本研究旨在探討學校層級對於控制的傳遞施為，透過對大學的服務學習規定之分析，了解各校服務學習之目的、內容屬性、實施方式及學習方式，據此進一步剖析各校傳遞控制的施為。因此，以內容分析法，針對67所公、私立大學的99項服務學習法規共1,357筆資料進行分析。研究發現：一、大學規定的實施服務學習目的雖包含個人、學校及社會三方面，惟以涵養個人為主要；二、大學規定的服務學習內容屬性有「課程」、「非課程」及「課程與非課程並存」三類，其中以強分類的「課程」屬性出現者最多；三、大學規定的服務學習實施方式包含「利酬」、「強制」及「規範」，其中，「利酬」與「強制」兩方式較常出現，尤其是強架構的「畢業門檻」；四、大學規定服務學習之學習方式以鍛鍊、節制、越界體驗等自身技術最常出現。本研究顯示大部分大學實施服務學習，在學校層級的傳遞控制偏向強分類強架構。

The purposes of this study are to explore the objectives, categories, performing means, and learning methods of undergraduates’ service-learning by analyzing and comparing the service-learning rules announced by universities. After content analysis of 1,357 statements obtained from 99 rules announced by 67 universities, the findings of this study are summarized. The service-learning objectives included three dimensions, which were individual, school, and society, and the major objective was to educate undergraduates’ personal cultivation. Three categories of service-learning were found in this study, which were formal curriculum, extra-curriculum, and formal-extracurriculum, while most universities adopted the formal curriculum. Moreover, the performing means of service-learning included remunerative, coercive, and normative ways. The remunerative and coercive ways were the more frequently used means, especially the requirement of graduation which is a type of coercive way. The most common learning methods of service-learning were exercise, moderation, and transgressive experience. This study reveals that a service-learning model based on aesthetics of existence is reasonable. Furthermore, the transmission agencies of school-level control in most universities tend to favor a strong classification and a strong frame when implementing student’s service-learning.