پیامدهای راهبرد هم‌آفرینی ارزش در خدمات آموزشی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری مدیریت بازرگانی دانشگاه علامه طباطبائی، مدرس دانشگاه، تهران، ایران

2 گروه مدیریت بازرگانی، دانشکده مدیریت و حسابداری، دانشگاه علامه طباطبایی، تهران، ایران

3 کارشناسی ارشد، مدیریت بازرگانی دانشکده مدیریت، دانشگاه فارابی، قم، ایران

4 کارشناسی ارشد، MBA ، دانشکده مدیریت، دانشگاه خوارزمی، تهران، ایران

10.30495/jedu.2022.25429.5059

چکیده

مقدمه و هدف:. هدف اساسی این پژوهش، بررسی پیامدهای راهبرد هم‌آفرینی ارزش در صنعت خدمات آموزشی (به‌طور خاص برای دانشجویان و مؤسسات آموزشی) است. بنابراین، اولین سهم علمی این پژوهش، ارائه مطالعه دقیقی است برای بررسی هم‌آفرینی ارزش در زمینه مؤسسات آموزشی. سهم دوم این پژوهش، شناسایی پیامدهای دوجانبه استفاده از این راهبرد برای مشتریان (دانشجویان) و مؤسسات آموزشی است.
روش‌شناسی پژوهش: این پژوهش از نوع کاربردی و توصیفی و در چارچوب رویکرد کیفی انجام شده است. با تعیین معیارهایی همچون تخصص و سابقه اجرایی یا مشاوره حوزه خدمات آموزشی، تعداد 10 خبره اجرایی و دانشگاهی به‌صورت نمونه‌گیری هدفمند انتخاب‌شده و با روش نیم‌ساختمند مورد مصاحبه قرار گرفتند. مصاحبه‌ها به روش تحلیل مضمون، بررسی شدند و به‌منظور اعتباربخشی نتایج از رویکرد بازبینی توسط اعضا، خودبازبینی محقق و پایایی بین دو کدگذار (79/0) استفاده شد.
یافته­ها: در این پژوهش از 25 مضمون اولیه، 6 مضمون نهایی به دست آمدکه در دو دسته مزایا برای مؤسسات آموزشی و مزایا برای دانشجویان دسته‌بندی شدند.
بحث و نتیجه­گیری: نتایج نشان داد که 1) توسعه روابط (درک متقابل، احترام به یکدیگر، توسعه روابط غیررسمی و دوستانه و شبکه‌سازی)، 2) توانمندی شغلی (مهارت حل مسئله، شهود و خلاقیت، داشتن تفکر استراتژیک و تفکر سیستمی و توسعه نگاه ترکیبی) و 3) تکیه بر هویت دانشگاهی (استفاده همه جانبه از برند آموزشگاهی در موقعیت‌های شغلی، معرفی به بازار کار توسط استادان و موسسه و فعالیت در موسسه به عنوان مدرس یا کارمند) از پیامدهای مورد انتظار برای دانشجویان در راهبرد هم‌آفرینی ارزش است. همچنین 1) بازاریابی و تبلیغات (کاهش هزینه‌های تبلیغاتی، شناسایی و برآورده سازی نیازهای پنهان و فصلی، تحقیقات بازاریابی، بازاریابی رابطه‌ای و توسعه بازار)، 2) ارتقاء تصویر برند موسسه (افزایش جذابیت و شهرت موسسه، بهبود جایگاه برند، نقش آفرینی برند کارفرما، بازاریابی داخلی کارآمد) و 3) تضمین آینده مالی (جذب دانشجویان فعلی و آتی برای تمامی دروس ارائه‌شده فعلی و آتی، مزیت مالی رهبری در برگزاری رشته‌های جنبی و جدید، معرفی دانشجویان آتی توسط فارغ‌التحصیلان و اطمینان خاطر از حفظ سود و بازگشت سرمایه) از مزایا و پیامدها مورد انتظار برای مؤسسات آموزشی در راهبرد هم‌آفرینی ارزش است.

کلیدواژه‌ها


عنوان مقاله [English]

Consequences of Value Co-creation Strategy in Educational Services

نویسندگان [English]

  • Fatemeh Zargaran Khouzani 1
  • Hossein Rahmanseresht 2
  • seyed mohammad sobhani 3
  • fatemeh fakhri 4
1 Ph.D. Candidate, Department of Business Management, Allameh Tabataba'i University, Tehran, Iran.
2 Full Professor, Business Management, Faculty of Management and Accounting, Allameh Tabataba'i University, Tehran, Iran.
3 MA, Business Management, Faculty of Management, University of Tehran, College of Farabi, Qom, Iran.
4 MA, Business Management, Faculty of Management, Kharazmi University, Tehran, Iran.
چکیده [English]

Introduction: The main purpose of this study is to investigate the implications of the strategy of Value Co-creation in the educational services industry (specifically for students and educational institutions). Therefore, the first scientific contribution of this research is to provide a detailed study to examine the Value Co-creation in the field of educational institutions. The second part of this study is to identify the mutual consequences of using this strategy for customers (students) and educational institutions.
research methodology: This research has been done in the framework of a qualitative approach. By determining criteria such as expertise and executive background or consulting in the field of educational services, 10 executive and academic experts, were selected by purposive sampling and interviewed by semi-structured method. The interviews were reviewed by content analysis method and in order to validate the results, the members review approach, researcher self-review and inter-coder reliability (0.79) were used.
Findings: In this study, out of 25 initial themes, 6 final themes were obtained, which were classified into two categories: benefits for educational institutions and benefits for students.
Conclusion: Findings showed that 1) relationship development, 2) Graduate Capabilities & 3) Rely on academic identity is the thems for students benefits in value co-creation. Furthermore, Findings showed that: 1) Marketing and Advertisement, 2) Improving the brand image of the institute & 3) Ensuring financial future is the thems for institute benefits in value co-creation.

کلیدواژه‌ها [English]

  • Value Co-Creation
  • Educational Brand Image
  • Academic Identity
  • Customer Participation
  • Educational Services
  1. Afjei, S., Yazdanshenas, M., Zargaran Khouzani, F. (2019). Explaining the Pattern For Perceived Organizational Support Impact. Management Studies in Development and Evolution, 28(91), 87-118. doi: 10.22054/jmsd.2019.9662.]in persian[
  2. Alves, H., & Raposo, M. (2010). The influence of university image on student behaviour. International Journal of Educational Management, 24(1), 73–85.
  3. Barari, M., Aminsaremi, N., Zargaran Khouzani, F. (2019). Introducing a Brand Image Model Promotion for NAJA (The Police of The Islamic Republic of Iran). Quarterly Journal of Brand Management, 6(1), 187-239. doi: 10.22051/bmr.2020.28024.1840.]in persian[
  4. Carvalho, S. W., & de Oliveira Mota, M. (2010). The role of trust in creating value and student loyalty in relational exchanges between higher education institutions and their students. Journal of Marketing for Higher Education, 20(1), 145–165.
  5. Cook-Sather, A. (2014). Multiplying perspectives and improving practice: What can happen when undergraduate students collaborate with college faculty to explore teaching and learning? Instructional Science, 42(1), 31–46.
  6. Cox, B. E., & Orehovec, E. (2007). Faculty-student interaction outside the classroom: A typology from a residential college. The Review of Higher Education, 30(4), 343–362.
  7. Dollinger, M., Lodge, J., & Coates, H. (2018). Co-creation in higher education: towards a conceptual model. Journal of Marketing for Higher Education, 28(2), 210–231.
  8. Elsharnouby, T. H. (2015). Student co-creation behavior in higher education: The role of satisfaction with the university experience. Journal of Marketing for Higher Education, 25(2), 238–262.
  9. Foroutan, M., Reshadatjoo, H., Samani, S. (2019). Formation of the Professional Identity Model of Faculty Members (Case study: faculty members of Islamic Azad University of Fars province). Journal of New Approaches in Educational Administration, 10(37), 217-242 .]in persian[
  10. Frasquet, M., Calderón, H., & Cervera, A. (2012). University–industry collaboration from a relationship marketing perspective: An empirical analysis in a Spanish University. Higher Education, 64(1), 85–98.
  11. Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York: HEA.
  12. Helgesen, Ø. (2008). Marketing for higher education: A relationship marketing approach. Journal of Marketing for Higher Education, 18(1), 50–78.
  13. Hurtado, S., & Carter, D. F. (1997). Effects of college transition and perceptions of the campus racial climate on Latino college students’ sense of belonging. Sociology of Education, 70(4), 324–345.
  14. Khashei, V., Zargaran, F., (2018). Strategic Management of Lynch, Fozhan pub, Tehran.]in persian[
  15. Komarraju, M., Musulkin, S., & Bhattacharya, G. (2010). Role of student–faculty interactions in developing college students’ academic self-concept, motivation, and achievement. Journal of College Student Development, 51(3), 332–342.
  16. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications.
  17. Lusch, R. F., & Vargo, S. L. (2006). Service-dominant logic: Reactions, reflections and refinements. Marketing Theory, 6(3), 281–288.
  18. Lynch, R. (2012). Strategic Management. (Translate by Khashei, V; Zargaran, F), Tehran: phozhan pub.]in persian[
  19. Navarro-García, A., Peris-Ortiz, M., & Rueda-Armengot, C. (2015). Value co-creation, collaborative learning and competences in higher education. In M. Peris-Oritiz & J. M. Merigó Lindahl (Eds.), Sustainable learning in higher education, innovation, technology, and knowledge management (pp. 37–45). Springer International.
  20. Perks, H., Gruber, T., & Edvardsson, B. (2012). Co-creation in radical service innovation: A systematic analysis of microlevel processes. Journal of Product Innovation Management, 29(6), 935–951.
  21. Pluijm, L. (2010). Realizing co-creation (Master’s thesis). Tilburg University.
  22. Prahalad, C. K., & Ramaswamy, V. (2004). Co-creation experiences: The next practice in value creation. Journal of Interactive Marketing, 18(3), 5–14.
  23. Rahmanseresht, H., Khashei Varnamkhasti, V., Ebrahimi, M., Rahimian, M. (2018). Strategic Value Co-Creation Model in Banking Industry. Management Researches, 11(40), 27-52.]in persian[
  24. Ranjan, K. R., & Read, S. (2016). Value co-creation: Concept and measurement. Journal of the Academy of Marketing Science, 44(3), 290–315.
  25. Schlesinger, W., Cervera, A., & Iniesta, MÁ. (2015). Key elements in building relationships in the higher education services context. Journal of Promotion Management, 21(4), 475–491.
  26. Schlesinger, W., Cervera, A., & Pérez-Cabañero, C. (2017). Sticking with your university: The impor- tance of satisfaction, trust, image, and shared values. Studies in Higher Education, 42(12), 2178– 2194.
  27. Shafiepoor, F., Mosivand, M. (2018). The Relationship between Educational Dynamic, and Educational Brand with Perceived Educational Trust (Case Study; Viewpoints of Mahallat Branchs' Faculty members). Journal of New Approaches in Educational Administration, 9(33), 89-104.]in persian[
  28. Sin, S., & McGuigan, N. (2013). Fit for purpose: A framework for developing and assessing complex graduate attributes in a changing higher education environment. Accounting Education, 22(6), 522–543.
  29. Sung, M., & Yang, S. U. (2008). Toward the model of university image: The influence of brand personality, external prestige, and reputation. Journal of Public Relations Research, 20(4), 357–376.
  30. Totian, S.; Tiaran, SH. & NoRasteh, T (2019). Intellectual Capital evaluation in training centers using AHP. Journal of New Approaches in Educational Administration, 10(39), 225-246.]in persian[
  31. Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46(2), 153–184.
  32. Vargo, S. L., & Lusch, R. F. (2004). Evolving to a new dominant logic for marketing. Journal of Marketing, 68(1), 1–17.
  33. Yang, S. U., Alessandri, S. W., & Kinsey, D. F. (2008). An integrative analysis of reputation and relational quality: A study of university-student relationships. Journal of Marketing for Higher Education, 18(2), 145–170.
  34. Zargaran Khouzani, F., Dehghanan, H., Khashei, V., Mahmoudzadeh, S. (2021). Fundamental Pattern of Human Resource Development: A Cognitive Neuroscience Approach. Journal of Research on Management of Teaching in Marine Sciences, 8(4), 1-14. doi: 10.22034/rmt.2021.535191.1879.]in persian[
  35. Zargaran Khouzani, F.; Zargaran Khouzani, M. (2016). The role of knowledge management strategies in schools. 5th International Conference on Accounting and Management & 2nd International Conference on Entrepreneur and Open Innovation, Tehra, Iran.]in persian[
  36. Zwass, V. (2010). Co-creation: Toward a taxonomy and an integrated research perspective. International Journal of Electronic Commerce, 15(1), 11–48.