Co creation in higher education a study at vietnam national university, hanoi Hợp tác sáng tạo giáo dục đại học tại Đại học Quốc gia Hà Nội
Introduction
Research Motivation
As a VNU-IS student, I aspire to engage in meaningful activities before graduation to fully embrace my four years at the university I aim to participate in educational initiatives that reflect my passion for learning and personal growth While various studies and resources are available, my unique perspective as a student allows me to identify the factors influencing motivation and the barriers to effective learning My experiences highlight that the dynamic between lecturers and students significantly impacts engagement; in some classes, students may hesitate to ask questions, leading to diminished learning outcomes Conversely, classes with innovative teaching methods foster a more proactive learning environment, resulting in improved academic performance, even when covering the same subject matter.
The co-creation phenomenon is a relatively new concept that requires further research, particularly within the higher education sector, known for its interactive and knowledge-intensive nature While studies in Vietnam have primarily concentrated on areas like e-commerce and health, there is a significant gap in research focusing on co-creation in education This is especially pertinent in higher education, where interaction and collaboration can greatly impact the effectiveness of teaching and learning outcomes.
Although this thesis will be finished when I graduate, it is a fundamental thesis meant to me if it only needs to contribute a small part to the school, lecturers, or students
Research background: Current Context of VNU for Co-creation
Vietnam's university education system has seen significant innovation and development, yet there remain areas for improvement in educational quality Current programs primarily emphasize specialized knowledge that often lacks practical applicability, highlighting the need for innovative teaching approaches and quality facilities that support learning and research Additionally, fostering self-study and critical reasoning skills among students is essential One effective solution to these challenges is value co-creation, which encourages learners to engage in educational services and product design, thereby meeting both educational and social needs (Liu et al., 2019) This study underscores the importance of collaboration between students and faculty in the evolving landscape of higher education.
This research explores how students engage with resources during the co-creation process, highlighting the lecturer's role By leveraging their knowledge, skills, and experiences, students actively participate in co-creation activities, gaining valuable insights that contribute to their personal and professional development The concept of comprehensive development within higher education will be further elaborated in Chapter 4.
Research objectives, research questions & research scope
This study investigates value co-creation in higher education, focusing on how resources such as Communities of Practice (CoP) and Virtual Interactions (ViU) influence the co-creation process The primary objective is to predict the benefits that both lecturers and students can achieve through effective collaboration.
In order to achieve that objective, this thesis will answer the following three research questions:
1 What elements may encourage or lead to co-creation in teaching and learning in Vietnam National University, Hanoi?
2 How is co-creation occurring in higher education within the Vietnam National University, Hanoi context?
3 What are co-creation outcomes hing and learning at Vietnam National University, Hanoi?
This study examines higher education at the Vietnam National University, focusing on the dynamics of learning and teaching activities The primary objective is to investigate the relationship between lecturers and students in the co-creation process, which is essential for achieving successful educational outcomes The subsequent sections will detail the thesis contexts that will be explored in later chapters.
Research Methods
Research on Value Co-creation in higher education has explored various topics, but Zhang, Jahromi, and Kizildag (2018) emphasize the necessity of a solid conceptual framework for measurement processes to ensure scientific validity According to Zarandi, Soares, and Alves (2022), 28% of higher education research employs quantitative methods, while 56% utilize qualitative approaches, and 16% adopt mixed methodologies Quantitative research typically gathers data through questionnaires, assessments, and cognitive tests, whereas qualitative methods include interviews, case studies, and focus groups (Bryman, 2012) This study adopted a comprehensive approach, integrating literature reviews, interviews, and questionnaires to effectively capture the co-creation phenomenon The qualitative methods chosen focus on understanding human behavior and decision-making processes, allowing for insights into individuals' emotions and attitudes toward value perception and co-creation.
A quantitative approach utilizing survey research can effectively identify causal relationships between key factors in value co-creation, such as knowledge sharing and relationship dynamics throughout the value co-creation process.
Table 1 1 The protocol followed in conducting the case study research
Documentation Books, article papers Exhaustive analysis of this document focusing primarily on these sections: objectives, process, and outcomes Focused interviews
Twenty interviews were conducted with lecturers and students from different majors from the Vietnam National University, Hanoi
Analysis of the development of the interviews: interviewees’ answers content, gestures, and tone determined the selection of quotes included in the discussion section
Surveys - The data were collected by taking an online survey via Google Forms
- The survey participants are students and lecturers from all over Vietnam who teach and study at VNU The total valid answer was 209 respondents from May 5th, 2023 - May 25th, 2023
Results of surveys are analyzed and triangulated with information obtained in the previous stages to increase the validity
Research structure
This research project comprises seven chapters, beginning with an introduction in Chapter 1 that outlines the research objectives, questions, scope, and structure Chapter 2 reviews literature on co-creation theory from various perspectives and examines previous studies on its influencing factors Chapter 3 presents qualitative research findings on the determinants and outcomes of co-creation at Vietnam National University In Chapter 4, a theoretical framework is developed, and hypotheses are explained Chapter 5 details the methodology, including questionnaire design and data sampling Chapter 6 analyzes the data and presents empirical research findings Finally, Chapter 7 discusses the theoretical contributions and practical implications for lecturers, students, and the university, while also addressing the study's limitations and offering suggestions for future research.
Literature Review
The evolution of marketing perspectives
In order to answer the question of how the concepts of Service-Dominant Logic (SDL) can be defined and how they have evolved, this literature review employs multiple studies
Over the past century, marketing has evolved significantly, as outlined by R F Lusch, Vargo, and O’Brien (2007) This evolution can be categorized into three distinct phases, with the first phase focusing on selling products and services, known as the "market" phase The second phase introduced marketing research and analysis to understand consumer needs, marking a revolutionary shift, although consumers had limited involvement The current phase, termed "market-to-orientation," emphasizes collaboration with consumers and supply chain partners to create value This transformation highlights the importance of consumer engagement in the marketing process.
Figure 2 1 Development in marketing perspectives
A Review of Service-Dominant Logic (SDL) Theory
"Market with" is the designation for the third and newest period in marketing This indicates that producers/organizations are collaborating with customers to create value
Distribution and exchange of goods •To Market
Management with customers and markets •Market to
Collaborative with customers and supply chain partners to produce and create value •Market with
Vargo and Lusch (2004) introduced the concept of service-dominant logic, which views service as an interactive process aimed at providing value to others According to their definition, service involves the application of specialized skills through various deeds, processes, and performances, benefiting either another entity or the entity itself (Vargo & Lusch, 2008).
The SDL perspective uses value to refer to the political economy (Vargo & Lusch,
2004) It provides a different perspective on human activities' economic and social exchange SDL may be applicable at the macro level (Edvardsson, Ng, Min, Firth, & Yi,
Service is defined as the application of competencies, including knowledge and skills, for the benefit of another entity or the entity itself (Vargo & Lusch, 2004) Socially constructed resources, known as operant resources, such as skills, knowledge, and technology, can offer organizations a strategic advantage These resources are essential for managing production (operand resources) and addressing shared institutional logic, including conflicts (Grünroos & Gummerus, 2014).
In Service-Dominant Logic (SDL), suppliers collaborate with clients and various stakeholders within the service ecosystem, including partners and competitors, emphasizing co-production and co-creation experiences (Akaka, Vargo, & Lusch, 2013; Vargo & Lusch, 2016) SDL's foundations draw from concepts like agile production and value constellations (Normann & Ramirez, 1998; Prahalad & Ramaswamy, 2004a), and it has evolved to suggest that SDL can deliver superior value (Karpen, Bove, & Lukas, 2012) Additionally, frameworks such as Service Logic, Value-in-the-Experience, and Customer-Dominant Logic have critically examined and expanded upon SDL (Grünroos, 2011; Helkkula, Kelleher, & Pihlström, 2012; Heinonen & Strandvik, 2015).
Value Co-creation in the Context of SD-logic
Co-creation is defined as the collaborative interaction among multiple stakeholders, integrating their resources to deliver greater benefits for both the organization and its users This process typically involves two main groups: organizational members and users, reflecting its roots in business literature The concept is often credited to Prahalad and Ramaswamy, who explored co-creation in a series of influential articles published since 2000.
2005, co-creation is founded on a similar concept referred to as a core competence model
C Prahalad and Hamel (1990) defined a core competence model as a framework that encourages organizations to comprehend their strengths and resources across organizational boundaries However, C Prahalad and Hamel (1990) also demonstrated that the perspectives and knowledge of users are an often-overlooked fundamental competency and potentially transformative resource within organizations Thus, identifying non- traditional capabilities such as user-contributed resources would pave the way for later developing and theorizing the co-creation process and how to involve users in production and delivery (C K Prahalad & Ramaswamy, 2004a)
Co-creation is a collaborative process that highlights the importance of social interaction and relationships between organizations and users This practice has been prevalent in various business sectors for years, as noted by Nonaka & Takeuchi (1995) and Ramaswamy & Ozcan (2014) Even organizations that maintain closed systems, restricting non-employee contributions and limiting transparency, still recognize the value of user feedback, as indicated by Berthon, Pitt, & Campbell.
In today's marketplace, businesses must recognize and adapt to the evolving purchasing power of their users, as production increasingly aligns with consumer demands User participation has become more crucial than ever, with consumers expecting a greater role in the creation of products and services This shift emphasizes the importance of co-creation processes, reflecting the changing dynamics of consumer engagement in the modern economy.
19 creation, organizational production frequently assumed what potential users desired; however, co-creation enables users to co-create along sidex hibitionon, thereby minimizing organizational assumptions (Ramaswamy & Ozcan, 2014)
Co-creation is a well-established concept that has been interpreted in various ways, leading to numerous definitions in the literature (Ranjan & Read, 2016) Sanders and Stappers (2008) describe co-creation as "any act of collective creativity, i.e creativity shared by two or more individuals" (p.8), while McColl-Kennedy et al (2012) identified 27 distinct definitions Some interpretations focus on co-creation as co-design or co-production of specific products or activities, while others adopt a broader perspective, as seen in the definitions provided by Vargo and Lusch (2004).
Co-creation, as defined by McColl-Kennedy et al (2012), refers to the benefits gained from integrating resources through collaborative activities and interactions, emphasizing the importance of resource sharing between consumers and organizations (Frow, McColl-Kennedy, & Payne, 2016) This process is essential for continuously generating value (C K Prahalad & Ramaswamy, 2004a) and highlights that co-creation involves a diverse range of stakeholders, rather than a limited relationship between fixed organizational members and select consumers (Fleischman, Raciti, & Lawley, 2015; McColl-Kennedy et al., 2012).
Several aspects of co-creation distinguish it from other user-centered approaches
Co-creation fundamentally transforms user participation and ownership, leading to a shift in consumer attitudes towards products and services By actively engaging in the co-creation process, consumers gain a sense of ownership over the final outcome, as highlighted by Prahalad and Ramaswamy (2004a) Additionally, their preferences and contributions enhance the meaning and value of the product, as noted by Ind and Coates (2013) This collaborative approach fosters team development and strategic alliances, enriching the overall co-creation experience.
Co-creation significantly influences the sentiments of co-creators towards the organization and each other, moving beyond mere consumer feedback (Kale, Dyer, & Singh, 2001; Vargo & Lusch, 2008) Unlike traditional producer-consumer exchanges, co-creation redefines interactions as ongoing processes where both parties continuously contribute value (C K Prahalad & Ramaswamy, 2004a; Vargo & Lusch, 2004) This emphasis on continuous communication establishes a vital criterion for co-creation: ongoing interaction Ultimately, co-creation is not a one-time transaction; it is a dynamic process that can significantly reshape how organizations view the role of consumers.
The diversity of the concept is due to differing interpretations of what constitutes the
“value”, the “co-”, and the “creation” within it (Figure 2.2) This is in line with Grửnroos
Clarifying the roles of various actors in value creation is essential for understanding its implications in marketing research and practice By breaking down value co-creation into its fundamental components, we can address three key issues that illuminate the friction among different approaches, clarify the conceptual complexity, and establish a solid foundation for developing a business-oriented analytical framework for value co-creation.
What kind of value for whom?
Though what kind of mechanism?
By what kind of resources?
Figure 2 2 Dismantling value co-creation
Source: Hannu Saarija (2013) Clarifying what kind of value for whom
The current literature on value co-creation often presents ambiguity regarding whether value pertains to firm value, customer value, or both In the context of Service-Dominant Logic (SDL), the debate surrounding value co-creation expands beyond the traditional service logic, which asserts that (customer) value is exclusively generated through interactions Additionally, the discourse must consider the multidimensional nature of value, examining whether value co-creation leads to utilitarian or hedonic outcomes, or if it embodies other distinct value dimensions.
To fully understand value co-creation, it is crucial to specify for whom the value is created, detailing the benefits for both the customer and the firm Additionally, identifying the type of value being co-created will deepen our comprehension of this collaborative process.
Clarifying by what kind of resources
Value co-creation involves multiple actors, including customers, firms, and brand communities, who pool resources to enhance value creation Many-to-many marketing underscores the importance of networks, while service logic focuses on the relationship between clients and companies Service science examines service systems that integrate people, technology, and value propositions, emphasizing different resources in the co-creation process To understand value co-creation better, it is essential to identify the participants and the specific resources utilized in this collaborative effort, including B2B, B2C, C2B, and C2C interactions.
Clarifying through what kind of mechanism
The third source of friction between different approaches lies in the concept of "creation" within value co-creation This process involves the integration of diverse resources from various stakeholders to unlock their full value potential It highlights the activities and mechanisms through which these resources are utilized effectively.
Various actors participate in value-creation processes, evolving into value-in-use through company, consumer, or community-led activities that enhance resource availability for others This reconfiguration of traditional consumer and business roles allows for innovative utilization of resources As a result, these mechanisms challenge conventional exchange practices by prioritizing the provision of additional resources over mere commodities and monetary transactions, ultimately supporting the value-creation efforts of other parties.
Co-production, co-design, and co-development are essential mechanisms in firm-customer relationships that facilitate value co-creation, where customer resources contribute to a company's value Companies can also implement strategies to enhance customer support by providing additional resources, such as refining customer data and offering call-center services Technology plays a crucial role in enabling these mechanisms by efficiently transmitting resources among stakeholders Understanding the various "co-processes" through which different resources interact is vital for identifying how value is co-created.
2.3.3 The SDL approach to value co-creation
Co-creation in Higher Education
Higher education institutions (HEIs) worldwide face significant challenges, such as budget cuts, rising competition among domestic institutions, and a declining population of college-age individuals.
& Raposo, 2010), rapid technological changes (Sultan & Yin Wong, 2012), and changes in students' expectations regarding the programs and degrees (Ledden, Kalafatis, & Samouel, 2007; Nguyen & Leblanc, 2001) According to Díaz‐Méndez and Gummesson
Since 2012, the European higher education sector has undergone significant changes in university education delivery, emphasizing student mobility and teaching quality Today's typical student prioritizes extrinsic values, such as fame, money, and image, over intrinsic values like self-acceptance and community This shift towards a more narcissistic and short-term focused mindset is also impacting the education sector (Judson & Taylor, 2014; Stein, 2013).
In today's volatile environment, higher education institutions (HEIs) are prioritizing strategies that enhance institutional competitiveness, focusing on the aggressive acquisition and retention of students while ensuring their satisfaction Furthermore, standardization is emerging as a key trend in HEI services, highlighting the growing necessity to quantify and compare various performance parameters.
To enhance the student-lecturer interaction, mechanisms like guidelines, learning outcomes, and assessment criteria are established (Díaz‐Méndez & Gummesson, 2012; Morley, 2003) This approach places significant importance on consumer satisfaction and assures graduates of improved employability prospects (Judson & Taylor, 2014).
Judson and Taylor (2014) highlight the distinction between the marketization of higher education and the implementation of effective marketing strategies They define marketization as the increasing impact of market competition on academic institutions, as noted by Stearns et al (1995) This trend prioritizes short-term gains, such as stakeholder satisfaction, at the expense of educational quality and learning outcomes, ultimately leading to a decline in the effectiveness of education (Arum).
The marketization of education has shifted the perception of higher education from a public benefit to a private commodity, leading to students being viewed as consumers rather than scholars This change has resulted in an increased reliance on student evaluations for faculty performance assessments, contributing to issues like grade inflation Consequently, universities face pressure to produce commercially-oriented professionals and prioritize operational roles over academic integrity, focusing more on fulfilling students' desire for degrees rather than fostering genuine learning Additionally, this market-driven approach encourages higher education institutions to emphasize performance goals over collaborative learning objectives.
A growing body of literature advocates for the adoption of service-dominant logic (SDL) as a framework to understand and analyze higher education institution (HEI) activities and co-creation processes Key tenets of SDL relevant to the higher education sector include the notion that value is uniquely and phenomenologically determined by the beneficiary, highlighting the importance of value co-creation within a vast network of stakeholders.
25 stakeholders, the most important relationship is between the student and the lecturer ((Díaz‐ Méndez & Gummesson, 2012; R Lusch & Wu, 2012) An HEI offers both operand and operant resources that all actors utilize
In higher education, value co-creation involves integrating student feedback, opinions, and intellectual abilities with institutional resources to generate mutual value (Dollinger et al., 2018) The interaction between students and professors is crucial in this process, highlighting the importance of resource integration in creating service value Furthermore, value is a complex and subjective concept, perceived by the customer rather than the seller, and is shaped by a trade-off between benefits and sacrifices It is also temporal and influenced by both cognitive and emotional factors (Ledden & Kalafatis, 2010).
Although research on co-creation in higher education is scarce, the topic of value in higher education is acquiring prominence According to Díaz‐Méndez and Gummesson
The higher education sector is shaped by various factors and diverse stakeholder groups with distinct needs and perspectives A literature review identifies two main research approaches to value co-creation: one examines the collaboration between higher education institutions and external stakeholders, while the other focuses on students' roles and attitudes This study investigates the Polish higher education sector, specifically analyzing Polish students' attitudes toward value co-creation and its impact on their academic experiences The research categorizes students into five segments based on their value co-creation styles: Maximalists, Minimalists, Scrupulous, Networking-Oriented, and Intellectuals, detailing the characteristics of each group.
Chapter Summary
This chapter summarized a wide range of literature on what co-creation is, the key considerations and stages, co-creation in other industries and contexts, co-creation
This study examines the concept of co-creation in higher education, highlighting its relationship to similar terms like participatory design and co-creation It also addresses the challenges that may emerge when applying co-creation as a framework within the higher education context, as explored in Chapter 3.
Co-Creation Through Qualitative Research
Introduction and purposes
In higher education, student-lecturer collaboration on study and practice has grown in the last five to ten years ((Felten, Cook-Sather, & Bovill, 2014; Harrington, Flint, & Healey,
Recent studies emphasize the positive impact of co-creation and teamwork on learning and teaching, highlighting benefits such as enhanced engagement, motivation, understanding of cognitive processes, and identity development However, the existing literature can be challenging to navigate due to the varied terminology used to describe teamwork.
2017), such as "Students as Partners," "co-creation," "Students as change agents," and
The concept of "co-creation of learning and teaching" emphasizes a higher degree of student agency compared to mere "student engagement," which can imply passive attendance According to Bovill (2019), this collaborative approach occurs when lecturers and students actively partner to develop course content and teaching methods, fostering a more interactive and meaningful educational experience.
This study explores the concept of Co-creation in Learning and Teaching, aiming to clarify its variations in theory and practice By engaging with students and lecturers at Vietnam National University, we gather insights on their perceptions of co-creation and illustrate the value derived from this collaborative approach Initial feedback from participants who have engaged in the co-creation process is shared, highlighting its impact Finally, the study offers suggestions for applying co-creation in diverse educational contexts.
Method
This qualitative, explorative study utilized semi-structured individual interviews to investigate the knowledge, attitudes, and practices (KAP) of lecturers and students regarding co-creation experiences The term "knowledge" refers to their understanding of the co-creation phenomenon within VNU.
This research investigates the knowledge, attitude, and practice (KAP) of lecturers and students regarding their co-creation experiences It is based on the premise that knowledge and attitude significantly influence practice Surveys are employed to assess participants' understanding of the phenomenon, their feelings and beliefs about it, and their involvement in co-creation activities The KAP model serves as a framework for this study, providing a structured approach to analyze the interconnections between knowledge, attitude, and practice in the context of co-creation.
Knowledge, as defined by Badran (1995), involves acquiring, retaining, and applying information or skills, distinguishing cognitive processes from emotional experiences Both education and experience serve as vital sources of knowledge In this context, participants' knowledge encompasses their understanding of co-creation—an essential process for generating value collaboratively—and the mutual benefits that arise for all parties involved.
Attitude, as defined by Eagly and Chaiken (1993), is a psychological tendency that involves evaluating an entity with favor or disfavor Research by Schunk and Pajares (2002) highlights the significance of attitude in education, indicating that students who maintain a positive attitude towards learning are more likely to engage in academic tasks, set ambitious goals, and persevere through challenges Furthermore, Katz and Stotland (1959), along with Krech & Crutchfield (1948) and Rosenberg et al (1960), identify three core components of attitude: cognition, affect, and behavior.
(P) - Practice Practice indicates that knowledge and behavior work together
The study by Qiquan (2021) highlights the importance of knowledge acquisition, which leads to a deeper understanding of problems and addresses misconceptions This process not only enhances comprehension but also fosters positive attitude changes, suggesting a reciprocal relationship between knowledge and disposition.
This inductive study, guided by a social constructivist research methodology, aimed to explore co-creation in higher education from multiple perspectives to develop an interpretive model Data was gathered through a comprehensive interview study focusing on the co-creation experiences of lecturers and students, with face-to-face interviews conducted at the school This approach proved more effective than telephone interviews, as it fostered greater engagement among interviewees and reduced the likelihood of socially desirable responses.
Prior to the interviews, participants received a statement indicating that the recorded discussions would be used solely for research purposes in this thesis The researcher provided a verbal overview of the study and shared sample questions to help participants prepare Creating a comfortable atmosphere was crucial, allowing participants to ask questions and engage in small talk with the researcher During the interviews, the researcher ensured that participants could express themselves at their own pace, fostering an environment where they could articulate their understanding of their experiences related to the case study.
The researcher embraced the role of an 'active listener' (Van Manen, 1990), focusing intently on the participant's words and directing follow-up questions to deepen understanding of their personal experiences.
In case study research, interviews are one of the most essential data sources (Yin,
Semi-structured interviews are particularly effective for exploratory research, as they provide flexibility and facilitate the emergence of key themes during discussions By utilizing open-ended questions, participants can share their insights on the co-creation phenomenon in higher education, while follow-up questions help to deepen the understanding of their perspectives.
Between April 16 and April 26, 2023, a series of 20 personal interviews were conducted at Vietnam National University, involving lecturers and students from three different schools Each interview, lasting approximately 30 minutes, utilized open-ended questions to facilitate in-depth conversations The author recorded and transcribed all interviews, ensuring participant anonymity by removing any identifying information during the transcription process For a detailed overview of the interview questions, please refer to Appendix A.
The study employed a systematic text compression method, following Malterud's (2012) approach Initially, transcripts were thoroughly reviewed to identify key themes This was followed by deductive coding of meaning units, utilizing participant quotes within each identified theme, drawing on existing literature regarding co-creation in higher education Subsequently, the codes were categorized, culminating in the development of overarching themes The coding process was conducted in Excel, with transcripts organized into clusters based on themes such as "definition of co-creation from an individual perspective," "determinants of co-creation," and "barriers in the co-creation process."
The data analysis involved a thorough review of a subset of transcripts and coded data by the researcher who conducted the interviews with informal caregivers, ensuring high reliability The author and researcher collaborated to discuss findings and organize them into overarching themes, reaching a consensus In the final stage of the qualitative interview, the author and lecturer reviewed and categorized the findings to achieve agreement This diverse range of responses has provided valuable insights into the concepts, motivations, and challenges that hinder collaboration between lecturers and students in improving the education system.
Exploring the nature of co-creation
Co-creation in learning and teaching is an emerging concept in higher education that warrants further exploration through multiple case studies This approach allows for a diverse examination of how co-creation can be implemented across the sector, highlighting its various manifestations and potential benefits (Dollinger et al., 2018).
What do you think about co-creation?
In an interview exploring co-creation in education, the initial question posed was, "What comes to mind when I mention co-creation between students and lecturers?" Notably, up to 75% of the participants, primarily students, were unfamiliar with the term, while four lecturers demonstrated a strong understanding of the concept The remaining lecturers, however, expressed a need for clarification on what co-creation entails Despite varying levels of familiarity, all participants were able to provide a relatively accurate generalization of the definition of co-creation, emphasizing its significance in the educational landscape.
Co-creation in higher education is a collaborative learning approach where students and educators jointly develop an educational experience tailored to the needs and interests of all participants This method emphasizes active involvement and engagement from both students and educators in the design, delivery, and assessment of educational programs.
A student who has never known the concept of "co-creation" in an educational environment, however, when asked about this concept, defined that:
“I think about the connection between lecturers and students in solving a problem or studying and researching on a certain issue” (Student, A)
Lecturers and students may hold strong opinions or be unfamiliar with the concept of co-creation in education, yet they likely have encountered experiences that relate to this phenomenon.
The Role of the Students and Lecturers
Drawing on the work of (Bovill, Cook-Sather, Felten, Millard, & Moore-Cherry,
In 2016, four distinct roles for students in the educational process were identified: representative, consultant, co-researcher, and pedagogical co-designer Representatives are elected, while consultants are often selected students who provide feedback on teaching in exchange for rewards Co-researchers collaborate with lecturers on subject-based research, and pedagogical co-designers actively participate in the creation of learning experiences and curriculum Chemi and Krogh (2017) highlight that lecturers play a crucial role in fostering a collaborative and inclusive learning environment, empowering students to engage actively in their education.
“Students play in co-creation to bring their unique perspectives and experiences
By sharing their insights and ideas, students can contribute to the ongoing conversation in their field and help shape the direction of research and teaching” (Student, C)
A lecturer highlighted the essential function of educators in resource integration, asserting that students often lack the knowledge required to independently utilize these resources effectively.
Lecturers play a crucial role in guiding students, who often lack the knowledge and experience needed to effectively integrate resources independently Their support fosters self-directed learning and helps students acquire essential skills for success in today's society.
An antecedent refers to something that precedes another, as defined by the Oxford Dictionary Contrary to the belief that antecedents are insignificant, research indicates their vital role in the co-creation process Most co-creation projects are voluntary, suggesting that antecedents significantly influence participant engagement This highlights the importance of understanding the participant's nature, outlook, and interest in co-creation as independent factors in the study.
In various case studies, lecturers and students identified participants as "high-achievers," characterized by their strong academic performance and active involvement in extracurricular activities Professors who led co-creation training emphasized the importance of student participation and integrating their perspectives into higher education Consequently, several second-order themes emerged from the data, including students' initial perceptions and motivations, lecturers' objectives and incentives, and the significance of a positive learning environment.
Students’ Initial Perceptions and Motivations
The study explored the inclusion of students' resources, such as their thoughts and ideas, in higher education activities through qualitative questionnaires and interviews Given that all participants were already engaged in co-creation activities, it was unsurprising that both lecturers and students expressed strong support for this approach Participants highlighted the importance of incorporating student perspectives, noting that students possess more recent experiences of higher education compared to lecturers This integration is increasingly vital in a competitive educational market However, one student pointed out that without incorporating marks into the co-creation process, their overall experience could be negatively impacted.
Many students, like E, often find themselves only engaging in learning activities when there are incentives, such as bonus points offered by lecturers Without these rewards, motivation to participate can wane, despite the understanding that such activities could enhance their comprehension of the subject matter.
Besides the bonus points from the lecturer, some students also mentioned financial or a few small gifts if winning in activities motivates them to participate more One student mentioned that:
Some instructors may refrain from offering bonus points, opting instead to provide alternative rewards or financial incentives to students who engage actively in interactive classroom activities with the lecturer.
Most participants in the study expressed a positive view on co-creation, highlighting its potential benefits not only for individual students but also for the entire university system One student emphasized the importance of incorporating student resources into university activities, as students are the ones most impacted by the higher education experience.
Students offer a unique and essential perspective on higher education, drawing from their personal experiences and insights Their knowledge is crucial for enhancing educational activities, making them the ideal consultants for any changes or new strategies Since students are directly impacted by these modifications, their input is invaluable for fostering effective improvements in the higher education landscape.
Students often cited their desire to help others as a significant motivation for their job choices, particularly when compared to other employment options Their motivations extended beyond gaining valuable skills; they also sought personal development and the opportunity to represent their peers in a meaningful way.
Discussion Outcomes
This chapter is structured around the key dimensions of the co-creation model, encompassing the background, antecedents, resources, benefits, and barriers of co-creation Each dimension is detailed with relevant concepts and themes, supported by direct quotations that clarify the perspectives of students, lecturers, and institutions It serves as a connection between the iterative co-creation model in higher education established in Chapter 2 and the revised model informed by the empirical findings of this study The additional insights are presented using the Gioia method, enhancing the understanding of co-creation dynamics in higher education.
2004), in which a selection of participant quotations is presented to illustrate how they informed the second-order theme, and how the second-order themes ultimately led to the aggregate dimensions
Table 3.3 provides a summary of the main themes and subthemes identified in the study, which explored the dynamics of co-creation in higher education by examining inputs, processes, and outputs derived from empirical data The research revealed that the model's aggregate dimensions evolved as empirical data was integrated, leading to the emergence of various themes Notably, the findings highlighted the significance of personal precursors in the input phase of the co-creation process.
56 to creative collaboration (e.g., Students’ Initial Perceptions and Motivations and Lecturers'
Aims and Motivations) and environmental factors (e.g., Good Atmosphere)
Co-creation in educational settings necessitates various resources, including educational equipment, personal experience, and knowledge exchange, as well as activities that promote collaboration between instructors and students The Value Co-creation process is significantly enhanced by strong interpersonal connections, with research indicating that scientific research and thesis projects at Vietnam National University contribute notably to this process The benefits of co-creation are analyzed from the perspectives of students, professors, and the institution, while also addressing the challenges faced, such as limited time, large class sizes, and varying levels of student initiative.
Background of Co-creation What is Co-creation?
The Role of Students and Lecturers
Students’ Initial Perceptions and Motivations Lecturers Aims and Motivations
Educational Equipment Knowledge Sharing Interaction between lecturers and students Experience
Student Self-Efficacy Building positive relationships Innovation
Time Constraints Large Classes Inexperience of Participants Power Imbalance between Lecturer and Students Student Initiative
Source:elaborated by the authors
Chapter Summary
This chapter presents key findings from qualitative interviews and survey responses, revealing that the value co-creation process consists of four main factors: Antecedents to Co-Creation, Resources of Co-Creation, Benefits to Co-Creation, and Barriers to Co-Creation It highlights both the advantages and disadvantages of this process, noting that while value co-creation can lead to positive outcomes, it may also yield unexpected or subpar results compared to other methods These insights will serve as a foundation for a significant quantitative research model that will incorporate the factors discussed in Chapter 4.