Huang Chih-Ling
PhD, RN, Distinguished Professor, School of Nursing, Fooyin University, Taiwan, ROC.
Hu Li Za Zhi. 2022 Jun;69(3):4-6. doi: 10.6224/JN.202206_69(3).01.
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.
企业社会责任（CSR）在近几十年受到了越来越多的关注。社会责任的概念正在大学中得到应用。由于大学的目标与企业有很大不同，大学社会责任（USR）的概念在学术领域应运而生。台湾教育部自2018年起定期实施大学社会责任实践计划（中国台湾地区行政院，2019年）。这些计划的核心价值观是“地方联盟”和“人才培养”。此外，这些计划鼓励大学利用专业知识和创造力的力量，缩小学生学习与应用之间的差距，并整合地方资源和实践策略，以更好地与世界各地的大学合作，扩大参与国际学术活动。可持续发展（SD）是企业社会责任和大学社会责任的核心目标。联合国自1987年以来一直倡导可持续发展，并于2015年将五要素范式（人、伙伴关系、和平、地球和繁荣，即5P）正式确定下来。《联合国2030年议程》涉及17个可持续发展目标（SDGs）、169个具体目标和3155项行动，鼓励所有国家政府制定国家可持续发展行动计划（联合国，2015年）。基于对与大学社会责任和可持续发展相关的文献及概念框架的综述（博卡里，2017年），我们整合实践经验，为大学提出三点建议：1）各类大学可以利用其专业知识营造全校范围内的社会责任氛围并开展全面实践；2）大学的可持续发展涵盖社会、经济和环境。大学的课程开发与社会实践活动相联系，以实现人才培养目标，满足社会需求；3）大学项目包括具体行动和时间表。大学社会责任和可持续发展的影响及成果可由内部和外部专家进行评估。辅英科技大学是一所与“大健康”相关的科技院校。基于上述理论框架、教育部大学社会责任中心的成果评估模型以及联合国的可持续发展目标，我们实施了“辅英科技大学社会责任时间轮可持续模式”（图1），并开始与私营和政府组织合作。该模式是时间动态轮的干预和评估指南，目标是培养健康促进和可持续发展人才。该模式的成果和影响包括四个领域和十六个指标。该模式的利益相关者包括学生/校友、教师和行政人员、社区及公众。大学社会责任课程设计涉及护理学院、医学与健康科学学院、环境与生命科学学院以及人文与管理学院。2020年，718名教师和2012名学生参与了大学社会责任项目。2021年，参与人数为679名教师和2303名学生。辅英科技大学的大学社会责任项目现已在30个社区扎根。从2022年开始，辅英科技大学的大学社会责任项目与当地私营公司（企业社会责任）以及当地青年和社区（区域振兴，RR）合作，推出了大学社会责任的3R公式框架。3R行动计划的目标是利用人工智能技术提供创新的、基于社区的护理服务。台湾地区各大学围绕可持续发展开展的大学社会责任行动正在取得出色成果，预计未来会有更优异的成绩。本专栏介绍了包括辅英科技大学、小港医院、高雄医学大学、国立成功大学和台北医学大学在内的四所大学在大学社会责任背景下创新社区护理和可持续发展的案例研究。自2020年以来，世界各国都在抗击新冠疫情。各国的预防策略不断演变，以更好地应对灾害并与病毒共存。因此，在疫情后时期，台湾地区的各所大学一直在实施可持续发展实践。这些大学正通过学术交流和发表成果，大力开展创新的社区护理服务，以履行社会责任。
