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With the continuous development and penetration of the Internet, there have been vast amounts of changes to the traditional method of classroom teaching. The massive open online course (MOOC) shows a significant combination of network information technology and educational resources. However, in order to make up for the disadvantages which occur when making transition from classroom to online learning such as ‘large-scale’ and ‘no feedback’, the Online-to-Offline (O2O) mode was created and developed. Using the course of ‘microeconomics’ taught by Chinese university professors as a reference, this chapter aims at explaining the course design and innovation which is a modification of the outcomes-based education (OBE) theory, the introduction of O2O teaching reform and application. The process is carried out by firstly setting the expected learning goal of this course on the basis of the OBE educational goal of the university, college and the major; secondly, designing this course with ‘online 311 class’ and ‘offline 271 course’; thirdly, implementing the O2O teaching model; and lastly, evaluating the teaching result in order to provide some enlightenment for the tryout of ‘MOOC+O2O’ and OBE theory under the Internet background.

The purpose of this study is to explore how the “New type of industry and research chain value creation project” promoted by the Ministry of Science and Technology in Taiwan can help universities to achieve university social responsibility (USR), promote social innovation, and achieve sustainable development. The university social responsibility defined in this study is proposed through literature analysis. The study interviewed three professionals who actually participated in the project and served as core positions. Semi-structured in-depth interviews were conducted. Key findings are drawn as follows. First, the term USR is multifaceted and needs further refinement in light of the changing and dynamic roles of universities. Second, the value creation plan helps universities achieve social responsibility. Third, the value creation team incorporates the concept of university social responsibility into the consideration of development factors, which contributes to the sustainability of the project. Fourth, the value creation plan faces the willingness of participants and the public's unclear understanding of university social responsibility. Finally, practical benefits include the joy of team members, the cultivation of talents and the dream of having a business.

Over the past few decades, the higher education landscape underwent dramatic changes, causing strain on higher education institutions (HEI) worldwide. The academic debate is filled with very well-argued accounts of these developments. Advances in information and communication technology (ICT) add an additional layer to this already complex reality. Against this backdrop, it is necessary that the question of managing and administering HEI today be rethought. Emerging technologies such as artificial intelligence (AI) and cognitive computing, augmented, virtual and mixed reality (R+), Internet of Things (IoT), blockchain, bear the promise to effectively assisting HEI administrators in navigating their institutions through the period of profound change. This chapter offers a brief account of that.