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Empowering Future Leaders: A Cross-University Study on Integrating SDGs in University Social Responsibility Programs in Taiwan

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Title: Empowering Future Leaders: A Cross-University Study on Integrating SDGs in University Social Responsibility Programs in Taiwan
Language: English
Authors: Wen-Hong Liu, Paohsi Wang, Hsiao-Chien Lee, Yi-Juen Chen, Ayling Huang, Yung-Chuan Ko, Chun-Cheng Kuo, Chih-Cheng Lin
Source: International Journal of Sustainability in Higher Education. 2025 26(5):1118-1137.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Role, Social Responsibility, Sustainable Development, Rural Areas, School Community Relationship, Student Empowerment, School Community Programs, Conservation (Environment), Agricultural Production, Immigrants, College Students
Geographic Terms: Taiwan
DOI: 10.1108/IJSHE-02-2024-0138
ISSN: 1467-6370
1758-6739
Abstract: Purpose: This 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/approach: This 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. Findings: The 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/implications: This 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 implications: This 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/value: To 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493463
Database: ERIC
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  Data: Empowering Future Leaders: A Cross-University Study on Integrating SDGs in University Social Responsibility Programs in Taiwan
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  Data: <searchLink fieldCode="AR" term="%22Wen-Hong+Liu%22">Wen-Hong Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Paohsi+Wang%22">Paohsi Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Hsiao-Chien+Lee%22">Hsiao-Chien Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Yi-Juen+Chen%22">Yi-Juen Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Ayling+Huang%22">Ayling Huang</searchLink><br /><searchLink fieldCode="AR" term="%22Yung-Chuan+Ko%22">Yung-Chuan Ko</searchLink><br /><searchLink fieldCode="AR" term="%22Chun-Cheng+Kuo%22">Chun-Cheng Kuo</searchLink><br /><searchLink fieldCode="AR" term="%22Chih-Cheng+Lin%22">Chih-Cheng Lin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Sustainability+in+Higher+Education%22"><i>International Journal of Sustainability in Higher Education</i></searchLink>. 2025 26(5):1118-1137.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 20
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Role%22">College Role</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Responsibility%22">Social Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+Development%22">Sustainable Development</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Relationship%22">School Community Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Programs%22">School Community Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Conservation+%28Environment%29%22">Conservation (Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Agricultural+Production%22">Agricultural Production</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/IJSHE-02-2024-0138
– Name: ISSN
  Label: ISSN
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  Data: 1467-6370<br />1758-6739
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This 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/approach: This 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. Findings: The 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/implications: This 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 implications: This 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/value: To 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.
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        Value: 10.1108/IJSHE-02-2024-0138
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 1118
    Subjects:
      – SubjectFull: Foreign Countries
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      – SubjectFull: Social Responsibility
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