永續發展目標 (Sustainable Development Goals， SDGs) 已成為高等教育機構檢視教學、研究與學術影響力的重要架構。現行大學 SDGs 成果多以件數統計、年度彙整或排名指標呈現，雖能反映投入規模，卻較難觀察教師之課程、計畫型研究活動與著作之間是否具有時間上的延續與交互影響關係。 本研究以去識別化校務資料為基礎，將教師之課程、計畫型研究活動與著作依成果類型及 SDGs 類別組合為事件類型，並依教師建立個人事件序列。為分析不規則時間下多類型學術事件之動態關係，本研究採用Multivariate Hawkes Process (MHP)，推估各事件類型之基礎發生強度、自我延續強度與交互激發關係。 透過模型產出，本研究進一步建構教師自我延續性與交互影響性指標，並據以觀察 SDGs 導向學術投入在課程、計畫型研究活動與著作之間的累積、承接與連動樣態。本研究期望由事件序列角度補充既有靜態成果盤點之不足，提供檢視學者研究與教學交互影響關係之分析架構。;The Sustainable Development Goals (SDGs) have become an essential framework for higher education institutions to evaluate their teaching， research， and academic impact. Current SDG-related achievements in universities are mostly presented through quantitative statistics， annual compilations， or ranking indicators. While these metrics reflect the scale of investment， they make it difficult to observe whether a temporal continuity or reciprocal influence exists among faculty members′ courses， project-based research activities， and publications. Based on de-identified institutional research data， this study combines faculty courses， project-based research activities， and publications into event types based on achievement categories and SDG classifications， thereby establishing individual event sequences for each faculty member. To analyze the dynamic relationships among multiple types of academic events under irregular timelines， this study employs a Multivariate Hawkes Process (MHP) to estimate the baseline intensity， self-excitation intensity， and mutual excitation relationships of each event type. Through the model′s outputs， this study further constructs indicators for faculty selfcontinuity and mutual influence. These indicators are used to observe how SDG-oriented academic engagements accumulate， transition， and interconnect across courses， project-based research activities， and publications. By adopting an event sequence perspective， this study aims to complement the limitations of existing static achievement inventories and provide an analytical framework for examining the reciprocal relationship between scholars′ research and teaching.
