The quantitative research is adopted using partial least squares structural equation modeling PLS-SEM to analyze the influence of the five-factor model FFM, student involvement SI, and s
INTRODUCTION
OVERVIEW
In the competitive landscape of higher education, the importance of university branding has significantly increased as institutions compete for both domestic and international students Understanding the essence of university branding is crucial for institutional success (The Brand Education, 2023) Co-creation has emerged as a vital concept for Higher Education Institutions (HEIs) to unify diverse perspectives, optimize resource utilization, and develop long-term solutions that benefit all stakeholders (Kasnakoglu & Mercan, 2020b) Consequently, student co-creation activities have become a prominent focus in marketing and higher education research (Zarandi et al., 2022).
Active participation in the co-creation process fosters a sense of ownership and connection among students, enhancing their engagement (Foroudi et al., 2022) Additionally, value co-creation enables service providers to gain deeper insights into their customers' needs, leading to improved service delivery (Buhalis et al., 2022).
In the context of increasing competition among higher education institutions (HEIs) driven by marketization and globalization, universities are focusing on enhancing student participation in shaping their educational experiences This approach aims to create a unique and memorable student journey, as highlighted by research in service-dominant marketing, which emphasizes the superiority of two-way service delivery over one-way models By involving students in the co-creation of their education, universities can better tailor their services to meet student needs, ultimately enriching the overall higher education experience and satisfaction.
Co-creation behavior among students significantly benefits themselves, the university, and their peers (De Silva & Rossi, 2018; Oh et al., 2015a; Oh et al., 2015b; Osei-Frimpong et al., 2016) Both current and prospective students value this collaborative approach, which in turn shapes the behaviors of community members (Plewa et al., 2015) Despite its importance, there is a lack of research on how student personality traits influence the co-creation of university brand value.
This research explores the connections between individual personality traits and the co-creation of brand value, aiming to enhance understanding of the factors driving this process The study's findings will enrich the knowledge base on branding within higher education and clarify how individual differences influence the perceptions and behaviors of stakeholders in co-creating university brand value Additionally, the insights gained may offer practical benefits for university administrators, marketers, and communication professionals, allowing them to craft targeted strategies that align with the personalities of their audience.
RESEARCH GAPS
In today's competitive and globalized landscape, universities must adopt distinctive marketing strategies that effectively showcase their students' educational experiences.
In recent years, universities have adopted various business strategies to enhance their competitive edge and attract students (Nguyen et al., 2021) However, there remains a gap in communication between universities and students, hindering the development of a shared vision for a positive university image The concept of value co-creation has emerged as a promising solution, allowing universities and students to collaborate as partners by actively exchanging ideas and feedback (Dollinger et al., 2018; Zarandi et al., 2022) For effective value co-creation, it is essential to understand students' characteristics, their perceptions of co-creation initiatives, and their willingness to engage in the process (Vermehren et al., 2023).
To better understand this phenomenon, recent personality psychology studies have now taken a focus on individual differences in value co-creation behavior (Ranjan
Recent research has increasingly applied the five-factor theory (FFT) to explore individual behaviors in the value co-creation process, highlighting the significance of the Big Five Personality Traits: openness, agreeableness, conscientiousness, extraversion, and neuroticism Studies by Costa Jr et al (2010) and others have provided initial evidence supporting the relevance of FFT in co-creation research However, despite the insights offered by existing reviews, there remains a lack of cohesive understanding regarding the diverse behaviors linked to value co-creation when examined through the lens of FFT.
This study explores the relationship between personality traits and students' willingness to co-create value, particularly within university-student partnerships It also examines how student involvement and adaptability serve as mediators in understanding the connection between these personality characteristics and the willingness to enhance brand image value.
RESEARCH QUESTIONS
This research can be divided into five questions:
1 What objectives can the university achieve by involving students in value co-creation through the Big Five traits?
2 What are the relevant types of personality traits of students impacting university value co-creation (by level of impact)?
3 What are the main common techniques the university uses for value co-creation?
4 What kind of value do student personalities in co-creation bring to the university? Can we speak about value dimensions other than economics?
5 What are the consequences of perceptions from students about the university’s institutional image on value co-creation behavior?
RESEARCH OBJECTIVES
This research investigates how the five major personality traits—extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience—affect value co-creation with university brands These personality factors, extensively studied in psychology, significantly influence individual behaviors, attitudes, and perceptions (Costa & McCrae, 1992; Goldberg, 1990).
Understanding the impact of personality factors on the co-creation of university brand value is essential for developing effective branding strategies and engaging stakeholders more effectively The research aims to explore these dynamics to enhance university branding efforts.
The Big 5 personality traits significantly influence student behavior, impacting their engagement and collaboration in co-creating university brand value Understanding how traits such as openness, conscientiousness, extraversion, agreeableness, and neuroticism affect students' willingness to participate can enhance branding strategies A suitable mediator for this relationship is social support, as it fosters a sense of community and encourages students to actively contribute to the university's brand development By leveraging these insights, universities can tailor their approaches to maximize student involvement and strengthen brand value.
To effectively enhance university branding, it is crucial to assess how various factors impact student behavior and their readiness to co-create value with the institution, particularly through the lens of personality traits By identifying the most significant influences among the Big Five personality traits, universities can better understand students' willingness to engage in value co-creation, ultimately leading to a stronger and more appealing brand identity.
This study aims to examine the mediating variables that affect the relationship between personality traits and students' willingness to co-create value for their university brand By identifying which variables exert the greatest influence, we can better understand how personality impacts student engagement in brand co-creation efforts.
RESEARCH CONTRIBUTIONS
As an exploratory approach, our study not only provides theoretical implications but also provides a series of practical implications.
Our research topic offers valuable insights that can enhance related studies, while also complementing existing scales that assess the Big Five personality traits, student involvement, adaptability, and willingness to engage in value co-creation.
Our research focuses on improving student engagement and adaptability by examining their Big Five personality traits This approach aims to boost students' willingness to co-create brand value and foster a sustainable university environment through a deeper understanding of their needs and characteristics.
This research highlights the importance of understanding how students' personalities impact their willingness to co-create brand value, which can significantly enhance universities' brand images By examining students' perceptions of value co-creation amidst recent competition in Vietnam's higher education landscape, the study aims to uncover their preferences and behaviors, promoting greater engagement and adaptability Furthermore, it investigates the influence of the Big 5 personality traits on students' involvement and adaptability, demonstrating how these traits can foster a positive flow towards collaborative value creation.
RESEARCH STRUCTURE
This study is structured into five key chapters: Chapter 1 introduces the research by providing essential background, context, and objectives, highlighting the significance of the topic Chapter 2 offers a thorough literature review and formulates hypotheses based on identified gaps Chapter 3 outlines the research methodology, detailing design, data collection, sampling, and analysis procedures to ensure rigor and reliability Chapter 4 presents the empirical findings, analyzed in relation to the research questions and hypotheses, often enhanced with visual aids Finally, Chapter 5 concludes the study by summarizing key findings, offering recommendations for future research and practical applications, and suggesting further exploration avenues in the field.
LITERATURE REVIEW
THEORETICAL BACKGROUND (KEY CONCEPTS)
Personality traits are characterized by stable patterns of thoughts, beliefs, and behaviors The Big Five model effectively synthesizes the diversity of these traits, providing a robust theoretical framework for understanding personality (McCrae & Costa).
Research indicates a significant link between academic achievement and personality traits, particularly within the Five Factor Model, which categorizes personality into five dimensions: Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism Openness reflects a person's curiosity and inventiveness, while Conscientiousness denotes dependability and responsibility Extraversion is characterized by an outgoing nature and a preference for social interactions, whereas Agreeableness encompasses traits of helpfulness and trustworthiness Neuroticism, on the other hand, describes individuals who struggle with stress and emotional stability Notably, the Big Five personality traits remain relatively stable across different age groups over time, making this model a valuable tool for understanding personality in relation to academic success.
Brand value co-creation is a collaborative effort where providers and customers engage as equals to generate value (Marvi et al., 2023) This behavior is evident through actions such as sharing and seeking information, demonstrating responsibility, and fostering personal interactions (Waseem et al., 2018) Research highlights the significant role of consumers in the development of products and services (Frow et al., 2015; Ranjan & Read, 2016; Skâlén et al., 2015), recognizing them as vital contributors to the value creation process (Gronroos & Voima, 2013) The objective of this collaboration is to yield mutually beneficial outcomes for both parties (Lusch & Vargo, 2006) Furthermore, effective value co-creation has been shown to enhance customer loyalty, satisfaction, and overall experience (Chan et al., 2010; Chen & Wang, 2016; Roy et al., 2020), while also positively impacting the brand equity of firms (Gonzalez-Mansilla et al., 2019).
According to Ranjan and Read (2016), two primary forms of value co-creation are identified: co-production and value-in-use Co-production involves clients collaborating with companies, either directly or indirectly, in the design of products or services (Song et al., 2023) This process entails the integration of resources from both parties, facilitating a shared value configuration Essentially, clients play an active role in the creation of new offerings by leveraging their expertise and sharing valuable information with the company.
Value-in-use is the value from customers interacting with the company and its products, which goes beyond co-producing goods or services (Ranjan & Read 2016)
Value-in-use refers to the meaningful experiences that consumers have when engaging with products or services (Song et al., 2023) This concept becomes evident when the resources of both consumers and service providers are combined to create value together (Ballantyne & Varey, 2006), ultimately influencing customer experiences and the financial success of the business (Gronroos, 2012) In service contexts, value-in-use is particularly significant (Im & Qu, 2017; Ranjan & Read, 2016), and our research emphasizes that value co-creation primarily occurs through value-in-use interactions.
Prior research has acknowledged the critical role that customers' active engagement and participation play in value co-creation (Im & Qu, 2017; Yi & Gong,
Customer value co-creation is influenced by the extent and quality of their engagement with service providers (Kasnakoglu & Mercan, 2020) Research indicates that the level of participation, involvement, and relationship dynamics between customers and service providers play a crucial role in determining this value (Yi & Gong, 2013) Various studies have adopted this approach to evaluate customer interactions, focusing on aspects such as participation behavior (Chen & Wang, 2016) and the commitment, interests, and resources customers invest in the co-creation process (Im & Qu, 2017; Zhang et al., 2017).
2022) In the following empirical tests, our research also used this technique to gauge the willingness of clients to co-create.
2.1.3 Willingness to co-create value with the University brand
The concept of students as co-producers in the learning process emphasizes the importance of value co-creation, as highlighted in educational literature (Elsharnouby, 2015) Service dominant logic (SDL) positions this value co-creation as an active, dynamic process involving both students and industry stakeholders (Sarmah et al., 2018) Key interactions include planning, testing, and implementing solutions, showcasing the collaborative nature of learning (Bagdonienė & Valkauskienė, 2018) A university's brand image is shaped by customers' attitudes and perceptions, reflecting their initial mental impressions of the institution (Foroudi et al., 2014) Through ongoing engagement in interactive activities, students enhance the university's reputation, demonstrating their commitment and sense of community (Foroudi et al., 2019; Howell et al., 2017).
THEORETICAL FOUNDATIONS AND HYPOTHESES DEVELOPMENT
The Five-Factor Theory, proposed by McCrae and Costa in 2008, serves as a comprehensive framework for understanding individual development and functioning
The Five-Factor Theory (FFT) of personality, developed by Costa Jr et al (2010), provides a theoretical framework for understanding human personality by integrating findings from research on the Five-Factor Model (FFM) This theory, which has become a leading perspective in personality psychology (McCrae & Sutin, 2018; Kandler et al., 2014), posits that individuals can be characterized by their core psychological traits, as outlined by Allport (1937, 1966) These traits manifest in consistent patterns of feelings, thoughts, and behaviors, highlighting the interplay between personality and individual expression (McCrae & Costa, 2008; Vermehren et al., 2023).
The Five Factor Theory (FFT) expands on traditional trait theory by exploring the dynamic interplay of personality traits and their impact on motivations, intentions, and actions (McCrae & Sutin, 2018) This system provides insights into individual differences in various areas, including shared values (Băro et al., 2022), subjective behavior (Rajasekar et al., 2023; Luo et al., 2023), innovation (Quwaider et al., 2023; Ibrahim et al., 2022), and academic performance (El Bahri et al.).
In 2023, research indicates that while core personality traits remain stable, they are expressed through "characteristic adaptations"—specific attitudes, habits, interests, and skills influenced by environmental contexts and life experiences (Costa et al., 2019; Wright & Jackson, 2024) These adaptations affect how individuals engage with their surroundings and can evolve through accommodation and assimilation processes (McCrae & Sutin, 2018) Previous studies have shown that personality traits significantly predict customer engagement in co-creation activities (McCrae & Sulin, 2018; Vermehren et al., 2023) This study aims to explore the mechanisms by which the Five-factor traits impact student motivation for value co-creation in higher education, emphasizing the mediating roles of involvement and adaptiveness.
Openness, a key dimension of the Big Five personality traits, encompasses curiosity, broadmindedness, and receptiveness to new experiences (Costa & McRae, 1992) College students characterized by high openness often exhibit intrinsic motivation for learning, driven by their intellectual curiosity and creativity (Chamorro-Premuzic et al., 2007; Komarraju et al., 2009) These students utilize effective learning strategies, such as organizing new information meaningfully and connecting it to their personal experiences (Marcela, 2015) In contrast to their closed-minded peers, open individuals tend to seek out diverse experiences and embrace novelty (Rossberger, 2014; Bozionelos et al., 2014), while closed individuals often adhere to routine behaviors (Turkyilmaz et al., 2015) Empirical research highlights the significance of openness to experience as a crucial factor in driving consumer innovativeness, innovation adoption, and information search, all of which are linked to individual involvement (Imran, 2017; Gupta, 2021; Gnambs, 2019; Damanpour et al., 2018).
Openness to experience is a key personality trait characterized by imagination, artistic sensitivity, and intellectual curiosity, which encourages individuals to explore new ideas and experiences (Aman et al., 2024) Research indicates that students with higher levels of openness are more adaptable to new environments, suggesting they cope well with change (Súilleabháin et al., 2017) Those who score high in openness often exhibit traits such as tolerance and curiosity when faced with novel situations, making them less likely to perceive change as stressful and more capable of effective adaptation Embracing openness involves being adaptable, valuing experimentation, and appreciating novelty (Homan et al., 2008; Aman et al., 2024).
Given extant empirical research and the presented arguments, we expect extraversion to positively relate to individuals' student involvement and adaptiveness, leading to the following hypothesis.
HI a Openness students are positively willing to get involved.
HJb Openness students are positively willing to get adaptive.
Conscientiousness is characterized by traits such as organization, prudence, conformity, and thoughtfulness, leading individuals to be goal-oriented and driven to succeed (Costa & McCrae, 1995; John & Srivastava, 1999; Chang et al., 2019) Research indicates that high conscientiousness correlates positively with prosocial behavior and strong customer relationships, particularly in task-oriented contexts (Marbach et al., 2016; Gvili et al., 2020) Additionally, individuals with high conscientiousness are more likely to achieve professional success, as their dedication fosters a deeper connection to their work (Smithikrai, 2007; Li et al., 2007) These employees exhibit superior self-regulation and work habits, leading to increased job efficiency and involvement (Wallace & Chen, 2006; Montani et al., 2020) Recent studies further highlight the positive impact of conscientiousness on brand and organizational involvement, as well as knowledge sharing among university students, suggesting that high conscientiousness is linked to greater student engagement (Liu et al., 2022; Sears & Han, 2021; Gonzalez-Rodriguez et al., 2021; Obrenovic et al., 2021).
Research indicates that students with higher academic self-efficacy experience lower test anxiety, as noted by Conrad and Patry (2012) Studies in Brazil reveal a strong correlation between conscientiousness and self-regulated learning in university students (Barros et al., 2021), providing them with a distinct advantage in information retention and cognitive task completion Conscientious individuals, known for their diligence, self-discipline, and organizational skills, tend to adapt better to academic environments, employing effective study strategies such as time management and a commitment to their academic goals, often fueled by a connection to their future careers (Rosin et al., 2014; Zanon et al., 2019) Furthermore, conscientiousness has a significant impact on career adaptability within university settings (Li et al., 2015; Vashisht et al., 2023).
Given extant empirical research and the presented arguments, we expect conscientiousness to positively relate to individuals' student involvement and adaptiveness, leading to the following hypothesis:
H2a Conscientious students are positively willing to get involved.
H2b Conscientious students are positively willing to get adaptive.
Extraversion is characterized by an energetic and sociable approach to life, where extroverts actively engage with the world and voice their opinions against uncivil or immoral behaviors (Costa & McCrae, 1980; Moisuc et al., 2018) These individuals thrive in social settings, displaying high energy levels and positive emotions, constantly seeking opportunities for interaction (McCrae & John, 1992) In contrast, those low in extraversion, often referred to as introverts, tend to be quiet and reserved, preferring solitude and introspection (Thakre & Jadhav, 2022) This divergence in social behavior highlights how individuals with varying levels of extraversion exhibit different decision-making styles and social preferences (Korrina et al., 2018).
Extraversion is strongly associated with a positive orientation towards others, which can enhance student adaptiveness (Tang & Lam, 2017) Research indicates that extraversion is linked to proactive behavior (Onyemah, 2008) and is positively correlated with learning goal orientation (McCrae & John, 1992; Onyemah, 2008; Picket et al., 2019) Additionally, extraversion facilitates effective interpersonal communication, contributing to greater success in adaptive behaviors (Hu et al., 2023).
Given extant empirical research and the presented arguments, we expect extraversion to positively relate to individuals’ student involvement and adaptiveness, leading to the following hypothesis.
H3a Extroverted students are positively willing to get involved.
H3b Extroverted students are positively willing to get adaptive.
Agreeableness is characterized by traits such as helpfulness, sociability, empathy, and cooperation, reflecting strong moral beliefs (Costa & McCrae, 1995; Dalvi-Esfahani et al., 2020) According to the Five Factor Theory (FFT), these core traits remain stable and are expressed through "characteristic adaptations" influenced by life experiences and environmental factors (Costa et al., 2019; Wright & Jackson, 2024) Research indicates that individuals high in agreeableness engage more in interpersonal interactions and activities (Hollebeek et al., 2022; Najafian et al., 2023) Furthermore, Moore et al (2022) found that agreeableness fosters collaboration and community aspirations Therefore, it can be argued that higher levels of agreeableness correspond to increased student involvement.
Research indicates that agreeableness not only enhances student involvement but also correlates with higher levels of adaptiveness among students Individuals with agreeable traits tend to possess greater self-efficacy beliefs, leading to increased enjoyment in participation Studies highlight the significance of individual differences, particularly agreeableness, as key predictors of adaptive coping strategies Furthermore, agreeableness is linked to successful adaptation and mental health, serving as a positive predictor of problem-focused coping Recent findings also suggest that personality traits, including agreeableness, significantly influence an individual's ability to adapt to new technology.
Given extant empirical research and the presented arguments, we expect agreeableness to positively relate to student involvement and adaptiveness, leading to the following hypothesis.
H4a Agreeable students are positively willing to get involved.
H4h Agreeable students are positively willing to get adaptive.
Neuroticism is characterized by the tendency to experience intense negative emotions and a sense of uncontrollability in response to stress, often leading individuals to employ avoidance-oriented coping strategies and ineffective emotional regulation techniques like rumination Those with high neuroticism typically exhibit emotional instability, which can result in reluctance to engage with certain products, services, or interpersonal relationships Consequently, individuals with elevated neuroticism levels are likely to show increased nervousness and sensitivity regarding information sharing, leading to a higher probability of non-disclosure, greater privacy concerns, and reduced participation in social activities Therefore, it is anticipated that neuroticism negatively affects students' involvement in various engagements.
Individuals with high neuroticism often feel a lack of control and view the world as threatening, leading to poor responses to uncertainty and stress To protect their self-esteem in unpredictable situations, neurotic individuals tend to adjust their attitudes accordingly.
Research indicates a significant link between neuroticism and uncertainty tolerance, suggesting that individuals with high neuroticism may struggle to adapt to new and rapidly changing situations Consequently, it is expected that neuroticism has a negative impact on student adaptiveness.
In conclusion, the following hypothesis results from our expectation that neuroticism has a negative relationship with both student involvement and student adaptiveness:
H5a Neurotic students are negatively willing to get involved.
H5b Neurotic students are negatively willing to get adaptive.
Definitions of customer involvement are most often explained as the degree of intensity or interest a buyer exhibits towards a certain product or brand (Park & Young,
Involvement is defined as an individual's perceived relevance to their inherent needs, values, and interests (Zaichkowsky, 1985) According to Tih et al (2016), customer involvement encompasses the extent of communication, interaction, participation, and collaboration between customers, users, or channel members and a company This highlights the importance of engaging customers to meet their needs effectively.
RESEARCH MODEL
METHODOLOGY
RESEARCH DESIGN
Taherdoost (2022) emphasizes that the quantitative approach is a key method in social sciences, enabling researchers to analyze complex social phenomena through well-structured questionnaires and numerical data In our study, we aimed to explore how the Five-Factor Model, which outlines students' personality traits, affects their willingness to co-create value for the university brand Additionally, we investigated the mediating roles of student involvement and adaptiveness in the brand value co-creation process.
The research process follows a systematic scientific approach, focusing on the impact of the Big 5 personality traits on value co-creation behavior Initially, the authors establish a core goal and define the research scope Once an official scale is developed, they assess its reliability and evaluate the measurement model This includes analyzing the structural model and completing the research framework through the verification of the structure model The findings are then compared with existing literature, leading to conclusions and practical implications for business and management Additionally, the authors acknowledge the limitations encountered during the study.
MEASUREMENT SCALES
This study utilizes scales grounded in theoretical frameworks and established measures from prior research globally It focuses on eight primary constructs, which serve as the foundation for the analysis.
5 personality traits including Openness (OP), Conscientiousness (CS), Extraversion (EX), Agreeableness (AG), Neuroticism (NE); Student Involvement (SI); Student Adaptiveness (SA); and Value Co-crcation Willingness (VCC).
3.2.1 Measurement scale of Openness (OP)
This scale is inherited from the original scale of Oertzen et al (2020) The scale includes 6 observed variables, denoted from OP1 to OP6.
I see myself as someone who is original and comes up with new ideas.
I see myself as someone who is curious about many
I see myself as someone who is ingenious, and a deep thinker.
1 see myself as someone who has an active
OP5 I see myself as someone who is inventive.
I see myself as someone who likes to reflect and play OP6 with ideas.
3.2.2 Measurement scale of Conscientiousness (CS)
This scale is inherited from the original scale of Oertzen el al (2020) The scale includes 5 observed variables, denoted from CS1 to CS5.
CS1 1 see myself as someone who does a thorough job.
CS2 I see myself as someone who is a reliable worker.
I see myself as someone who perseveres until the task is finished.
CS4 I see myself as someone who does things efficiently.
I see myself as someone who makes plans and follows CS5 through with them.
3.2.3 Measurement scale of Extraversion (EX)
This scale is inherited from the original scale of Oertzen el al (2020) The scale includes 5 observed variables, denoted from EXI to EX5.
EXI I see myself as someone who is talkative.
EX2 I see myself as someone who is full of energy.
I see myself as someone who generates a lot of EX3
I see myself as someone who has a confident
EX5 I see myself as someone who is outgoing, and sociable.
3.2.4 Measurement scale of Agreeableness (AG)
This scale is inherited from the original scale of Oertzen et al (2020) The scale includes 4 observed variables, denoted from AG I to AG4.
I see myself as someone who is helpful and unselfish with others.
AG2 I see myself as someone who has a forgiving nature
AG3 I see myself as someone who is generally trusting.
I see myself as someone who is considerate and kind to AG4 almost everyone.
3.2.5 Measurement scale of Neuroticism (NE)
This scale is inherited from the original scale of Oertzen et al (2020) The scale includes 5 observed variables, denoted from NE1 to NE5.
NE1 I see myself as someone who is depressed, melancholic
I see myself as someone who is relaxed and handles NE2 stress well.
I see myself as someone who is emotionally stable, and Neuroticism NE3 not easily upset.
I see myself as someone who remains calm in tense NE4 situations.
NE5 1 see myself as someone who gets nervous easily.
3.2.6 Measurement scale of Student Involvement (SI)
This scale is adjusted from the original scale of Zhao et al (2019) The scale includes 5 observed variables, denoted from Sil to SI5.
During my studies at the University, I enthusiastically recounted my experience using the products and services of X University.
During my studies at the university, I visited University X's website every day and updated information related to this school.
During my studies at the university, I like to participate in activities organized by X University, including product-related votes.
During my university studies, I enthusiastically voiced my opinion and discussed with others X University’s product and service design, upgrade consulting, etc.
During my studies at the University, 1 can encourage others to participate in value co-creation activities with
3.2.7 Measurement scale of Student Adaptiveness (SA)
This scale is adjusted from the original scale of Gwinner et al (2005) The scale includes 4 observed variables, denoted from EV 1 to EV4.
I often adjust my personality differently to each other instructor/learner.
I often adjust my voice to suit each instructor/learner I am communicating with.
SA3 I act differently depending on different situations.
I try to match my level of vocabulary to that of each instructor/learner.
3.2.8 Measurement scale of Value Co-creation Willingness (VCC)
This scale is adjusted from the original scale of Jiang Ct al (2022) The scale includes 11 observed variables, denoted from VCC1 to VCC11.
I have asked others for information on what this
I have searched for information on where this University
Value Co- I have paid attention to how others behave to use this
V CC3 • , creation University X service well.
1 provided necessary iniormation so that the lecturer,
V CC4 employee of University X could perform his or her duties.
I answered all the lecturers' and employees' of VCC5 University X’s service-related questions.
V CC6 I performed all the tasks that were required.
V CC7 1 adequately completed all the expected behaviors.
I was friendly to the lecturers and employees of
I was kind to the lecturers and employees of University VCC9 _
I was polite to the lecturers and employees of University VCCIO _
1 was courteous to the lecturers and employees of VCC11 T '
RESEARCH SAMPLE
Several researchers have investigated methods for calculating sample size to ensure the statistical validity of hypotheses (Singh & Masuku, 2014) Hair et al (2021) recommend a minimum sample size of 300 respondents for effective factor analysis and structural equation modeling Using the sample size determination formula by Krejcie and Morgan (1970), we calculated the necessary sample size based on the 2.5 million Vietnamese students enrolled in higher education institutions in 2022, as reported by MOET (2022) With a 95% confidence level and a 5% margin of error, we determined that a sample size of 385 respondents was required for valid and generalizable analyses The finalized survey was conducted from October to November 2023, yielding 400 responses, of which 375 were valid for analysis Descriptive statistics on participant demographics are detailed in Table 1.
PILOT TEST
A pilot study involving 30 target students was conducted to enhance readability, clarity, and ease of questionnaire completion The pilot test results indicated that certain indicators (AG3, NEI, NE6, OP2, OP3, and OP7) were excluded from further analysis due to their outer loadings falling below the minimum threshold of 0.4 Consequently, the final questionnaire was developed based on insights gained from the pre-test and pilot study.
DATA COLLECTION PROCESS
Following feedback from our pilot survey, we improved the questionnaire and carried out a cross-sectional survey utilizing the Google Forms platform The official survey aimed to gather responses from various university brand communities.
In Vietnam, Facebook serves as the leading social media platform for recruitment, utilizing personalized message invitations and posts to engage our target audience of university students from various age groups interested in co-creating value for their university brand Data collection took place over a month, from October to November 2023, with all participants fully informed about the study's objectives and providing explicit consent prior to participating in the survey.
The questionnaire comprised two main sections: the first collected demographic information such as gender, age, income, and education level, while the second explored the relationships among all study variables To effectively recruit participants, we employed a combination of snowball and convenience sampling methods.
DATA ANALYSIS TECHNIQUE
The Partial Least Squares Structural Equation Model (PLS-SEM) is an advanced technique for analyzing quantitative data, gaining popularity in management information systems and marketing research.
In this study, Partial Least Squares Structural Equation Modeling (PLS-SEM) is utilized for data analysis due to its effectiveness with small sample sizes and complex models that include multiple constructs and numerous items With 375 observations for each campaign type meeting PLS-SEM criteria, this method serves as a causal-predictive approach to Structural Equation Modeling (SEM), focusing on exploration and forecasting It is essential to further validate the relationships among the proposed constructs.
The Partial Least Squares Structural Equation Modeling (PLS-SEM) approach is a widely recognized and effective method for data analysis, as highlighted by Garson (2012) This technique facilitates the assessment of reliability, as well as discriminant and convergent validity, while also estimating standardized regression coefficients within research relationships PLS-SEM is particularly advantageous for analyzing complex models with multiple latent variables and parameters simultaneously By employing this method, the current study aims to minimize errors impacting the dependent variable, ultimately enhancing the predictive power of the model and maximizing the R² value, as noted by Hair et al (2016).
The data were meticulously cleaned and inputted into SmartPLS for analysis The evaluation of the reflective measurement model included assessing Cronbach's alpha reliability, composite reliability (CR), and average extracted variance (AVE) Convergence was measured using outer loading, while discrimination was assessed through HTMT criteria The structural model was then analyzed for multicollinearity using VIF, and the coefficient of determination (R²) was evaluated based on the research context to establish an acceptable level Additionally, the impact assessment was conducted using f², and the predictive goodness of fit was determined using Q² (PLS).
RESEARCH RESULTS
DEMOGRAPHIC STATISTICS
A total of 375 responses were gathered, revealing key demographic characteristics of the participants Notably, 55.5% of respondents identified as female The predominant age group was 18 to 22 years, comprising 77.3% of the total, followed by those aged 23 to 28 at 14.1%, 29 to 35 at 6.7%, and individuals over 35 at 1.9%.
The monthly discretionary income among individuals showed significant variation, with approximately 52.8% earning below 5 million VND Meanwhile, 32% fell within the 5 million VND to 15 million VND range, 9.6% earned between 15 million VND and 25 million VND, and only 5.6% had incomes exceeding 25 million VND.
The largest proportion of respondents (81.9%) pursued a bachelor's degree, followed by 15.2% who pursued a Master’s and 2.9% who pursued a doctorate, according to the survey.
Sample of information N75 Valid percent Gender
DESCRIPTIVE STATISTICS
The measurement question OP5, stating “I see myself as someone who is inventive,” recorded the highest mean score of 3.883 among observed variables This finding highlights that students' self-perception of creativity significantly enhances their involvement, adaptability, and willingness to co-create value with the University Brand.
The average score for the statement "I see myself as someone who is a reliable worker" in CS2 is notably high at 3.949 This indicates that when students view themselves as trustworthy in their academic and professional pursuits, they are more motivated to engage and collaborate, ultimately adding greater value to the University.
Source: Inspecting results of the author
The observed variable EX4, which states, "I see myself as someone who has a confident personality," has the highest average score of 3.976, making it the primary factor in measuring the 'Extraversion' variable.
Table X reveals that the measurement question, “I see myself as someone who is helpful and unselfish with others,” received the highest mean score of 4.003 This indicates that agreeableness, particularly through the act of helping others, is the most significant observed variable in assessing the impact of the Agreeableness trait on the willingness to co-create value.
The average score of 2.995 for the statement "I see myself as a laid-back person who handles stress well" indicates that most respondents exhibit a stable personality and emotional control This finding highlights the significance of this item in assessing the Neuroticism variable.
Descriptive statistics of Student Involvement
The variable Sil, with an average score of 3.907, highlights the significance of students' experiences at University X, emphasizing their actions and aspirations during value co-creation with the institution.
Descriptive statistics of Student Adaptiveness
The measurement question, “I act differently depending on different situations,” recorded the highest average value (x = 3.907), indicating that students exhibit varied behaviors in response to different contexts This finding highlights the importance of adaptability in students as they engage in value co-creation with the University Brand.
Descriptive statistics of Value Co-creation Willingness
In research model evaluation, while Composite Reliability (CR) and Average Variance Extracted (AVE) should meet recommended thresholds, observed variables with outer loadings between 0.4 and 0.7 can still be retained Hock and Ringle (2010) suggest that a measurement scale demonstrates convergence when the AVE is 0.5 or higher, indicating that the average latent construct explains at least 50% of the variance in each observed variable.
Table 10 reveals that all outer loadings for the reflective constructs exceed the 0.70 threshold, indicating adequate indicator reliability, with the exceptions of AG4 (0.692), CS2 (0.644), and EX5 (0.599) All Average Variance Extracted (AVE) values surpass 0.5, and Composite Reliability (CR) meets the recommended standards, as detailed in Table 11 Consequently, AG3, CS2, and EX5 were retained for analysis, following Hair et al (2017) However, indicators AG3, NE1, NE6, OP2, OP3, and OP7 were excluded from further analysis due to their outer loadings falling below the minimum requirement of 0.4.
It is obvious that the average score of “I was courteous to the lecturer, employee
The highest score of VCC11 is 4.197 at University X, indicating that students prioritize maintaining a polite attitude towards everyone during their value co-creation experiences with the university brand By fostering politeness towards lecturers, staff, and peers, students enhance mutual respect and appreciation, ultimately contributing to a more positive brand image for the university.
ASSESSMENT OF MEASUREMENT MODEL
Outer loadings illustrate the connection between indicator variables and reflective constructs A low outer loading for an observed variable may suggest it does not significantly contribute to the corresponding factor, indicating it could be excluded from the model due to poor quality In the assessment of a measurement model, even if one observed variable has a low outer loading (e.g., below 0.4), the average variance extracted (AVE) can still meet the required threshold of 0.5 if the other observed variables have high outer loadings Thus, it is essential to evaluate the reliability of the measurement scale and the quality of the observed variables before analyzing the AVE.
According to Hair et al (2017), observed variables should have outer loading values of at least 0.7 to demonstrate good significance Variables with outer loadings below 0.4 should be excluded from the model, while those between 0.4 and 0.7 require careful consideration by the researcher, taking into account additional indices such as Composite Reliability (CR) and Average Variance Extracted (AVE) for informed decision-making.
When evaluating the measurement model, the reliability and convergent validity of reflective measures were examined.
The reliability of the construct is evaluated through two methods: Cronbach’s alpha and Composite Reliability (CR) Composite Reliability, being a weighted measure, is deemed more accurate than the unweighted Cronbach's alpha, as indicators may vary in reliability Both internal consistency indicators exceeded the threshold of 0.70, confirming their reliability, as shown in Table 11 Consequently, the scale demonstrates both reliability and analytical significance, making it suitable for further factor analysis.
Convergent validity is assessed using the Average Variance Extracted (AVE), which is calculated by averaging the indicator reliability of a construct This metric indicates the average variance shared between the construct and its indicators, with a criterion that the AVE value should be 0.5 (50%) or higher An AVE of 0.50 or above signifies that the construct accounts for 50 percent or more of the variance in its items (Hair et al., 2021) In this study, all abstract variables demonstrated an AVE exceeding 0.5, confirming the validity of the observational variables and scales As shown in Table 11, convergent validity was established with an AVE above the accepted threshold of 0.50.
Reliability' and Convergent Validity' of Constructs
According to Garson (2016), the HTMT index ensures discriminant validity between two latent variables when its value is below 1 Henseler et al (2015) further recommend that the HTMT value should be less than 0.9 to maintain this validity.
In 1995, a standard value of less than 0.85 was established for measurement scales This research focuses on developing and testing a new measurement scale with less stringent test coefficients Following Garson's (2016) criteria for assessing HTMT values, the findings in Table 12 indicate that all HTMT values are below 1.0, confirming that the measurement scales for the concepts demonstrate discriminant validity.
SA SI vcc AG cs EX NE OP SA
ASSESSMENT OF STRUCTURAL MODEL
Before testing the hypothesis model, we performed a multicollinearity evaluation to determine whether multicollinearity exists in the structure model.
Collinearity Statistics: variance inflation factor (VIF) result
CA CI vcc AG cs EX NE OP
Table 13 indicates that all indicators in this research have a VIF value below the threshold of 3, as outlined by Hair et al (2020), confirming the absence of multicollinearity in our study model.
4.4.2 Path coefficient and hypothesis testing
The authors utilize a bootstrapping method with 5,000 sub-samples to ensure the accuracy of Partial Least Squares (PLS) estimates, following the validation of the structural model (Hair et al., 2017).
In a study involving 5,000 sub-samples, the validity of the structural model was assessed to ensure the accuracy of PLS estimates (Hair et al., 2017) The model's evaluation criteria included adjusted R-squared, F-squared effect size, and the statistical significance of structural relationships (Hair et al., 2016) The findings revealed that the adjusted R-squared values for Student Involvement, Student Adaptiveness, and Value Co-creation Willingness were 0.461, 0.312, and 0.316, indicating that the independent variables account for 46.1%, 31.2%, and 31.6% of the variations in these respective areas The subsequent section of the chapter will delve into the path coefficients illustrated in the study.
Path coefficients result (direct effect)
H4b AG SA 0.002 No effect 0.049 0.063 0.217 Rejected 0.312
The analysis presented in Table 14 indicates that the majority of hypotheses in the model are supported, with the exceptions of H4b, which posits that more agreeable students are more likely to exhibit involvement, and H5b, which suggests that more neurotic students are less likely to demonstrate adaptiveness Specifically, the Big 5 personality trait of Agreeableness (AG) shows no significant effect on Student Adaptiveness (SA), evidenced by a path coefficient of 0.049 and a P-value of 0.217 Similarly, Neuroticism does not significantly influence Student Adaptiveness.
The Big Five personality traits, particularly Openness, Conscientiousness, and Extraversion, positively correlate with Student Involvement (SI) and Student Adaptiveness (SA), demonstrated by path coefficients of 0.120, 0.144, 0.332, 0.230, 0.262, and 0.259 Additionally, Agreeableness (AG) also shows a positive relationship with SI, with a path coefficient of 0.125 and a significant P-value of 0.012 Conversely, Neuroticism (NE) negatively affects SI, with a path coefficient of -0.131 and a P-value of 0.018 Furthermore, strong correlations are noted between SI, SA, and Value Co-creation Willingness (VCC), with path coefficients of 0.360 and 0.286, both yielding a P-value of 0.000.
Path coefficients result (indirect effect)
OP ^ SA ^ vcc 0.041 1.823 0.034 Accepted cs ^ SI ^ vcc 0.120 4.463 0.000 Accepted cs ^ SA -^ vcc 0.066 2.454 0.007 Accepted
The study found that all five major personality traits—Openness (OP), Conscientiousness (CS), Extraversion (EX), Agreeableness (AG), and Neuroticism (NE)—significantly influence Value Co-creation Willingness (VCC) when mediated by Student Involvement (SI), as indicated by a p-value of less than 0.05 However, when examining the relationship through the intermediate variable Student Adaptiveness (SA), Agreeableness (AG) and Neuroticism (NE) do not significantly affect VCC, with p-values of 0.235 and 0.100, respectively, indicating a lack of statistical significance.
DISCUSSION
Successful value co-creation outcomes hinge on active engagement and the ability to adapt to new situations (Roberts et al., 2014; Karpen et al., 2015; Zhang et al., 2015; Yen et al., 2020; Ranjan & Read, 2021; Alimamy & Gnolh, 2022) Recognizing the importance of understanding the factors that influence involvement and adaptability in value co-creation, researchers are increasingly exploring the role of personality psychology (Ranjan & Read, 2019; Guzel et al., 2021; Jain et al., 2021; Liu & Zhao).
2021) This pursuit aims to equip practitioners with the ability to identify, characterize, and effectively target individuals exhibiting effectiveness for co-creation participation.
Our research, grounded in the Five-Factor Theory (FFT) of personality, demonstrates that individual personality traits impact students' willingness to engage in the value co-creation process related to university branding Contrary to our initial hypotheses, we found that personality traits do not directly influence this willingness; instead, their effects are mediated by contextual adaptations of personality known as characteristic adaptations This indicates that the connection between personality and co-creation behavior is complex, involving cognitive and behavioral processes shaped by the specific contexts in which individuals encounter co-creation opportunities In this study, we identified involvement and adaptiveness as key mediators that influence how students' personality traits affect their willingness to co-create value.
The study highlights the critical roles of student involvement (SI) and student adaptiveness (EI) as mediators in the relationship between personality traits and willingness to co-create value Consistent with Cheung and To's findings, it emphasizes the importance of a customer-dominant logic among students When students view a service as essential and relevant to their academic journey, they are more likely to engage actively in university-led collaboration activities This increased involvement motivates students to invest more time and effort in co-creating products and enhancing services with their institutions Furthermore, a strong sense of student adaptiveness correlates positively with their willingness to collaborate, as adaptable students are more willing to step outside their comfort zones, thereby boosting their confidence and self-efficacy.
2023) This tendency enables them to readily engage in collaborative activities, contributing unique perspectives that enhance the overall value of the university brand.
Understanding students' motivations to co-create value for university image involves analyzing the effects of openness to experience (OP) on their willingness to participate in value co-creation Research indicates that students with high OP, characterized by curiosity and a desire for novel experiences, significantly contribute to university brand initiatives through recommendations and constructive feedback These students also embrace diverse perspectives, fostering collaboration across different backgrounds and disciplines, which is crucial for effective value co-creation with universities Their comfort with ambiguity allows them to explore innovative concepts and methods, enhancing the overall co-creation process.
Conscientious students, characterized by their discipline, organizational skills, and goal-oriented mindset, are more inclined to engage in initiatives that enhance their university's reputation Their meticulous attention to detail and commitment to thoroughness enable them to offer valuable contributions, such as insightful recommendations, innovative ideas, and constructive feedback.
In 2021, the commitment to quality and accountability among students facilitates effective teamwork, making them reliable collaborators in brand development (Johnson & Hinchliffe, 2023) Their adherence to regulations enhances the university's consistent image, aligning with its brand identity (Green, 2022) While structured, these students are receptive to new ideas, adapting to innovative branding strategies without losing their organized approach (Antonova et al., 2020; Adikari et al., 2021) Their strong self-regulation and accountability motivate them to take ownership of their contributions, leading to well-researched and effectively presented suggestions.
Research indicates that students with higher levels of extraversion are more willing to co-create value with universities, aligning with the findings of Vermehren et al (2023) Extraverted individuals are characterized by traits such as confidence, sociability, assertiveness, and effective communication, which motivate them to actively participate in brand co-creation initiatives.
In 2015, various interactive methods like workshops, surveys, and focus groups emerged, showcasing individuals' comfort in engaging with others and sharing their ideas Their enthusiasm and energy not only fuel their contributions to projects but also highlight their leadership potential, often inspiring them to take the initiative in rallying their peers for participation in brand co-creation activities.
Their willingness to embrace new experiences fosters a collaborative spirit in shaping the university brand and engaging in innovative initiatives, thereby increasing their active participation in the process (Zarandi et al., 2022; Osorno-Hinojosa et al., 2022).
Research indicates that agreeableness (AG) significantly enhances student involvement in collaborative activities, such as value co-creation projects, due to their cooperative nature (H4a supported) Students high in AG prioritize teamwork and consensus-building, which fosters creativity and innovation in branding through their openness to new experiences and empathy for diverse perspectives (Tackett, 2020; Tang, 2021; Levine et al., 2021; Sanchez et al., 2021) However, AG does not significantly influence student adaptiveness in the value co-creation process (H4b not supported), as adaptiveness may be more closely linked to other personality traits like openness to experience and conscientiousness, which are essential for embracing change and organization Additionally, the dynamics of co-creation, including group size and task structure, also affect how agreeableness manifests, potentially impacting adaptability.
Neuroticism negatively affects value co-creation (VCC) through social interaction (SI), but not through student adaptability (SA), as evidenced by H5a being supported and H5b not Neurotic individuals often exhibit reduced openness to experience, making them reluctant to engage in collaborative initiatives that require brainstorming Their heightened negative emotions, such as anxiety and worry, diminish their motivation to participate in demanding projects that may invite criticism Additionally, low self-efficacy and self-esteem hinder their involvement in group discussions, while a strong need for control conflicts with the uncertainty inherent in co-creation efforts This difficulty in building interpersonal connections obstructs effective collaboration and hampers successful value co-creation with universities Furthermore, neurotic students, who tend to rely on avoidance-focused coping mechanisms and struggle with emotional regulation, may shy away from novel activities during their partnerships with universities, resulting in no significant impact of neuroticism on VCC through SA.
Incorporating students' personality traits is crucial for understanding their value and willingness to co-create a university brand This insight enhances the efficiency of university branding strategies and strengthens relationships with students.