VIETNAM NATIONAL UNIVERSITY, HANOI INTERNATIONAL SCHOOL GRADUATION PROJECT PROJECT NAME CO-CREATION IN HIGHER EDUCATION: A STUDY AT VIETNAM NATIONAL UNIVERSITY, HANOI Student’s name: Bui Thi Quynh Duong Hanoi - Year 2023 1 VIETNAM NATIONAL UNIVERSITY, HANOI INTERNATIONAL SCHOOL GRADUATION PROJECT PROJECT NAME CO-CREATION IN HIGHER EDUCATION: A STUDY AT VIETNAM NATIONAL UNIVERSITY, HANOI SUPERVISOR: Dr. LE HUONG LIINH STUDENT: BUI THI QUYNH DUONG STUDENT ID: 19071330 COHORT: IB2019C SUBJECT CODE: INS401101 MAJOR: INTERNATIONAL BUSINESS Hanoi - Year 2023 2 Acknowledgment Firstly, I would like to express my deep gratitude to my research supervisor, Ph. Le Huong Linh, for her great instructions. With his enthusiastic encouragement, great passion, and valuable guidelines for this thesis, I might have completed this project with a great result.
I may have a chance to work with her as much as in the near future. Also, I would like to express my great appreciation to my friends at the Vietnam National University, Hanoi, for supporting me with distributing survey questionnaires. I was able to complete this study thanks to their massive support for data collection and data analysis. Finally, I thank my family for their unconditional love, encouragement and emotional support.
Their encouragement is one of the motivational powers that help me pursue and finish this study. Student Bui Thi Quynh Duong 3 Declaration Of Authorship I hereby declare that this work is my work and is under the scientific guidance of PhD.a Le Huong Linh. The author herself truthfully does the contents and results in this thesis and does not violate research ethics. The data in the tables for analysis, comments and evaluation are collected by the author himself from different sources, clearly stated in the reference section.
In addition, the thesis also uses several comments, assessments, and data from other authors, agencies and organisations, all with citations and source annotations. If fraud is found, I take full responsibility for the content of my thesis. 4 Table of Content Acknowledgment. 3 Declaration Of Authorship.
4 List of Figure. 8 List of Table. Research background: Current Context of VNU for Co-creation. Research objectives, research questions & research scope.
The evolution of marketing perspectives. A Review of Service-Dominant Logic (SDL) Theory. Value Co-creation in the Context of SD-logic. Introduction to Co-Creation.
Value Co-creation. The SDL approach to value co-creation. Co-creation in Higher Education. Co-Creation Through Qualitative Research.
Introduction and purposes. Exploring the nature of co-creation. Background of co-creation. Antecedents to co-creation.
Resources of Co-creation. Outcomes from Co-creation Activities. Barriers to Co-creation. Conceptual Framework of Co-creation for Higher Education.
Co-creation conceptual components. Value in Use. The outcomes of co-creation. Model for Exploring Co-creation in Higher Education.
Research for Quantitative Method. Designing questionnaire & Pilot test. Sampling and data collection. Data Analysis Methods.
Testing Measurement Model. Testing Structural Model. Data Presentation And Research Findings. Data Analysis and Results.
Measurement model assessment. Structural model assessment. Discussion, Conclusion & Limitation. Contributions and implication.
Limitation and future research. 111 7 List of Figure Figure 2. Development in marketing perspectives. Dismantling value co-creation.
Final research model. Structural Model Assessment Results – Lecturer. Structural Model Assessment Results – Student. Co-Creation Model for Higher Education Based on Qualitative Methodology.
97 List of Table Table 1. The protocol followed in conducting the case study research. Activities that often take place in higher education. Outcomes of co-creation through interviews.
Overview of Themes. Summary of Indicators for Co-creation. Descriptive statistics of Respondents. Individual item sources, measures, and analyses.
Reliability of measurement model- first test. Construct reliability and validity. Discriminant validity—Fornell and Larcker’s criterion. Discriminant validity—Heterotrait–Monotrait Ratio (HTMT).
Higher Order Construct Validity. Result of R2 and Q2 value. Path analysis and Hypotheses results. 87 8 Abstract Purposes/aim: The phenomenon of higher education co-creation has been extensively researched and developed in recent decades, and many authors have demonstrated that Co- creation activities provide significant value to participants (Cruz, Alves, & Gouveia Rodrigues, 2022).
However, only some studies on the Co-creation process in Vietnam's Higher Education Context exist. As a result, the research begins with qualitative research to (1) investigate people's understanding of the Co-creation Phenomenon. The study's primary goal is to (2) determine how resources such as CoP and ViU influence the co- creation process, thereby (3) predicting the values that lecturers and students can achieve for Co-creation activities at Vietnam National University, Hanoi. Design/Methodology/Approach: The research employed both qualitative and quantitative methods to achieve its objectives.
A qualitative study based on the KAP in which eight lecturers and twelve students are interviewed to clarify the participants' conception, process, and results of the Co-creation process. To test a preliminary theoretical framework, the study uses perspectives from the Service-Dominant Logic theory to establish the theoretical foundation. Then, using the Co-creation process model developed by Dollinger, Lodge, and Coates (2018), evaluation survey research was conducted at Vietnam National University, Hanoi (VNU), with 209 respondents. We use SmartPLS4 software to analyze the Partial Least Squares Structural Equation Modeling (PLS-SEM).
Finding: First, qualitative research demonstrates that: (1) The majority of interviewees have participated in co-creation activities, even though this concept has received little attention; (2) Co-creation activities not only produce positive values but also produce negative values at a low rate in the Co-creation process. Second, quantitative research has determined that (1) co-production and value-in-use have a positive effect on the co-creation process, and (2) co-creation activities have a significant effect on the three outcomes presented in the analysis. Nevertheless, there is a distinction between the two samples. For sample of lecturers, co-production has the most significant effect on the co-creation 9 process, and co-creation activities have the most significant effect on relational benefits.
While for students, Value-in-use has a more significant influence on the Co-creation process, and the Value of co-creation activities is most apparent in the knowledge they acquire. Implications: In terms of theoretical implications, this study has an improvement from previous research by examining barriers affecting lecturers and students when creating value together. Furthermore, research shows that Co-creation activities can produce positive and negative values for relationships, knowledge, or confidence in the Co-creation process. For practical implications, Co-creation activities have the most negligible impact on the benefits of Innovation for both the lecturer and the student.
Achieving Innovation requires significant time, knowledge, and skills (Cai, Ma, & Chen, 2020). Future studies can evaluate the impact later when implementing consecutive Co-creation activities and thus assess whether it brings innovation. Originality/value: Co-creation process has many obstacles and requires many lecturer and student resources; it is also straightforward to prevent students from losing motivation for engagement. However, reducing the power imbalance, increasing interaction between lecturers and students, and enhancing students' self-study skills will be the three most important factors for the success of value co-creation in the teaching and learning process.
Keywords: Co-creation, Higher education, S-D Logic, Value, Vietnam Education. Research Motivation As a student of VNU-IS, I want before I graduate to do something meaningful with the school, really attached to the school so that my four years of youth at school can be ended to the fullest. Therefore, educational activities at school are something that I aim for and have a desire to do. Although there are many studies related to this field at school from the school or lecturers, from the student's perspective, I can better understand the factors that affect motivation, barriers, and real value from my position as a student.
Because I have been the person who went through the learning process and absorbed knowledge from the lecturers in the class, courses with different lecturers and other learning methods have different effects. Typically, there are classes where the gap between lecturers and students is so significant that students show signs of being afraid to ask questions and needing to be more proactive in receiving knowledge, thereby affecting learning outcomes. But besides that, there are also classes where the lecturers' teaching methods are very new, as well as most of the students are active in acquiring knowledge, so the learning results are somewhat better than those of other lecturers in the other class even though it's the same subject. Besides, the Co-creation phenomenon is relatively new, and there needs to be more research, especially for the higher education environment, which is considered a highly interactive and knowledge-intensive service.
But research in Vietnam only focuses on research in fields such as e-commerce or health. Still, there needs to be research focusing on co-creation research in the field of education, significantly higher education, where the rate of interaction and sharing will significantly influence the output of the learning and teaching process. 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 undergone significant innovation and development, but the quality of education still has several things that could be improved that could be improved.
Programs focus primarily on teaching and learning specialized knowledge that is only partially applicable in practice; the innovative approach to teaching and learning is quality facilities that must meet learning and research requirements. More self-study and critical reasoning skills exist among students. The value co-creation activity is one of the most effective methods for addressing these issues, as it encourages learners to provide educational services, design educational products, and fulfill learning and social requirements (Liu, van Marrewijk, Houwing, & Hertogh, 2019). This study laid the groundwork for why co-creation, or collaboration between students and faculty, is crucial in the contemporary context of higher education.
This research will provide information and evidence regarding how students utilize and incorporate resources into the co-creation process, also known as the lecturer role. Students will not only use their acquired knowledge, skills, and experience to participate in Co-creation activities, but they will also derive value from this process and be able to apply it to their development. Comprehensive development in the context of higher education (this value concept will be discussed in greater detail in Chapter 4). Research objectives, research questions & research scope This study aims to better understand value co-creation in higher education.
For quantitative search, the main goal of the study is to figure out how resources like CoP and ViU affect the co-creation process, thereby predicting the values that lecturers and students can attain. 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? 12 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 research covers higher education in the Vietnam National University for learning and teaching activities. The central aim of this research is to ascertain the link between lecturers and students in the cocreation process for the role of successful educational outcomes. The following section will outline some of the thesis contexts to be explored in subsequent chapters. Research Methods Much research has been conducted on Value Co-creation in the context of higher education, covering a wide range of topics.
However, in a recent methodological article, Zhang, Jahromi, and Kizildag (2018) argues that Co-creation research projects that initiate measurement processes without appropriate conceptual frameworks are scientifically unsound. Alves (2022), 28% of publications in higher education research utilized a quantitative technique, 56% used qualitative approaches to analysis, and 16% used a mixed methodology. The methods of data collection used in quantitative research include questionnaires and assessments and academic and cognitive tests. In contrast, the qualitative methods used include interviews, case studies, findings and focus groups in qualitative studies (A Bryman, 2012).