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A lógica dominante de serviço na cocriação no ensino superior: Impactos da orientação dominante de serviço no ensino e aprendizagem
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Abstract(s)
A cocriação de valor, na perspetiva da lógica dominante de serviço (LDS), posiciona a cocriação do valor do serviço educacional como um fenómeno que ocorre independentemente das estratégias adotadas. Entretanto, pode-se alcançar melhores resultados para todas as partes envolvidas, quando: (i) existe um maior entendimento das partes sobre o ecossistema no qual emerge o valor e (ii) são desenvolvidas normas, práticas e capacidades para fomentar a cocriação do valor do serviço educacional, e consequentemente os benefícios para as partes interessadas.
Esta perspetiva posiciona no centro das estratégias do ensino superior, o papel do aluno como ator e cocriador e a aprendizagem do aluno como o primeiro resultado do valor do ensino superior. Em consequência, após décadas em que a marketisation no ensino superior despertou uma forte discussão entre a literatura educacional e a literatura de marketing, sobre o papel do aluno no serviço do ensino superior, na última década alguns autores tem vindo a sustentar que a perspetiva da LDS, parece convergir os interesses do marketing e os interesses da literatura educacional. Em paralelo, não obstante, os avanços numa maior compreensão sobre o fenómeno da cocriação de valor na perspetiva da LDS, os autores Vargo et al.( 2017) alertam pela necessidade de reforçar a compreensão sobre a forma como o valor emerge e como é determinado numa perspetiva de ecossistema baseado no serviço.
Nesse contexto, o objetivo geral desta tese é conceptualizar e propor medidas estratégicas sobre o fenómeno da cocriação no ecossistema de serviço do ensino superior utilizando as lentes da LDS. Assim, como contribuição para a literatura, estabeleceu-se como objetivos específicos: (i) propor um modelo conceptual sobre o fenómeno da cocriação no ecossistema de serviço do ensino superior, combinando a literatura de marketing e gestão com a literatura educacional; (ii) desenvolver e validar um instrumento que permita mensurar as capacidades de cocriação do docente no ensino superior, recorrendo ao conceito de orientação dominante de serviço (iii) explorar o impacto da orientação dominante de serviço do docente nos mecanismos de cocriação do aluno no ensino superior, recorrendo aos constructos de engajamento do aluno na aprendizagem e comportamento de participação ativa do aluno em sala, respetivamente.
Com recurso a pesquisa nas bases de dados da Web of Science e da Scopus, identificamos cinco linhas de investigação no estudo da cocriação no contexto do ensino superior. Com esta identificação, elaboramos um modelo conceptual explicativo do processo de emersão de valor do ensino superior. Após a revisão da literatura, apresentamos uma proposta de diferenciação dos conceitos de cocriação do serviço educacional e cocriação do valor do serviço educacional, culminando com a apresentação de um modelo que exemplifica esses dois fenómenos colocando no centro o processo de ensino aprendizagem.
A literatura sugere ser estrategicamente importante desenvolver capacidades que possam fomentar a cocriação de valor em qualquer sistema de serviço. Assim, o segundo objetivo específico foi alcançado num processo desenvolvido em seis etapas, através das quais desenvolvemos e validamos uma escala de mensuração da orientação dominante de serviço do docente no ensino superior denominada Teacher-S-D Orientation. Tanto quanto é do nosso conhecimento trata-se da primeira proposta de mensuração da ODS do docente.
Para alcançar o terceiro objetivo específico da tese, procedeu-se a uma nova recolha de dados quantitativos, aplicando a escala desenvolvida no estudo anterior. Os resultados sugerem que a orientação dominante de serviço do docente tem impacto, positivo e significativo, em todos os constructos do engajamento do aluno na aprendizagem e no comportamento de participação ativa do aluno no ensino superior.
No geral, como implicações estratégicas sugere-se que em paralelo a adoção de estratégias de melhoria da qualidade do serviço de ensino, as IES adotem uma nova perspetiva sobre o processo de aprendizagem dos alunos no contexto do ensino superior, apoiando e fomentando a integração dos recursos de todos os atores envolvidos. Aos docentes sugere-se que investam em aprimorar as capacidades de interação como ferramenta estratégica de fomento da cocriação no contexto do ensino superior, em paralelo com o desenvolvimento das competências técnicas e implementação de metodologias que fomentam a cocriação com os alunos.
Value co-creation, from the perspective of service-dominant logic (SDL), positions the co-creation of educational service value as a phenomenon that occurs independently of the strategies adopted. However, better results can be achieved for all parties involved when: (i) there is a greater understanding by the parties about the ecosystem in which value emerges; (ii) norms, practices, and capabilities are developed to foster the co-creation of educational service value, and consequently the benefits for all stakeholders. This perspective place the role of the student as an actor and co-creator at the centre of higher education strategies, and student learning as the primary outcome of the value of higher education. As a result, after decades in which the marketisation of higher education sparked an intense discussion between the educational literature and the marketing literature, about the student's role in the higher education service, in the last decade, some authors have argued that the SDL perspective seems to converge the interests of marketing and those of the educational literature. At the same time, despite the advances in a greater understanding of the phenomenon of value co-creation from SDL perspective, the authors Vargo et al. (2017) warn of the need to strengthen the knowledge of how value emerges and how it is determined from a service-based ecosystem perspective. In this context, the general aim of this thesis is to conceptualise and propose strategic measures on the phenomenon of co-creation in the higher education service ecosystem using the SDL lens. Thus, as a contribution to the literature, the following specific objectives were established: (i) to propose a conceptual model on the phenomenon of co-creation in the higher education service ecosystem, combining marketing and management literature with educational literature; (ii) to develop and validate an instrument to measure teachers’ co-creation capabilities in higher education, using the concept of service - dominant orientation; (iii) to explore the impact of teachers' service- dominant orientation on student co-creation mechanisms in higher education, using the constructs of student engagement in learning and student active participation behaviours in class, respectively. By searching the Web of Science and Scopus databases, we identified five research lines addressed in the study of co-creation in the context of higher education. Based on this, we have drawn up a conceptual model explaining the process of value emersion in higher education. After reviewing the literature, we offer a proposal for differentiating the concepts of co-creation of the educational service and the co-creation of the educational service value, ending with the presentation of a model that exemplifies these two phenomena by placing the teaching-learning process at the centre. The literature suggests that it is strategically important to develop capabilities that can foster value co-creation in any service system. Thus, we achieved the second specific objective through a six-stage process in which we developed and validated a scale to measure teachers' service- dominant orientation in higher education, called Teacher-S-D Orientation. As far as we know, this is the first proposal to measure teachers' SD-Orientation. To achieve the third specific objective of the thesis, we collected new quantitative data, applying the scale developed in the previous study. The results suggest that teachers' service- dominant orientation has a positive and significant impact on all the constructs of student engagement in learning and the student's active participation behaviour in class. Overall, as strategic implications, we recommend that, in addition to adopting strategies to improve the quality of teaching service, HEIs adopt a new perspective on the student learning process in the context of higher education, supporting and fostering the resources integration of all the actors involved. We also recommend that teachers invest in improving their interaction skills as a strategic tool for fostering co-creation in the context of higher education, alongside the development of technical competencies and the implementation of methodologies that foster co-creation with students.
Value co-creation, from the perspective of service-dominant logic (SDL), positions the co-creation of educational service value as a phenomenon that occurs independently of the strategies adopted. However, better results can be achieved for all parties involved when: (i) there is a greater understanding by the parties about the ecosystem in which value emerges; (ii) norms, practices, and capabilities are developed to foster the co-creation of educational service value, and consequently the benefits for all stakeholders. This perspective place the role of the student as an actor and co-creator at the centre of higher education strategies, and student learning as the primary outcome of the value of higher education. As a result, after decades in which the marketisation of higher education sparked an intense discussion between the educational literature and the marketing literature, about the student's role in the higher education service, in the last decade, some authors have argued that the SDL perspective seems to converge the interests of marketing and those of the educational literature. At the same time, despite the advances in a greater understanding of the phenomenon of value co-creation from SDL perspective, the authors Vargo et al. (2017) warn of the need to strengthen the knowledge of how value emerges and how it is determined from a service-based ecosystem perspective. In this context, the general aim of this thesis is to conceptualise and propose strategic measures on the phenomenon of co-creation in the higher education service ecosystem using the SDL lens. Thus, as a contribution to the literature, the following specific objectives were established: (i) to propose a conceptual model on the phenomenon of co-creation in the higher education service ecosystem, combining marketing and management literature with educational literature; (ii) to develop and validate an instrument to measure teachers’ co-creation capabilities in higher education, using the concept of service - dominant orientation; (iii) to explore the impact of teachers' service- dominant orientation on student co-creation mechanisms in higher education, using the constructs of student engagement in learning and student active participation behaviours in class, respectively. By searching the Web of Science and Scopus databases, we identified five research lines addressed in the study of co-creation in the context of higher education. Based on this, we have drawn up a conceptual model explaining the process of value emersion in higher education. After reviewing the literature, we offer a proposal for differentiating the concepts of co-creation of the educational service and the co-creation of the educational service value, ending with the presentation of a model that exemplifies these two phenomena by placing the teaching-learning process at the centre. The literature suggests that it is strategically important to develop capabilities that can foster value co-creation in any service system. Thus, we achieved the second specific objective through a six-stage process in which we developed and validated a scale to measure teachers' service- dominant orientation in higher education, called Teacher-S-D Orientation. As far as we know, this is the first proposal to measure teachers' SD-Orientation. To achieve the third specific objective of the thesis, we collected new quantitative data, applying the scale developed in the previous study. The results suggest that teachers' service- dominant orientation has a positive and significant impact on all the constructs of student engagement in learning and the student's active participation behaviour in class. Overall, as strategic implications, we recommend that, in addition to adopting strategies to improve the quality of teaching service, HEIs adopt a new perspective on the student learning process in the context of higher education, supporting and fostering the resources integration of all the actors involved. We also recommend that teachers invest in improving their interaction skills as a strategic tool for fostering co-creation in the context of higher education, alongside the development of technical competencies and the implementation of methodologies that foster co-creation with students.
Description
Keywords
Cocriação Valor Ensino superior Lógica dominante de serviço Orientação dominante de serviço Engajamento Comportamento de participação Ensino Aprendizagem