Value co-creation in faculty-led study abroad programs: A service-dominant logic approach
Tuzovic, Sven (2016) Value co-creation in faculty-led study abroad programs: A service-dominant logic approach. In Vellaris, Donna & Coleman-George, Deb (Eds.) Handbook of Research on Study Abroad Programs and Outbound Mobility. IGI Global Publishing, Hersey, PA, pp. 325-346.
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Study Abroad (SA) education has become an increasingly important educational program for teaching global learning and intercultural competence, maturity, and sensitivity of students. Since the price tag attached to SA programs can be daunting, the question arises how value can be defined and, more importantly, how value is created. Some scholars have used the principles of service-dominant logic proposed by Vargo and Lusch to suggest that students should be engaged as an active co-creator of the university experience. Utilizing a qualitative research approach this chapter proposes that the value process of SA programs consists of three stages:
(1) value proposition and potential;
(2) resource integration and value co-creation, and;
(3) value realization evaluation.
The study identifies key roles of the participants (i.e., faculty leader and students) and their operand and operant resources which guide the value co-creation process. The framework provides faculty with a way to understand, adapt, and manage the resource integration and influence students’ study abroad value realization process.
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|Item Type:||Book Chapter|
|Keywords:||Higher Education, Service-dominant Logic, Resource Integration, Learning Outcomes, Value Realization Evaluation, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)|
|Divisions:||Current > QUT Faculties and Divisions > QUT Business School
Current > Schools > School of Advertising, Marketing & Public Relations
|Copyright Owner:||Copyright 2016 IGI Global Publishing|
|Deposited On:||08 Aug 2016 23:08|
|Last Modified:||04 Apr 2017 14:51|
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