2015 年，聯合國全體會員國通過《2030年可持續發展議程》，並提出了 17 個可持續發展目標（Sustainable Development Goals, SDGs），以應對全球對人類、地球和繁榮的挑戰。由於 SDGs 的複雜性，大專院校被認為是實踐和支持 SDGs 的要角。在台灣，SDGs 已成為大專院校申請大學社會責任（USR）計畫的重要標準。
然而，儘管有很多文獻探討大專院校為實現 SDGs 而展開的活動，但很少有人將學生作為行動者。雖然一些文獻探討了 SDGs 與學生的關係，但大多數文獻都將學生視為被動地學習者。 在本研究中，學生們是具有能動性的行動者，並積極與其他利害關係人合作，如國立清華大學負責 SDGs 的辦公室。
國立清華大學是臺灣著名的大學之一，曾兩次獲得台灣永續典範大學獎。 由於清華針對 SDGs 有豐富的資源，但學生、大學和其他利害相關人之間的聯繫薄弱，故本研究旨在利用行動設計研究迭代一系列的措施，以強化學生與其他關係人之間的行動者網絡。
建立在服務主導邏輯的觀點，本研究將行動設計研究的七個階段分為三個部分：
1. 診斷 - 建立學生永續行動者的肖像：從診斷第一階段到第二階段，透過舉辦第一屆清華校園永續生活創新實驗室，和針對參與者團體訪談，以建立學生行動者的肖像。
2. 設計和佈建 - 透過共創方案支持學生永續行動者：從設計階段一到佈建階段，舉辦共創工作坊和學生行動者共創，以及實作共創的成果。
3. 演化與制度化——在校園內打造永續行動者網絡：從演化階段到制度化階段，使用在佈建階段測試過的方案打造行動者網絡，並將方案制度化，成為學生社團。
最後，根據行動研究過程中的反思和學習，總結了與學生行動者、網絡和共創對應的六項命題。這項研究調查高等教育的學生如何作為行動者參與 SDGs，發展行動者網絡以促進與 SDGs 相關的學生專案，以及在不同類型方案的支持下共創。

In 2015, all United Nations Member States adopted “The 2030 Agenda for Sustainable Development”, proposed 17 sustainable development goals (SDGs) for responding to the challenge to the people, planet, and prosperity globally. With the complexity of the SDGs, higher education institutions (HEI) are considered as an important role for practicing and supporting SDGs. In Taiwan, SDGs have become important criteria for HEI to apply the Project of University Social Responsibility. (USR)
However, even though much literature discusses HEI's activities for SDGs, few focus on students as actors. While some literature explored how SDGs related to students, most of them take students as passive learners. In this research, the students are actors with agencies, and actively collaborate with other stakeholders like the office taking charge of SDGs in National Tsing Hua University (NTHU).
NTHU is one of the prestigious universities in Taiwan and has awarded sustainability awards twice. With rich resources for SDGs but weak links among students, the university, and other stakeholders, this research aims to utilize action design research (ADR) to iterate a series of interventions for strengthening the actor network between students and others.
Based on service-dominant logic, this study goes through seven stages of ADR as three parts,
1. Diagnosis - Profiling Student Actors for SDGs: From Diagnosis Stage I to Stage II, profiling student actors by holding 1st campus as a living lab and conducting group interviews to the participants.
2. Design and Implementation - Co-created Programs to Support Students Actors for SDGs: From Design Stage I to Implementation Stage, holding co-creation workshops to co-create with student actors, and implement the artifacts generated from the workshops.
3. Evolution and Institutionalization - Establishing Actor Network for SDGs on Campus: From the Evolution Stage to the Institutionalization Stage, establishing actor networks with artifacts tested in the implementation stages and institutionalizing the artifacts as a student club.

As a result, six principles corresponding to student actors, networks, and programs for co-creation are summarized based on the reflection and learning through the ADRs. This research investigated how students in HEI engage with SDGs as actors, developing actor networks to facilitate the student projects related to SDGs, and co-creating with the support from different types of programs.

CHAPTER 1 Introduction-------1
1.1 Research Background-------1
1.2 Research Objectives-------8
1.3 GreenDot@NTHU - The Main Student Actors in this Research-------10
CHAPTER 2 Literature Review-------12
2.1 Student-led Projects for SDGs in HEIs-------12
2.2 Service-Dominant Logic-------14
2.3 Action Design Research-------16
2.4 Actor Network Theory-------19
CHAPTER 3 Research Methodology-------21
3.1 An Action Design Research Approach-------21
3.2 Research Framework-------24
3.3 Actors in this Research-------26
CHAPTER 4 Diagnosis - Profiling Student Actors for SDGs-------30
4.1 Diagnosis Stage I-------31
4.2 Diagnosis Stage II-------43
CHAPTER 5 Design and Implementation - Co-Created Programs to Support Student Actors for SDGs-------54
5.1 Design Stage I-------55
5.2 Implementation Stage-------67
5.2.1 NTHU Student Ambassador for Sustainability (SAS)-------69
5.2.2 Sustain.Salon-------80
5.2.3 Bubble-------91
5.2.4 Summary-------97
5.3 Design Stage II-------99
CHAPTER 6 Evolution and Institutionalization - Establishing Actor Networks for SDGs on Campus-------106
6.1 Evolution Stage-------108
6.1.1 2nd Campus as a Living Lab@NTHU (2nd CLL)-------112
6.1.2 NTHU Student Ambassador for Sustainability (SAS)-------125
6.1.3 Sustain.Salon-------139
6.1.4 Bubble-------149
6.1.5 Summary-------154
6.2 Institutionalization Stage-------156
CHAPTER 7 Discussion and Learning-------163
7.1 Emerging of the Actor Networks - from Single Connection to Multi-site Network-------163
7.2 Transformation of the GreenDot@NTHU - from Single Program to Organic Community-------169
7.3 Typology of the Programs - How Programs Supporting Students to Co-create Value with Other Actors-------172
7.4 Learning from the Action Design Research-------177
7.5 Contributions-------180
7.6 Limitations-------182
CHAPTER 8 Conclusion-------184
References-------187

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