<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sy-Chyi (Kiky) Wang</style></author><author><style face="normal" font="default" size="100%">Chen-Kung Huang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTEGRATING UNIVERSITY SOCIAL RESPONSIBILITY INTO HIGHER EDUCATION: A DESIGN THINKING APPROACH TO RURAL COMMUNITY INNOVATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">community innovation</style></keyword><keyword><style  face="normal" font="default" size="100%">creative design</style></keyword><keyword><style  face="normal" font="default" size="100%">design thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">rural development</style></keyword><keyword><style  face="normal" font="default" size="100%">university social responsibility</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1737055887.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">1109</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study examines the integration of University Social Responsibility (USR) into higher education through a case study of the &quot;Creativity Design&quot; course at National Chiayi University. The course, supported by Taiwan's National Science and Technology Council, aimed to address challenges faced by Haomeili, a remote village facing the Taiwan Strait to the west in Chiayi County. Utilizing a Design Thinking framework, 54 students engaged in developing innovative tourism solutions for the community. The course structure included technical training, fieldwork, and project execution, with students collaborating with local stakeholders and industry experts. Despite successful project outcomes, including tourism videos, digital maps, and social media campaigns, the study revealed challenges in long-term sustainability and adoption of innovations, particularly due to the community's limited technological familiarity. Logistical issues, such as transportation and coordination, also emerged as significant hurdles. The research highlights the potential of USR courses in fostering meaningful university-community engagement while emphasizing the need for sustained partnerships beyond academic semesters. It underscores the importance of aligning innovative solutions with community needs and technological capacities. The study concludes by suggesting refinements in course planning, the establishment of inter-semester continuity, and the development of strategies to ensure the long-term impact of student projects, providing valuable insights for future USR initiatives in higher education.</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1098</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Chen Kung Huang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE PRACTICE OF UNIVERSITY SOCIAL RESPONSIBILITY AND GENERAL EDUCATION: PROMOTING COMMUNITY COLLABORATION AND STUDENT ENGAGEMENT THROUGH MICRO-COURSES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">community-based tourism</style></keyword><keyword><style  face="normal" font="default" size="100%">general education</style></keyword><keyword><style  face="normal" font="default" size="100%">participatory action research</style></keyword><keyword><style  face="normal" font="default" size="100%">university social responsibility</style></keyword><keyword><style  face="normal" font="default" size="100%">university-community collaboration</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1737055482.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In an era of growing emphasis on sustainable development and the social responsibility of higher education, universities are increasingly seeking innovative ways to integrate learning with community engagement. This study aims to integrate University Social Responsibility (USR) with general education through micro-courses focused on Community-Based Tourism (CBT) within a Participatory Action Research (PAR) framework. A research team from National Chiayi University collaborated closely with the Haomei community in Taiwan over a two-year period to co-develop courses covering religious traditions, industrial culture, historical heritage, and ecological conservation. These courses provided students with immersive, hands-on learning experiences. A total of 78 students from 28 academic disciplines participated, enhancing their sense of social responsibility and community engagement. The findings reveal five key factors essential for successful university-community collaboration: trust building, shared objectives, continuous communication, resource sharing, and adaptability. The study demonstrates that integrating USR with innovative educational practices can drive universities to become agents of social change. This model not only strengthens student learning and engagement but also promotes sustainable community development, offering a valuable framework for higher education institutions worldwide.</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1009-1028</style></section></record></records></xml>