隨社會變遷衍生的各種社會危機，與公共事務脫節的高等教育機構飽受批評聲浪，因而走出學術象牙塔、服務地方需求。1990年代，受大學社區參與和大學社會責任兩股思潮影響，高等教育被賦予更宏大的使命，認為大學不僅是單向服務地方而應是大學和地方透過雙向參與共創地方發展機會。隨著大學社會實踐的概念成為國際趨勢，台灣接續在2012年以科技部人文創新與社會實踐計畫、2017年教育部大學社會責任實踐計畫承接宗旨，強調大學與在地連結、透過雙向參與的過程，賦能地方、回應在地需求，其中大學社區夥伴關係被視為是促進大學社區參與的有效工具，如何在參與的過程中建立長期互利互惠、相互增能的夥伴關係而非片面的依賴或單方的剝削關係極為重要。
然而，國內在大學社區參與、大學社區夥伴關係的相關文獻上，主要以大學社區參與的相關政策為背景，進行大學社會實踐的行動研究，缺乏以明確框架探討大學社區夥伴關係的長期協力應如何開展，在前述研究缺口下，本研究以「成功大學和左鎮社區自2013年形構的大學社區夥伴關係」為個案研究，透過文獻分析、參與觀察、深度訪談等方法梳理個案發展歷程，以Rubin於1995年提出的大學社區夥伴關係模型作為個案動態發展的分析架構基礎，並結合其他學者提出之大學社區夥伴關係協力模型分析個案的行動策略，進而分析促成和阻礙個案發展的影響因素。
本研究發現個案歷程可依照模型架構分成建立信任與啟動階段、主要倡議與擴張階段、技術支持多元活動階段；由前述歷程發現個案初始協力時大學是由上而下啟動協力，以服務提供者進行參與，透過協力行動累積與成功經驗建立後，地方開始能自主提出需求開啟協力，並藉由自我意識培養與賦能式的參與，地方最後能由下而上發起與執行行動，大學轉為促變者和輔助者，因此將大學和地方需求提出的互動關係作為判斷依據之一，補足現有模型偏向大學視角的觀點，使其更具有夥伴關係互為平等視角的解釋力，並將潛在衝突與挑戰加入模型增強啟示性，能為後續大學執行社區參與團隊提供借鏡。再者，透過分析個案行動，發現模型能提供不同發展階段應執行的大學社區參與行動，且個案亦因地制宜發展出符合我國大學文化脈絡下獨特的協力工具並對應社區不同的需求類型進行協力，以回應社區立即需求建立信任關係、回應社區隱性需求永續地方發展；最後，本研究提出以大學社區夥伴關係為基礎的大學社區參與行動框架，以流程圖概念具象化操作方式，作為大學社會實踐團隊進行社區參與行動之參考依據。

Various social crises arising from social changes have caused higher education institutions that are disconnected from public affairs to face criticism. As a result, they have stepped out of their academic ivory towers to serve local needs. In the 1990s, influenced by the two trends of university-community engagement and university social responsibility, higher education was given a grander mission, believing that universities should not only serve locally but should also create opportunities for local development through mutual participation between universities and local communities. As the concept of university social practice became an international trend, Taiwan continued in 2012 with the Ministry of Science and Technology's Humanities Innovation and Social Practice Project and in 2017 with the Ministry of Education's University Social Responsibility Practice Project, emphasizing the connection between universities and local communities. Through mutual participation, empowering local areas, and responding to local needs. University-community partnerships are seen as effective tools to promote university-community engagement. It is crucial to establish long-term mutually beneficial and mutually empowering partnerships in the participation process, rather than one-sided dependence or exploitation.
However, in the relevant literature on university-community engagement and university-community partnership in the country, the focus is mainly on the background of relevant policies for university community engagement, and conducting action research on university social practices. There is a lack of discussion on how universities and local communities can establish long-term equal and mutually beneficial partnerships. In light of the aforementioned research gap, this study focuses on the case of 'National Cheng Kung University and Zuojhen Communities', a significant example of successful university-community partnership, using methods such as literature review, participant observation, and in-depth interviews to trace the development process of the case. The analysis framework for the dynamic development of the case is based on the university-community partnership model proposed by Rubin in 1995, and combined with other scholars' models of university-community partnership cooperation to analyze the strategies of the case, and further analyze the influencing factors that facilitate or hinder the development of the case.
This study found that the development process of the case can be divided into stages according to the aforementioned framework, including the Building Trust and Getting Underway stage, Expasion and Major Initiatives stage, and the stage of Technical Support for Diverse Activities. From the aforementioned process, it was found that in the initial collaboration of the case, universities initiate collaboration from top to bottom, with service providers participating. Through collaborative actions and the accumulation of successful experiences, local areas can begin to autonomously propose needs for collaboration. By cultivating self-awareness and empowering participation, local areas can eventually initiate and implement actions from the bottom up, with universities transitioning to facilitators and agents of change. Therefore, the interaction between universities and local needs is used as one of the criteria for judgment, supplementing the existing model which tends to be university-centric, making it more explanatory from a perspective of partnership and equality. By incorporating potential conflicts and challenges into the model to enhance its insights, it can provide guidance for subsequent university community engagement teams, ensuring their voices and needs are considered and respected.
Furthermore, through analyzing the case strategies, the model can provide different university community engagement strategies to carry out at various stages of development. The cases also developed unique collaborative tools tailored to our country's universities' cultural context and responded to different community needs by collaborating. Finally, this study proposes a practical and actionable university community engagement strategy framework based on university-community partnerships. Using a process diagram concept to concretize operational methods, this framework serves as a reference for university social responsibility practices(USR) teams, equipping them with the necessary tools to carry out effective community engagement strategies.

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Robert M.H. (2017) University Social Responsibility and quailty of life, The Project: Theoretical Framework and Global Institutional Experience. Singapore: Springer
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三、翻譯書籍
Babbie, Earl 著，林秀雲譯 (2013)。社會科學研究方法。台北：雙葉。
John Lofland, Lyn H.Lofland著，任凱、王佳煌合譯(2005)。“Analyzing SocialSettings：A Guide to Qualitative Observation and Analysis”《質性研究法：社會情境的觀察與分析》。台北：學富。