Anais
Resumo do trabalho
Métodos e Técnicas de Pesquisa em Administração · Ambientes de Ensino e Aprendizagem
Título
VALUE CO-CREATION IN HIGHER EDUCATION LEARNING: A DIALOGUE BETWEEN EDUCATIONAL PSYCHOLOGY AND SERVICE-DOMINANT LOGIC
Palavras-chave
value co creation
Approaches to Learning
Engagement
Agradecimento:
Agradecimentos ao Fundo de Apoio à Pesquisa - FAP UNINOVE. O presente trabalho foi realizado com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES) – Código de Financiamento 001.
Autores
-
Wanderson Dutra GreseleUNIVERSIDADE ESTADUAL DO OESTE DO PARANÁ (UNIOESTE)
-
Leonardo VilsUNIVERSIDADE NOVE DE JULHO (UNINOVE)
Resumo
Introdução
The growing demand for active learning experiences in higher education calls for new pedagogical approaches. Yet these changes need a theoretical framework to guide their design and assessment. This theoretical essay establishes a dialogue between Educational Psychology, through the Pressage-Process-Product learning model, and Service Dominant Logic, focusing on the value co creation model.
Problema de Pesquisa e Objetivo
The core problem is the theoretical compartmentalisation of value co creation studies in higher education, which are anchored either in marketing or in pedagogy, with little integration between them. This gap limits our understanding of how students co create value and transform their learning experiences. The aim of this essay is to develop an integrative conceptual framework that links the components of the Presage–Process–Product Model (Biggs & Tang, 2007) with the elements of the Value Co creation Model (Dollinger & Lodge, 2019) in order to bridge this gap in the literature.
Fundamentação Teórica
The study is grounded in Value Co creation in education, which posits that value is not delivered but actively co created by all actors involved, positioning the student as a partner; and in the Presage–Process–Product Model, which describes learning in higher education as a system in which prior factors (Presage), learning activities (Process), and outcomes (Product) interact dynamically.
Discussão
The study proposes an integrative conceptual framework that merges the Presage–Process–Product model with the Value Co creation Model. The cross analysis of the two frameworks reveals nine core interdependencies (Q1–Q9) and generates theoretical propositions explaining how initial factors, co production, and outcomes mutually influence one another in higher education.
Conclusão
Learning and value co creation in higher education are not isolated phenomena but interconnected, reciprocal processes. The conceptual integration, following Hollebeek et al. (2024), shows that the design of co creation initiatives must incorporate students’ cognitive and motivational dynamics (3P Model) to be effective. The resulting integrative model offers a foundation for aligning students’ active participation with deep, meaningful learning, thereby generating mutual and sustainable value.
Contribuição / Impacto
It offers a framework that bridges two areas seldom connected, deepening our understanding of how learning can occur in the presence of value co creation. The practical contribution is to provide a guide for administrators and faculty to design curricula, assessments, and institutional policies that promote partnership with students, transforming engagement into higher quality learning, pedagogical innovation, and better outcomes for all stakeholders.
Referências Bibliográficas
Biggs, J., & Tang, C. (2007). Teaching for quality learning at university: What the student does (3ª ed.). McGraw-Hill Education.
Dollinger, M., & Lodge, J. (2019). Student-staff co-creation in higher education: an evidence-informed model to support future design and implementation. Journal of Higher Education Policy and Management.
Hollebeek, L. D., Srivastava, R. K., Clark, M. K., Urbonavicius, S., & Lim, W. M. (2024). Crafting conceptual proposition‐based contributions: The 7C framework. Psychology & Marketing, 41(10), 2396–2411.
Dollinger, M., & Lodge, J. (2019). Student-staff co-creation in higher education: an evidence-informed model to support future design and implementation. Journal of Higher Education Policy and Management.
Hollebeek, L. D., Srivastava, R. K., Clark, M. K., Urbonavicius, S., & Lim, W. M. (2024). Crafting conceptual proposition‐based contributions: The 7C framework. Psychology & Marketing, 41(10), 2396–2411.