臺灣博碩士論文加值系統

社會創業是以滿足未被滿足的社會需求或解決政府無力改善的社會問題；社會創業的轉換過程，亦需被賦予創新活動以達成目標。社會企業有別於一般企業，它必須包含一般創業的特性及改善社會問題的目的。在社會創業的架構下, 管理責任是社會企業在經營上的挑戰,經營的基本底線(double bottom line)是必須兼顧社會與營利目的或再加上保護環境的目標 (triple bottom line: financial, social and environmental)。
就社會創業的特性，可知道社會創業教育的重要，又社會創業的經營目標與永續議題(社會創業與永續發展，皆須兼顧社會、經濟與環境)密不可分， 且亞洲永續教育課程的相關研究甚少及亞洲地區不論在人口、經濟與環境問題，對於全球皆具有舉足輕重影響。故本文將以亞洲地區高等教育的永續教育課程為研究標的，以經濟與學術指標，篩選出12個國家，再以這些國家重點發展的大學為對象，利用內容分析法對這些大學所開設的永續發展中心、 課程、課綱、教學方法、教師背景進行調查與編碼，再與永續的三構面 (社會、經濟、環境) 進行資料的交叉比對，最後與相關文獻的調查資料比較。
研究結果發現，亞洲地區大學的永續教育發展方向為教學跨領域、發展國際化、永續概念的推廣。課程安排以永續議題、企業社會責任、綠能與環保科技為主；教學方法以討論、個案與實作，使學生能深入了解永續概念。除此，在資料的交叉比對，以永續三構面探討亞洲各國的國內生產毛額與其大學院校安排永續課程的關係，發現並無相關；最後與歐美國家的大學永續課程安排相較， 大致相符。另在資料蒐集的過程，亦發現亞洲地區大學在永續教育資源分配集中於理工學院，且在國際的推廣與曝光程度不足，但此亦為亞洲地區大學永續教育的跨領域整合與發展的機會。

Social entrepreneurship satisfies unmet social needs, that is, the problems in society that the government is powerless to solve and the process of social entrepreneurship refers to innovation activities with a social objective in the for-profit sector. Social enterprise is unlike conventional enterprise, it has to contain characters of general entrepreneurship and mission of achieve a specific social objective. Under the structure of social entrepreneurship, these characteristics of social entrepreneurship, a social enterprise has the challenges of management accountability, double bottom line (social and commercial objective), and triple bottom line (financial, social, and environmental). As the characteristics of social entrepreneurship, we can infer the important of social entrepreneurship education and its mission is inseparable from sustainability (triple bottom line). In this study, we not only find Asia plays an influential role with respect to the world population, economy, and environment, but also there is rare research on Asian social entrepreneurship and sustainability education. For these reasons, this article will discuss our research findings on Asian sustainability education. We selected 12 countries with the most advanced economic development in Asia, and within these twelve economies, and identified 136 universities that were designated as the leading institutions for their countries’ economic and academic development. Using web-based content analysis, we investigated and quantified the sustainability development centers in these universities or schools, the programs, syllabi, teaching methods, and instructors’ educational backgrounds. Data were cross-referenced with three sustainability dimensions (social, economic, environmental).
The research showed that sustainability education in Asia focuses on interdisciplinary instruction, developing global sustainability, and promoting the concept of sustainability. The most taught courses are sustainability, Corporate Social Responsibility (CSR), green energy and eco-engineering techniques. The most mentioned teaching methods are discussion, case studies and internship to help students understand the concept of sustainability. There is no relationship between the Gross Domestic Product (GDP) of Asian countries and the arrangements of sustainability education based on the three dimensions of sustainability. The arrangements of curricula generally match those of European and American. During data collecting, we not only found that Asian sustainability education lacks an international connection and active promotion, but also a high proportion of sustainability curricular available in institute of technology in Asian universities. This presents an opportunity to develop sustainability education in Asia and interdisciplinary integration in Asian sustainability education.

論文審定書……………………………………………………………………………..i
中文摘要……………………………………………………………………………… ii
英文摘要……………………………………………………………………………….iii
目錄…………………………………………………………………………..………...v
圖次………………………………………………………………………………..…..vii
表次…………………………………………………………………………………...viii

第一章 緒論……………………………………………………………………… 1
第一節研究背景與動機………………………………………………………….. 1
一. 社會創業……………………………………………………………….. 1
二. 社會創業教育………………………………………………………….. 2
三. 社會創業教育與永續議題…………………………………………….. 4
四. 亞洲社會創業概況與永續問題……………………………………….. 5
第二節 研究問題與目的………………………………………………………… 7
第三節 研究策略與流程……………………………………………..…………... 8
一. 研究策略……………………………………………………………….. 8
二. 研究流程……………………………………………………………… 11

第二章 文獻探討……………………………………………………………………..13
第一節 社會創業………………………………………………………..……... 13
一. 社會創業………………………………………………………………. 13
二. 亞洲社會創業發展……………………………………………………. 17
第二節 社會創業教育………………………………………………………….. 20
一. 社會創業教育………………………………………………………… 20
二. 社會創業課程………………………………………………………… 23
三. 永續議題………………………………………………………….……. 26

第三章 研究方法…………………………………………………………………31
第一節 質性研究方法概述……………………………………………………… 31
一. 質性研究方法…………………………………………………………… 31
二. 內容分析法 …………………………………………………………….. 34
第二節 網頁內容分析法………………………………………………………… 46
一. 網頁內容分析法的採用………………………………………………… 46
第三節 抽樣計劃………………………………………………………………… 49
第四節 研究流程………………………………………………………………… 51
第四章 資料分析與討論……………………………………………………… 58
第五章 結論與建議………………………………………………………………69
第一節 亞洲地區高等教育--社會創業與永續教育………………………….... 69
第一節 永續課程安排 …………………………………………………………. 71
第二節 未來發展方向…………………………………………………………... 72
第三節 研究結論………………………………………………………………... 73
第四節 研究貢獻………………………………………………………………... 76

參考文獻………………………………………………………………………………78

附錄………………………………………………………………………………...... 93

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