Be a competent marketer-- The study of the marketing program for Kaohsiung Hsin-Hsing Community University Abstract In this study, the marketing action executed by Kaohsiung Hsin-Hsing Community University was investigated through questionnaire survey and interviews. The perceived importance and satisfaction of students were also explored. After that, the concrete and feasible marketing program was brought up for Hsin-Hsing community university¡¦s reference. The study is comprised of two parts. The first part is the questionnaire survey of ¡§The perceived importance and satisfaction of marketing action¡¨ for the students in Hsin-Hsing community university. The questions contain four dimensions ¡§the course planning and charge of fees¡¨, ¡§the faculty structure and teaching¡¨, ¡§the location and equipment facilities¡¨, and ¡§the advertisement and service¡¨. The second step is to interview in depth based on the result of the questionnaire survey, and to realize the general situation of Hsin-Hsing community university. The results were divided into the questionnaire survey and interviews. In questionnaire survey, the students thinks the university having ¡§reasonable fees¡¨, ¡§experienced faculty¡¨, ¡§comfortable learning environment¡¨, and ¡§well trained administrative staff¡¨ was very important, and were not satisfied with ¡¨using the resource of community to assist teaching¡¨ and ¡§The advertisement of alliance between the school and community¡¨. In the interviewing part, the product strategy was emphasized on giving consideration to fuse the ideal of community university and the requirements of students at the same time. Secondly, the charge strategy should obey the law of the government, and the faculty strategy should be emphasized on the teaching quality. Finally, the channel strategy and the program should be diversified. Key words: community university, marketing program, case study

Western democracies are characterised by a significant level of distrust and widespread feelings of disenfranchisement amongst ordinary citizens. The rise of populist political parties, figures and movements reflects the gradual development of a strong and increasingly vocal anti-establishment sentiment amongst millions of people who feel that the ideas and actions of political elites and experts are at odds with and do not represent their own lives. As sites where political elites are educated and socialised, universities (and the knowledge they produce) have a role in both causing and potentially solving this democratic deficit. There is a role for universities to alter their epistemological practices in ways that respect and give voice to the multiplicity of experiences, beliefs and issues in the world. There is also scope for universities to engage in civic education both on and off campus. This thesis reflects on an experiment that attempted to do this, applying the principles of philosophical pragmatism and the democratic vision of John Dewey in a participatory research project in east London to convene publics of citizens around pressing social issues and develop their power to effect change. This experiment highlighted the importance of having an underlying, place-based, civic infrastructure comprising relationships and sociality to do this work. There were further challenges in adequately respecting pluralism in a diverse world, and building citizen power in a context where experts are deemed to know best. The thesis ends by examining the wider lessons of this experiment. It looks at the potential of community-university partnerships to act as vehicles for democratic renewal, arguing that universities have the potential to re-cast themselves as mediating institutions to facilitate democracy in their local communities.

Despite calls for concerted, two-way engagement and for the development of reciprocal partnerships between institutions of higher education (IHE's) and their communities, IHE's continue to implement a disparate menu of activities that prove largely ineffective at addressing society's most challenging social and environmental problems. A relatively new conception of engagement lays out a framework by which IHE's engage with communities in democratic ways. Democratic engagement values inclusive, reciprocal problem-oriented work that brings together university and community stakeholders as co-generators of knowledge and solutions. The resulting democratically engaged partnerships position diverse members to take on roles as collaborators and problem solvers. They are mutually transformed through the processes of reciprocation, power diffusion, and knowledge generation. <br>How these democratically oriented roles and processes emerge and come to be enacted is unknown. Neither the literature on democratic engagement nor that on community-university partnerships addresses this gap. This dissertation study purposefully selected a case of community-university partnership that has a high degree of democratic engagement. Through interviews, observation, and document review, qualitative evidence was collected of the ways in which the roles and processes of democratically engaged partnerships emerged and were enacted. Atlas.ti 6.2 was used to code and retrieve themes related to democratic and technocratic engagement, stakeholder roles and processes, and the emergence and application of roles and processes. <br>Understanding how democratically oriented roles and processes emerge and are adopted is critical to building democratically engaged partnerships that support systems of democratic engagement. If we do not know how to be democratic within our partnerships, and if we cannot teach others, we will not be able to answer the calls for more purposeful, reciprocal engagement with our communities. / School of Education; / Interdisciplinary Doctoral Program for Education Leaders (IDPEL) / EdD; / Dissertation;

Planning practitioners and academics continually search for ways to help revive ailing downtowns and to better understand the factors that influence the success or failures of downtown revitalization. Most of the literature dealing with such revitalization attempts focuses on either larger urban areas or small rural municipalities -- much of it is based on anecdotal evidence drawn from a very limited number of observations (Filion, et al. 2004; Gratz and Mintz, 1998; Leinberger, 2005; Robertson, 1995, 1999). For the most part, downtown revitalization strategies have focused on either physical or functional improvements. For the mid-size city (population between 50,000 to 500,000), the need for new remedies grounded in an understanding of their present day downtown challenges, is becoming increasingly evident. Recent studies have observed that those mid-size cities ranked as having successful or very successful downtowns all shared distinctive attributes such as high levels of pedestrian activity; a strong tourist or visitor appeal; a well-preserved historical district; attractive natural features such as waterfronts; and the presence of a university in the downtown (Bunting et al. 1999; Filion et al., 2004; Lederer and Seasons, 2005). This dissertation focuses one such factor – the presence of a university. It examines the university role(s) in downtown revitalization and collaborative partnerships between community and university. Collaborative planning theory was used to help conceptualize this research by providing further insights into the dynamics, nature, and roles of these “town-gown” partnerships. Community-university partnerships continue to grow and appear to be helping meet the challenges and complexity of downtown planning issues. However, little empirical research is available on the role of universities in downtown revitalization initiatives, especially in mid-size cities. Using a conceptual framework that included a literature review, field trips, a web-based questionnaire survey, and telephone interviews, information was collected about mid-size city downtowns, roles of universities, university and downtown revitalization, and community-university partnerships. Given the review of the available literature and the information provided by surveyed respondents, universities appear to be playing an important role in downtown revitalization primarily through economic development and human capital investment. The ability for partners to engage more freely in a mid-size city is apparent because they are more readily known and available to each other unlike their counterparts in larger urban centres. Strong leadership, relationship building, accessibility, and open lines of communication limit issues of mistrust and alienation amongst partners. Collaborative planning theory (Healey, 1997, 2003) helped illustrate the importance of mutual learning and relationship building to members who have or are involved with a community-university partnership. Although the roles of partners varied, the weight placed on such roles must be considered as of equal value. The planning process in building vision, capacity building, and negotiating outcomes can be led by community and facilitated by university partners – two very different roles yet weighted equally. The research also suggests that the use of collaborative planning for downtowns is appropriate in settings where collective action is necessary to help provide resources toward revitalizing ailing downtowns. Planners, therefore, must handle a number of roles: listening, educating, facilitating, mediating, advocating, communicating, and organizing. For the university, service learning also plays an important role in educating and developing community -- especially in downtown revitalization. It challenges universities to broaden their missions towards becoming “engaged” campuses supporting not only what is important to them within their own domain but outside as well (i.e. their host community). However, the degree of collaborative effort with universities (i.e. faculty, staff, and students) is dependent on an institution’s culture and its level of support for community engagement and outreach. This research provides new insights into the collaborative nature of the community and university partnership. The knowledge gained from this research provides further understanding of the implications for planning by informing planners and policy-makers about how these partnerships can facilitate downtown revitalization.

Planning practitioners and academics continually search for ways to help revive ailing downtowns and to better understand the factors that influence the success or failures of downtown revitalization. Most of the literature dealing with such revitalization attempts focuses on either larger urban areas or small rural municipalities -- much of it is based on anecdotal evidence drawn from a very limited number of observations (Filion, et al. 2004; Gratz and Mintz, 1998; Leinberger, 2005; Robertson, 1995, 1999). For the most part, downtown revitalization strategies have focused on either physical or functional improvements. For the mid-size city (population between 50,000 to 500,000), the need for new remedies grounded in an understanding of their present day downtown challenges, is becoming increasingly evident. Recent studies have observed that those mid-size cities ranked as having successful or very successful downtowns all shared distinctive attributes such as high levels of pedestrian activity; a strong tourist or visitor appeal; a well-preserved historical district; attractive natural features such as waterfronts; and the presence of a university in the downtown (Bunting et al. 1999; Filion et al., 2004; Lederer and Seasons, 2005). This dissertation focuses one such factor – the presence of a university. It examines the university role(s) in downtown revitalization and collaborative partnerships between community and university. Collaborative planning theory was used to help conceptualize this research by providing further insights into the dynamics, nature, and roles of these “town-gown” partnerships. Community-university partnerships continue to grow and appear to be helping meet the challenges and complexity of downtown planning issues. However, little empirical research is available on the role of universities in downtown revitalization initiatives, especially in mid-size cities. Using a conceptual framework that included a literature review, field trips, a web-based questionnaire survey, and telephone interviews, information was collected about mid-size city downtowns, roles of universities, university and downtown revitalization, and community-university partnerships. Given the review of the available literature and the information provided by surveyed respondents, universities appear to be playing an important role in downtown revitalization primarily through economic development and human capital investment. The ability for partners to engage more freely in a mid-size city is apparent because they are more readily known and available to each other unlike their counterparts in larger urban centres. Strong leadership, relationship building, accessibility, and open lines of communication limit issues of mistrust and alienation amongst partners. Collaborative planning theory (Healey, 1997, 2003) helped illustrate the importance of mutual learning and relationship building to members who have or are involved with a community-university partnership. Although the roles of partners varied, the weight placed on such roles must be considered as of equal value. The planning process in building vision, capacity building, and negotiating outcomes can be led by community and facilitated by university partners – two very different roles yet weighted equally. The research also suggests that the use of collaborative planning for downtowns is appropriate in settings where collective action is necessary to help provide resources toward revitalizing ailing downtowns. Planners, therefore, must handle a number of roles: listening, educating, facilitating, mediating, advocating, communicating, and organizing. For the university, service learning also plays an important role in educating and developing community -- especially in downtown revitalization. It challenges universities to broaden their missions towards becoming “engaged” campuses supporting not only what is important to them within their own domain but outside as well (i.e. their host community). However, the degree of collaborative effort with universities (i.e. faculty, staff, and students) is dependent on an institution’s culture and its level of support for community engagement and outreach. This research provides new insights into the collaborative nature of the community and university partnership. The knowledge gained from this research provides further understanding of the implications for planning by informing planners and policy-makers about how these partnerships can facilitate downtown revitalization.

ABSTRACT The purpose of the study is to research the management and development of the Community University in South Taiwan. Firstly, according to the motive and reason of the study, we can analyze the content of literature to set our study framework. Besides, it is the comparative research analysis foundation to understand the management conditions and questions in the Community University by a participating observation and depth interviews. Because the development and planning of the school involve the forecast of the society changing trend¡Bexpect of the different interest groups¡Blearning persons¡¦ background and need evaluations¡Bknowledge structure¡Beducation objects, we collect so multiple data that to know the different roles¡¦ perception for the management and development. The study is to research from the ideal¡Bposition¡Bsetting ¡Borganization structure¡Bplanning and practicing of courses¡Bperforming condition of resources and public relationship sides. The results of this research are as follow¡G 1¡B Ideal and position sides¡GThese education ideals of three Community Universities in South Taiwan include the education revolution and society movement but the different roles¡¦ perceptions for ideals affect the range between the ideal and management conditions now. 2¡B Setting side¡GThese three Community Universities in South Taiwan came from the society groups and had different relationships with the public department. Besides, the public department had impact on the development and democracy in three Community Universities in South Taiwan. 3¡B Organization structure side¡GThese organization structure of Community University are different in participating and division of labor because of the education ideal and real situations . 4¡B Planning and practicing of courses side¡GThere are different course planning modes in three schools but the main design is the education course. They have the same crisis that special and academic courses are reducing; however, it is just a start for combining with the communities. 5¡B Performing condition of resources side¡GThere are some problems on the Community University human resources. For example, lecturers¡¦ joining conditions are not good and administers¡¦ loading are so high that we should add social worker resources. However, these financial resources are great impacts on teaching. 6¡B Public relationship side¡GThe public relationship of Community University affects these resources share-using¡Bjoint activities and results of marketing strategies. According to these results in the research, we have some suggestions to the public department¡Bthe manager of school and the following research as reference opinions for the development of the Community University in the future.

Despite calls for concerted, two-way engagement and for the development of reciprocal partnerships between institutions of higher education (IHE's) and their communities, IHE's continue to implement a disparate menu of activities that prove largely ineffective at addressing society's most challenging social and environmental problems. A relatively new conception of engagement lays out a framework by which IHE's engage with communities in democratic ways. Democratic engagement values inclusive, reciprocal problem-oriented work that brings together university and community stakeholders as co-generators of knowledge and solutions. The resulting democratically engaged partnerships position diverse members to take on roles as collaborators and problem solvers. They are mutually transformed through the processes of reciprocation, power diffusion, and knowledge generation. <br>How these democratically oriented roles and processes emerge and come to be enacted is unknown. Neither the literature on democratic engagement nor that on community-university partnerships addresses this gap. This dissertation study purposefully selected a case of community-university partnership that has a high degree of democratic engagement. Through interviews, observation, and document review, qualitative evidence was collected of the ways in which the roles and processes of democratically engaged partnerships emerged and were enacted. Atlas.ti 6.2 was used to code and retrieve themes related to democratic and technocratic engagement, stakeholder roles and processes, and the emergence and application of roles and processes. <br>Understanding how democratically oriented roles and processes emerge and are adopted is critical to building democratically engaged partnerships that support systems of democratic engagement. If we do not know how to be democratic within our partnerships, and if we cannot teach others, we will not be able to answer the calls for more purposeful, reciprocal engagement with our communities. / School of Education / Interdisciplinary Doctoral Program for Education Leaders (IDPEL) / EdD / Dissertation

本研究旨在探討：台北縣五所社區大學的成立經過的情形為何？藉由台北縣社區大學一開始的成立過程，探討民間、地方、中央三方的互動過程；台北縣五所社區大學的發展做為一種社會運動，具有什麼樣的意義？而在這樣的成立過程中，國家（包括地方：如台北縣政府、縣議會，和中央：如教育部、立法院）與民間社會的互動如何？意義又是什麼？ 本研究採質性研究法，以文件分析法及深度訪談法進行，研究的範圍限定於由黃武雄教授策畫的五所社大：永和、板橋、新莊、蘆洲、汐止，而起迄約從黃武雄教授一開始提出構想，到五所社大開學為止。根據這些研究方法所獲得的資料，研究者試圖回答上述問題。 研究結果發現：台北縣社區大學之發展經過可分為四期：萌芽期、籌備期、關鍵期與搶救期；對北縣社區大學成立經過做分析發現，社大做為一種社會運動，屬於台灣新興的社會運動後起的一支，其蓬勃發展有其社會背景和情勢，因素包括：台灣知識份子的反省、終身學習風潮促使國家釋放資源、社區大學延續四一０的訴求、提供各社運一個發展的施力點；而它的社運特色從社區大學的實際籌備和理念號召中都可以看出，但這也預示了社區大學將面臨的問題，例如與國家的關係複雜矛盾、理想與現實的距離難拉近，社大如何走的更穩健等等；在北縣社大與國家的互動分析方面，首先分析社會運動者眼中的『國家』面貌，包括地方首長、地方政府、地方議會、中央政府（主要是教育部和立法委員）等幾個面向，而對推動社大的民間改革者而言，希望國家所扮演的角色主要是下放國家教育權，轉化為國民教育權的方向：排除國家對於教育內部事項的介入，讓教育的內容決定權還給人民，負起教育『外部事項』整備的義務，做資源上的合理分配，以保障人民的權利。 研究者建議：社大的在發展過程上要注意到的是民眾學習文化的改變與成長，和對於弱勢團體的重視和在地社區的經營，在不犧牲理想性和前瞻性的前提下求取民眾的支持，以及與各級政府間的關係該如何運作以維持一個適當的空間；以民間社會的力量要求國家的配合，但是也能以體制的保障換取發展的前景；研究者最後對本研究限制進行討論並對未來後續的研究提供些許建議。

Community-university partnerships have become more prevalent to support community-based research, especially as a collaborative approach to research with Aboriginal Peoples in Canada. One practice is the activation of a community-based research steering committee to initiate, govern, and review research pertaining to their local community. Within literature related to community-based research, perspectives on capacity strengthening and co-learning from the members of a community-based research steering committee are under-represented. A qualitative case study approach was used to explore the research question: What are the experiences of the Alexander Research Committee (ARC) members in defining and operationalizing capacity strengthening and co-learning across multi-sectoral research projects? Nine current and past members of the ARC participated in individual semi-structured interviews and five of these ARC members also participated in a subsequent focus-group discussion. Analysis of these qualitative data indicated that foundational relationships and a conducive learning environment are key factors for a community-based research committee to experience co-constructed knowledge and learning. The findings of this study highlight the importance of an operational foundation of trusting relationships in order to establish and sustain a working environment where a community-based research committee can learn together and from each other. This study also yielded insights about how this community-based research committee predicated capacity strengthening from the understanding that ‘we are all learners’, with each member bringing forward unique strengths, questions and growth to the research processes. / Graduate

Esta tese se insere no campo de estudos da Linha de Pesquisa Universidade: teoria e prática do Programa de Pós-Graduação em Educação (PPGEDU) da Universidade Federal do Rio Grande do Sul (UFRGS). O objetivo da pesquisa é compreender implicações das ações de Pedagogia Universitária (PU) desenvolvidas pela Pró-Reitoria de Ensino de uma Universidade Comunitária de Santa Catarina - Brasil para o desenvolvimento dos currículos de cursos de graduação e para a docência no contexto das reformas educacionais pós-LDB de 1996. A instituição apresenta um modelo de gestão com características de empreendedorismo, inovação e busca por sustentabilidade financeira. Está realizando uma mudança curricular tomando como princípios o ensino por competências e a articulação entre ensino, pesquisa e extensão nas atividades formativas desenvolvidas com os estudantes. No processo de pesquisa, foram analisados: a) discursos dos dirigentes, divulgados no portal da universidade na internet; b) documentos como o Projeto Pedagógico Institucional e as Diretrizes Acadêmicas Institucionais; c) conteúdos programáticos de eventos promovidos pela Pró-Reitoria de Ensino para formação dos professores para os novos currículos, no período de 2012 a 2014; e d) depoimentos de 90 docentes participantes destas ações de PU registrados em fórum de discussão no ambiente de educação à distância da universidade. As análises são sustentadas pelo pensamento sobre currículo e reforma de José Gimeno Sacristán e de Thomas Popkewitz, além de conceitos desenvolvidos por pesquisadores do campo da PU. Os resultados indicam que inovações foram introduzidas nas salas de aula e ambientes virtuais na reforma. Todavia, as condições de trabalho dos docentes não se qualificaram: 51% dos professores são horistas, o que dificulta que invistam voluntariamente em ações de planejamento e formação continuada. Nestas condições, está limitada a possibilidade dos docentes de discutir o currículo e moldá-lo com autonomia, de acordo com as necessidades de aprendizagem dos estudantes. / This dissertation is a part of the line of studies called Linha de Pesquisa Universidade: teoria e prática do Programa de Pós-Graduação em Educação (PPGEDU) of the Universidade Federal do Rio Grande do Sul (UFRGS). The goal of this research is to understand the implications of the university pedagogy actions carried out by the Vice-Rectorate for Teaching and Learning of a Community University in the state of Santa Catarina – Brazil for the development of the curricula for undergraduate courses and for teaching in the context of the post-LDB educational reforms of 1996. The institution presents a management model with characteristics of entrepreneurship, innovation and the striving for financial sustainability. The institution is carrying out a curricular change towards principles such as skills-based education and the articulation between teaching, research and extension in the educational activities developed with the students. During the research, we analyzed: a) the discourse of the directors, which are available on the university’s website; b) documents such as the Institutional Pedagogical Project and the Institutional Academic guidelines; c) programmatic contents of events promoted by the Vice-Rectorate for Teaching and Learning on professor training for the new curricula, from 2012 to 2014; and d) testimonials of 90 professor who participated in these university pedagogy actions recorded on discussion forums on the university’s distance learning environment. The analyses are based on the thoughts on curriculum of José Gimeno Sacristán and Thomas Popkewitz, and also concepts developed by researches of the university pedagogy field. Results indicate innovations were introduced in classrooms and virtual environments with the reform. However, professors’ work conditions did not improve: 51% of professors receive hourly wages which makes it difficult for them to voluntarily invest in planning actions and continuing education. In these conditions the professorate’s possibility of discussing and molding the curriculum with autonomy according to the students’ learning needs is limited.