD)流程的機會辨認與選擇(Opportunity Identification and Selection)、概念產生(Concept Generation)、概念評估(Concept / Project Evaluation)、開發(Development)及上市(Launch or Commercialization)五階段，進行本研究地點成功社區生態旅遊的遊程規劃。首先邀請政府單位、產、學各界專家學者應用德爾菲法(Delphi Method)，建構成功社區生態旅遊與永續觀光(Sustainable Tourism)遊程規劃評估系統的構面與指標，接續運用層級分析法(Analytic Hierarchy Process, AHP)訪談政府單位、產、學各界專家學外、同時納增訪談消費者族群，將評估系統構面與指標加以量化決定重要性。研究結果獲得「永續環境」(47.92%)、「體驗經濟」(33.31%)及「社會人文」(18.77%)三大構面的重要性，以及10項指標「手作體驗」(39.33%)、「自然探索」(23.92%)、「傾聽大地」(15.60%)、「在地食農」(21.16%)、「安全維護」(31.88%)、「生態地景」(22.22%)、「生態保育」(45.90%)、「社區參與」(27.25%)、「回饋社區」(22.89%)及「在地文化」(49.86%)的重要性。依據策略規劃和市場目標定位理論(Segmenting, Targeting, Positioning, STP)的推展，設計開發出「探索教育青少年族群」及「終身學習教育成人族群」兩大目標族群，據此展開三大構面與10項指標相對應景點和活動方案的的生態旅遊與永續觀光遊程規劃。經由本研究遊程規劃的實踐對在地永續觀光發展有利助益外，亦將秉持地方創生的精神，繼續善盡與貢獻這所大學於在地的社會責任。

This study advocates that universities are prominent driving force behind corporate social responsibility. It highlights the commitment of universities in social responsibility (SR) and civic engagement with special reference to the experience of Ahfad University for Women (AUW) as a model for CSR. The main objective of this study is to develop a better understanding of the roles of universities in social responsibility (SR) and civic engagement (CE) to reveal best practices that can be useful for other universities. The unique evolution of AUW exemplified in its philosophy has created a solid foundation for SR. The study found that university social responsibility (USR) was embedded at the student, faculty and community members level supported by the values and commitment of top management.

This study advocates that universities are prominent driving force behind corporate social responsibility. It highlights the commitment of universities in social responsibility (SR) and civic engagement with special reference to the experience of Ahfad University for Women (AUW) as a model for CSR. The main objective of this study is to develop a better understanding of the roles of universities in social responsibility (SR) and civic engagement (CE) to reveal best practices that can be useful for other universities. The unique evolution of AUW exemplified in its philosophy has created a solid foundation for SR. The study found that university social responsibility (USR) was embedded at the student, faculty and community members level supported by the values and commitment of top management.

Developing university social responsibility: A model for the challenges of the new civil society

The absence of women academics in the most senior ranks and leadership roles in higher education is both an international phenomenon and an enduring social justice issue. This article provides an original insight into the ‘policy’ response to the underrepresentation of women academics as senior leaders in three case-study universities in Hong Kong. Based on documentary analysis and interviews with 35 women academics, the research indicates: ‘gaps’ between institutions voicing a commitment to gender equality and actual practice; middle management being a ‘sticking point’ in bringing about cultural change; a lack of understanding by some male colleagues of the barriers women face in the profession; a rejection of positive or affirmative action by interviewees; and a policy context that is focused upon equal treatment.