以入世觀點實踐學者多元影響力：從社會場域起始

Using the Engaged Perspective to Fulfill Scholars’ Pluralist Impact: Beginning from the Social Field

現今大學教師在評價體系偏重研究的框架下，難以展現出多元角色扮演的期待。近年雖開始思索將「研究」與「教學」兩種任務加以整合求取綜效，但若從「社會影響力」的觀點出發，或許以經營社會場域之「服務」角色，得以將大學教師從校內的學生／學校／學術影響範疇，提升至校外之社會場域與層次，適度解決了不同角色間的失衡與相關議題。本文以工作雕塑觀點（Wrzesniewski & Dutton, 2001）為架構，呼應Aguinis、Shapiro、Antonacopoulou、與Cummings（2014）的論述，從員工個人使命與利害關係人觀點，論述大學教師的社會影響力，並採質性研究方法之傳記與個案訪談，針對逢甲大學侯勝宗教授的研究職涯發展歷程，釋例如何以「入世」角度經營社會場域，整合「研究－教學－服務」三大角色，並得以擴散與極大化大學教師之社會影響力。

Current teacher’s evaluation framework puts more emphasis on research, which is hard for university teachers to reach the expectation of playing diverse roles. In recent years, integrating the two tasks of “research” and “teaching” has been explored in order to achieve synergy. On the other hand, starting from the perspective of “social impact”, it is possible to use the “service” role of managing the social field to enable university teachers to expand the scope of the influence from on-campus student/school/academia to off-campus social fields and levels, in order to appropriately solve the imbalance problem among different roles and the related issues. Echoing with Aguinis, Shapiro, Antonacopoulou, & Cummings’s (2014) discourse, this paper uses the “job crafting” viewpoint (Wrzesniewski & Dutton, 2001) as the framework to review the social impact of university teachers from the perspectives of individual employee’s mission and stakeholders. This study employs qualitative biograph and case interview methods. From the research career development process of Professor Sheng-Tsung Hou at Feng Chia University, this paper exemplifies how to manage the social field from the engaged perspective and integrate the three roles of “research-teaching-service,” leading to the expanding and maximizing social impact of university teachers.