研究和創新活動在高等教育機構（HEI）被認為是推動永續發展的重要因素，以輔助未來決策。然而，在世界的高等教育機構有關永續發展的研究，透過組織性的努力仍然缺乏系統性的作為。因此，本研究採用服務主導（S-D）邏輯提出一個在HEIs教師內化永續發展研究（SRI）的理論。本研究採用范德文（Van de Ven）的理論發展程序，並採用克雷斯韋爾（Creswell）的順序性探索性設計。第一階段包括兩個子階段。階段1.1為質性研究，針對台灣一所大學在不同學術領域的11位從事與SDGs相關研究主題的教師進行的半結構化訪談。以活動理論的視角來探索在研究活動系統中所發現的緊張關係，並歸納出六項命題。質性結果顯示資源配置和利害關係人參與的議題。階段1.2是在台灣進行後續的量化研究,以問卷調查方式獲得在台灣HEIs的410名教師的有效回覆，了解影響大學教師SRI的個人和環境因素，驗證根據階段1.1所提出的命題在本階段所演繹的假說。統計分析結果顯示，人的能動性和其所服務的大學永續發展實踐對SRI產生積極影響。基於自我決定理論（SDT）的中介模型，教師的自主動機對於人的能動性、其所服務的大學永續發展實踐和參與式目標設定對SRI具有中介效果。然而，受控動機的中介在統計上並未得到支持。階段2進行全球實證研究，以拓展對於全世界不同區域的大學教師SRI的動態更廣泛的理解。以聯合國統計司建議的世界七個地理區域的HEIs，同時列名於THE影響力排名的大學的教師或研究員為問卷抽樣施放的對象。使用比例分層隨機抽樣方法共獲得460位問卷。 統計分析結果，驗證了SRI理論，強化我們對於個人能動性、動機、教師參與大學永續作為對於SRI的重要性的認知。本研究提出的SRI理論在服務系統框架上，提供了教師參與永續發展相關研究的細緻觀點，對S-D Logic的原則做出了顯著貢獻。擁抱服務系統的觀點，認識到教師是服務系統內的關鍵參與者，與機構、政府和其他利害關係者合作，共同創造價值。SRI理論的綜合框架突顯了個人能動性的關鍵作用，強調教師的自主動機和主動的資源管理等因素在永續發展研究的持續性的影響。值得注意的是，該理論認識到實現SRI所需的長期承諾，為機構和政策制定者提供了引導動機因素以鼓勵教師參與的實用指南。總之，本研究所發展的中程理論不僅對學術論述有所貢獻，還為致力於提升永續發展研究的機構提供了可行的見解。

The research and innovation activities at higher education institutions (HEIs) are considered essential in driving forward sustainability in order to facilitate future decision-making. However, a systematic approach regarding sustainability research through administrative efforts is still lacking in HEIs worldwide. This research introduces a mid-range theory of Sustainability Research Internalization (SRI) within Higher Education Institutions (HEIs), framed by Service Dominant (S-D) Logic. Following Van de Ven's theory development process and Creswell's sequential exploratory design, the study comprises two phases. Phase 1 involves qualitative interviews with 11 faculty members in Taiwan, uncovering tensions in research activity systems, and proposing six propositions. The qualitative findings reveal issues in resource allocation and stakeholder engagement. The subsequent quantitative study with 410 faculty members in Taiwanese HEIs explores the impact of individual and contextual factors on SRI with hypotheses derived from the discovered propositions. Phase 1.2 quantitative results indicate the positive influence of human agency and university sustainability practices on SRI. The mediation model based on Self-Determination Theory (SDT) underscores the role of faculty's autonomous motivation in mediating this relationship. Controlled motivation, however, lacks statistical support. Phase 2 extends the study globally, validating and broadening the understanding of SRI dynamics among faculty members from impact ranked HEIs across seven regions. Phase 2, with a sample of 460 faculty members from HEIs ranked in THE Impact from 7 global regions defined by the UN, validates these findings, reinforcing the importance of individual agency, motivation, and university sustainability practices in faculty engagement.
The Theory of SRI significantly contributes to the principles of S-D Logic by offering a nuanced perspective on faculty engagement in sustainability research within the framework of service systems. Embracing the service systems perspective, the theory recognizes faculty members as pivotal actors within the service system, collaborating with institutions, governments, and other stakeholders in the co-creation of value. The Theory SRI highlights the pivotal role of individual agency, emphasizing factors such as faculty members' autonomous motivation and proactive resource management in sustaining efforts towards sustainability research. The theory recognizes the long-term commitment needed for SRI, offering practical guidance for institutions and policymakers in shaping motivational factors to encourage faculty involvement. In conclusion, this mid-range theory contributes not only to academic discourse but also provides actionable insights for institutions aiming to enhance faculty engagement in sustainability research endeavors.

摘要 ...........................................................i
Abstract........................................................ii
Table of Contents ..............................................v
List of Tables..................................................viii
List of Figures ...............................................ix
List of Abbreviations...........................................x
CHAPTER 1 .......................................................1
Introduction.....................................................1
1.1 Trends on Sustainability for Higher Education Institutes.1
1.1.1 Sustainable Development Goals (SDGs).....................3
1.1.2 SDGs in Higher Education Institutions (HEIs).............4
1.2 Research Problem.........................................6
1.2.1 Anomaly Identification...................................6
1.2.2 Literature Gap...........................................9
1.3 Research Objectives.....................................12
CHAPTER 2.......................................................14
Research Design.................................................14
2.1 Introduction................................................14
2.2 Theory Building Process.....................................14
2.3 Sequential Exploratory Design (SED).........................15
2.4 Concluding Remark.......................................17
CHAPTER 3.......................................................18
Phase 1.1: The Exploration of SRI in HEIs: A Qualitative Approach.18
3.1. Introduction..............................................18
3.2. Service-Dominant (S-D) Logic as Research Paradigm.........21
3.3. Methodology...............................................23
3.3.1. Activity Theory as Exploration Framework..................23
3.3.2. Data Collection...........................................26
3.3.3. Interview Participants....................................27
3.4. The Analysis of Findings with the Lens of Activity Theory.30
3.4.1. Limited Resources for Research Projects in Sustainability.31
3.4.2. Contradictions between University and Faculty in Sustainability Research...........................................33
3.4.3. Improper Resource Allocation from the University..........37
3.4.4. Lack of Awareness of Sustainability on Campus.............39
3.4.5. University Lacks Mandate and a Clear Direction toward Sustainability....................................................40
3.4.6. Conflict between the Government’s Policy and Sustainability....................................................43
3.5. Discussions...............................................45
3.6. Concluding Remarks........................................54
CHAPTER 4.........................................................56
Phase 1.2: Predictors of SRI for Faculty in HEIs: A Quantitative Approach..........................................................56
4.1. Introduction..............................................56
4.2. Theoretical Foundation....................................56
4.3. Hypothesis Development....................................59
4.3.1. Perceived Government Control (PGC) and SRI................59
4.3.2. Participative Goals Setting (PGS) and SRI.................60
4.3.3. University’s Sustainability Internalization Practices (USP) and SRI...........................................................60
4.3.4. Human Agency and SRI......................................61
4.3.5. Motivation as a Mediator..................................64
4.4. Methodology...............................................70
4.4.1. Population and Sample.....................................70
4.4.2. Instrument and Measures...................................73
4.4.3. Data Collection...........................................74
4.5. Analyses and Results......................................74
4.5.1. Measurement Model.........................................74
4.5.2. Structural Model..........................................78
4.6. Discussions...............................................82
4.7. Concluding Remarks........................................83
Phase 2: Predictors of SRI for Faculty in HEIs: A Global Quantitative Study.............................................................84
5.1. Introduction..............................................84
5.2. Methodology...............................................84
5.2.1. Population and Sample.....................................84
5.2.2. Instrument and Measures...................................86
5.2.3. Data Collection...........................................86
5.3. Analyses and Results......................................87
5.3.1. Measurement Model.........................................87
5.3.2. Structural Model..........................................90
5.4. Discussions...............................................95
5.5. Concluding Remarks........................................96
CHAPTER 6.........................................................98
Theory of Sustainability Research Internalization (SRI)...........98
6.1. Introduction..............................................98
6.2. Comparing the Findings in Phases 1.2 and 2................98
6.3. Connecting Qualitative Study with Quantitative Studies in Context..........................................................100
6.4. Proposing a Mid-range Theory of SRI......................102
6.5. Implications.............................................107
6.5.1. Theoretical Implications.................................107
6.5.2. Practical Implications...................................108
6.6. Limitations and Future Research Directions...............109
6.7. Concluding Remarks.......................................110
CHAPTER 7........................................................112
Conclusion.......................................................112
References.......................................................115
APPENDICES.......................................................129
Appendix A.......................................................129
Service Dominant (S-D) Logic.....................................129
Appendix B.......................................................135
Activity Theory..................................................135
Appendix C.......................................................144
Self-Determination Theory........................................144
Appendix D.......................................................149
Number of SDGs-related publications on SCOPUS, across diverse subject areas during 2015~2022...........................................149
Appendix E.......................................................150
Survey Questionnaire.............................................150
Appendix F.......................................................164
Institutional Review Board (IRB) exemption certificate...........164

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