This study evaluates the empirical efficacy of integrating university social responsibility (USR) principles into business management curricula via a problem-based action learning (PBAL) framework. Situated within the global discourse on sustainable higher education and experiential pedagogy, this research addresses the critical lacuna between theoretical knowledge acquisition and its practical deployment in contemporary business education. Specifically, the paper investigates how authentic industry partnerships in organic and eco-friendly sectors can enhance students' core competencies and social responsibility awareness in alignment with the United Nations Sustainable Development Goals (SDGs), while exploring how comparable efforts in international higher education contexts inform and contextualize these findings.
A convergent mixed-methods research design was implemented with a sample of 85 undergraduate business management students enrolled in a re-engineered Customer Relationship Management course. The 18-week PBAL framework involved five distinct phases: problem identification, hypothesis development, analysis, action planning and reflection. Quantitative data were gathered through pre- and post-intervention assessments using validated learning competency scales. Concurrently, qualitative data, encompassing student self-reflections and corporate manager evaluations, were scrutinized via thematic analysis to cultivate a nuanced understanding of the pedagogical experience.
Quantitative analyses revealed statistically significant advancements in students' communication and coordination skills (p < 0.05), alongside marginal improvements in problem-solving abilities and overall learning outcomes (p < 0.1). Teamwork abilities showed no significant improvement, underscoring the inherent developmental limitations of a single-semester intervention. Crucially, no significant discrepancies emerged between traditional and working student cohorts, thereby demonstrating the inclusive pedagogical efficacy of the framework. Qualitative findings confirmed successful USR integration, with students demonstrating an enhanced understanding of sustainable business practices and their alignment with the SDGs.
The exploratory nature of this study, bounded by its single-institution and single-semester scope, constrains the immediate generalizability of the findings and may inadequately capture complex, long-term competency development, particularly regarding teamwork dynamics. Reliance on self-reported measures may not fully reflect all learning dimensions. Consequently, this study is best conceptualized as a theoretically grounded and empirically documented pilot framework, offering scalable design principles primed for cross-contextual replication and adaptation. Future research should explore longitudinal, multi-institutional implementations across diverse industry contexts, incorporating multiple assessment methods including peer evaluations and behavioral observations to provide more comprehensive understanding of PBAL-USR integration.
Higher education institutions should prioritize the adoption and adaptation of this validated PBAL-USR model for curricular transformation, thereby establishing formalized industry partnerships that anchor authentic learning environments. Faculty members will require training in PBAL facilitation and USR integration. Furthermore, multi-dimensional assessment frameworks should synergize quantitative metrics with qualitative insights. Longitudinal programs spanning multiple semesters are recommended to more effectively nurture complex competencies while deepening social responsibility awareness and equipping graduates for contemporary business leadership challenges.
This study provides pioneering empirical evidence from a unique contextual locus (organic and eco-friendly enterprises in Taiwan) demonstrating how structured PBAL-USR integration concurrently augments professional competencies and cultivates heightened social responsibility. It offers a candidate model demonstrating how strategic curriculum integration tangibly enhances professional competencies while cultivating social responsibility. Furthermore, the study uniquely interrogates differential outcomes across distinct student demographics, contributing valuable insights for inclusive pedagogical design aimed at bridging the theory-practice divide in business education.
