Maicon
da Silva
Universidade
de Santa Cruz do Sul, Brazil
E-mail: maicon213@bol.com.br
Luis
Carlos Alves da Silva
Universidade
de Santa Cruz do Sul, Brazil
E-mail: luiscarlosalves0207@gmail.com
Flávio
Régio Brambilla
Universidade
de Santa Cruz do Sul, Brazil
E-mail: flaviobr@unisc.br
Submission: 3/25/2019
Revision: 9/19/2019
Accept: 10/2/2019
ABSTRACT
This
article aimed to analyze the life quality in a private higher education
institution, from the point of view of students, through the value co-creation
in higher education. Methodologically, research is characterized as a case
study, and the unit of analysis was a University located in the Rio Pardo/RS
Valley, in the south of Brazil where five students from the courses of
administration and accounting sciences were selected to apply the research. The
data collection was done through interviews, carried out through there is a
script of questions previously established. The results highlight that the life
quality in the university is directly related to the co-creation, on the one
hand there is the desire to learn from the students and on the other the
quality of the information that is passed on to them. The research also shows
that the quality of life in the University is directly linked to student
satisfaction and value creation, resulting from individual or joint actions
(institution, professor and student).
Keywords: Value Co-creation;
Private Higher Education; Life Quality at the University
1.
INTRODUCTION
In the current context, private
education institutions aim to remain stable and well-placed in the market, it
is not enough for the institution to guarantee the quality of the technical aspects
of the teaching process, it is necessary to invest in the people involved, so
that they are able to improve the quality of the service offered.
In a competitive scenario, it is noticed that educational
institutions are constantly changing, adapting the demands of their target
audience (students), this process of change occurs through the approximation
between both parties, creating an environment that enables the dialogue for the
construction of an educational plan that meets all the parties involved, and
with desired quality.
Benjamin (1994) has revealed that,
since the 80's, the QV theme of university students has been researched, and it
follows, with both objective and subjective approach. The first one concerns
the degree of satisfaction of the student's needs, according to their
socioeconomic development, while the second concerns the subject's well-being,
as well as their perception of the level of personal fulfillment in individual
and collective settings (OLIVEIRA; CIAMPONE, 2008).
Cunha
and Carrilho (2005) point out that the individual's entrance into higher
education is accompanied by a series of adaptations, from those related to the
new routine to those inherent to academic expectations. However, new behaviors
are often adopted by students at this stage, and these can impact positively or
negatively on the individual's QV.
The
concept of QV was then defined in a unified and cross-cultural way by WHO as
the "individual perception of their position in life in the context of the
culture and value systems in which they live and in relation to their goals,
expectations, standards and concerns "(THE WHOQOL GROUP, 1995, p.1405).
On
the other hand, students' QV has been understood as the "[…] perception of
satisfaction and happiness on the part of the student in relation to multiple
domains of life in light of relevant psychosocial and contextual factors and
structures of personal meanings "(OLIVEIRA; CIAMPONE, 2008, page 58).
Still, QV can represent happiness,
harmony, health, prosperity, living well, earning a living wage, having love
and family, being able to conciliate leisure and work, freedom of expression,
security, as well as all this set of attributes and / or benefits (QUEIROZ;
ASSIS, 2004).
It is known that higher courses are
offered in the day, evening, night and full-time shifts, depending on the
course and higher education institution chosen by the student (SAUPE, 2002).
Each shift can, in turn, present different characteristics within an academic
routine.
However,
the information about the QV of university students is scarce, and the few
studies available in the literature have a cross-sectional design. The
advancement of knowledge about changes in QV during higher education may be
relevant to program actions to promote health and improve the living conditions
of this part of the population (CRUZ; GORDIA; QUADROS, 2014).
For
the better understanding, the importance of the theme of value creation linked
to the quality of life of university students, the term quality of life (QV)
has been used in the last decades by the media, by academics and in everyday
conversations. Thus, the present study had as objective to analyze the quality
of life of the university students of the courses of administration and
accounting sciences in a University situated in the Valley of Rio Pardo / RS.
However, even though QV is becoming
a common expression in the everyday life of university students, it is
necessary to link QV with value creation, that is, it is possible to link
actions that stimulate value creation between teachers and students in private
higher education, on the aegis of quality of life in university.
In
this sense, the importance of this article in marketing management is related
to the fact that research is aligned with different contexts related to value
creation, but specifically the quality of life of university students. For when
an organization decides to co-create it means that it is willing to invite its
client (student) to immerse himself in the process of co-creation in a broad
way, taking care of all its peculiarities. That's right: when the institution
of education through its teachers is concerned about the quality of life of
university students, it has a relevant role in the training of these students.
From
this aegis, we seek to list the objections about studies on value creation,
based on an analysis of the quality of life of the students in a University
located in the Rio Pardo / RS Valley. To achieve the study goal, the paper was
structured in five sections, including this introduction. In section 2, the
theoretical synthesis about the theme and its contextualization’s is presented;
followed by section 3 that presents the methodological aspects. The
presentation of results is performed in section 4, and section 5 presents the
final considerations.
2.
THEORETICAL FOUNDATION
2.1.
Value Co-creation
The
last decades have been marked by the speed of information and yearning for the
new. This scenario has led companies to a race for innovation, where the one
that first offers the latest in products and services tends to get the best
results. In order to remain competitive, a company must be innovative, but it
is no longer enough that it is only in the products and services it offers, it
is necessary to take this innovation to all points of interaction with the
customer, focusing on the experience to obtain differentiation in a world many
equivalent and similar possibilities. This is one of the main points addressed
by the premise of value creation, which in the last decade has been studied and
improved, as well as applied in large companies such as Wikipedia, Nike, Fiat
and Starbucks (LUSCH;
VARGO, 2006a; LUSCH; VARGO, 2006b; LUSCH; VARGO; O’BRIEN, 2007; PINI, 2009).
The
topic of value creation is still recent, but discussions about it gain momentum
as it evolves into the establishment of a networked society, and client
behavior resembles that described by Prahalad and Ramaswamy (2004), in which
active participation of the consumer becomes a form of differentiation
vis-à-vis competitors. The value-co-creation study is relevant to a number of
understandings about how the joint-creation processes between business and
customers occur. In order to demonstrate the relevance of the theme, it is
pertinent to mention studies carried out in the supermarket sectors in
historical perspective (ALEXANDER et al, 2008); furniture (ANDREU; SÁNCHEZ;
MELE, 2010); hotel (CHATHOTH et
al., 2013 e SHAW; BAILEY; WILLIAMS, 2010) and medical
services (DELLANDE; GILLY; GRAHAM; 2004; GALLAN et al., 2013; MCCOLL-KENNEDY et al., 2012). Also,
the actions of co-creation on the Internet and its tools (FULLER
et al., 2009; GRANT; CLARKE; KYRIAZIS, 2010; MARANDI; LITTLE; HUGHES, 2010) and
financial services (AUH
et al., 2007).
For Payne, Storbacka and Frow (2008,
p.84) "the customer is always a value co-creator". The authors
believe that there is no value until an offer is used, and the customer's
experience and perception in it is essential for value determination. Holbrook
(2002) defines consumer value as an "interactive experience of
relativistic experience". That is, what defines what is valuable to a
client is the interaction experience. Moreover, co-creation, or coproduction,
is nothing more than the occurrence of an active participation of the consumer
in the service, generating greater value through customization and, culminating
in satisfaction (PRAHALAD; RAMASWAMY, 2004).
In this way, co-creation as an
innovative factor and value aggregator, has a great ability to please the
client. In this new strategy, companies not only interact with customers to
offer customized services, but also develop and strengthen operational
capabilities (WIND; RANGASWAMY, 2001). If the customer participates in the
creation of the product that he wants to acquire, the chances that this product
will generate satisfaction and loyalty behaviors are superlative.
The wide variety of products and
services offered by organizations does not always result in better consumer
experiences; In this scenario, certain companies adopt value creation -
customer participation in the production process - to innovate in the business
model, adding value to their offer, and thus seeking to differentiate
themselves from other companies (ZMOGINSKI et al., 2009). The process of value
creation was focused on the ability of companies to respond to market demands
in relation to basic customer needs and price (VARGO; LUSCH, 2008).
According to Moraes and Manzini
(2009), active clients seek more than products and services, they seek
experiences, but emphasize that co-creation and experience as a real value
offer are still far from the companies today. Larger, better-structured
companies were considered "potential co-creators". They are market
oriented and aim to create value through customer relationships as they
recognize that business opportunities grow from interactions.
2.2.
Life quality at
the University
The
study of the quality of life in the university allows to determine which
factors are being seen by the individuals as positive or negative, and this
brings benefits, because knowing the quality of life of a certain individual or
population is possible to act in the aspects that are not favoring a better
quality of life (OLIVEIRA, 2006).
Nahas
(2003) argues that lifestyle can affect people's QV and, therefore, the subject
should be concerned with changing daily habits, when necessary, in the pursuit
of well-being and, above all, being aware of its benefits for the health care
in all fields, including academic activities.
However,
we can define the QVU as the strategic management of organizational and
institutional resources, capable of providing an environment in the university
that favors the satisfaction of the people and consequent gain in productivity
of university students. Meeting the needs and expectations of students
attending university, as well as providing a pleasant and warm environment
improves the performance of students as university students, because they:
minimize the physical, psychological and social damages caused by over-study in
the daily tasks taught by teachers College students. Moreover, the QVU can also
be defined with a movement of appreciation of the human being within the
context of the university, as well as recognition of the relevance of people to
the effectiveness of any organization/institution (MENDONÇA, 2013).
The
QVU in the perspective of the educational service, especially in the University
located in the Rio Pardo / RS valley, presents particularities, mainly due to
its culture and organizational complexity. According to Almeida (1994), the
literature considers universities complex because of their status as a
specialized institution and its own characteristics, such as: the nature of the
work developed there, the technology used, the human resources that work in it,
as well as your customers. For Morin (1996), the complexity of reality means
confronting paradoxes and uncertainties, as well as introducing the metaphor of
life itself, with its fluxes and refluxes, order and disorder, as an
explanatory of the dynamics of organizations.
According
to Chamon (2011), the QVU is another stage of the current process of
development of Administrative Theories, since it was from these, that the
concern with the living conditions inside and outside the university began, in
order to adapt the institutions of teaching to competitiveness established in
the external environment. According to Nadler and Lawler (1983), Quality of
Life at University is a way of thinking about people, work and educational
institutions, as well as about the impacts on people and organizational
effectiveness.
Fernandes
(1996), the QVU is a growing concern of all educational institutions that seek
competitiveness in increasingly globalized markets, emphasizing that university
students are the main differentiating element, as well as the agent responsible
for the success of any institution. teaching. France (2011) reinforces that the
QVU represents [...] from the point of view of the educational institution, the
need to value university students, the definition of procedures for the task
itself, care for the physical environment and good standards relationship.
2.3.
Value
Co-creation as a life quality at the University
According
to Tombolato (2005), many university students who experience the concomitant
scenario of being a worker and university student find intrinsic conditions in
Brazil. Currently, work has become an essential interest and education has been
a competitive differential of inclusion in the labor market, which has
increasingly increased the demand for higher education, and the constant search
for the quality of life in university linked to Prahalad and Ramaswamy (2004a) understand that value creation can be defined as the
active participation of the consumer (student) generating higher performance
and value in the service, and later satisfaction as a quality of life in the
University service.
In
this way, the University, for most students, is the transition period from
adolescence to adulthood. It is a period of search and fulfillment of the sense
of individuality (GREENE et al., 2011), and, at the same time, a period of
building social relations with others and that the university itself can
provide (HU et al., 2011). Thus, in order to truly transform value creation as
a quality of life in university, the student needs to understand how his
perceptions generate value in the base of the relationship with the university,
making it imperative to know the environment in which it will be inserted,
providing value as a university student (RUST, ZEMITHAM; LEMON, 2001).
For a
better understanding, the ability and ability of educational institutions to
engage their students in co-value is a strategy that not only leads to the
customization of products and / or services that accompany the new demands of
students, but also to the strengthening of competitiveness of the higher
education institution in relation to its competitors (ZHANG, CHEN, 2006).
However, the interest in knowing about the QoL of the higher education student
linked to value creation is recent (CATUNDA, 2008). As for research relating
quality of life to other influential variables, there is a limited number of
investigations (CIESLAK, 2012).
In
this context, for many students, this may be the first time that they live far
from their parents, their homes and their initial social life, which can cause
doubts, confusion and anxiety. The literature shows that the absence of social
and emotional support for university students can lead to the experience of
social and emotional solitude (OZDEMIR, 2008). Watching television, reading,
social activities, attending parties, and drinking alcohol and other drugs can
not only signal a state of solitude, but also be adaptive strategies to
overcome this unpleasant and stressful experience (IEH, 2002).
Given
the above, the role of the teacher has been highlighted as of great importance
when it acts as a facilitator for the adaptation of the student to the first
contacts with the university, helping the same in its adaptation and seeking
throughout the period of the university that the student can have a good
quality of life as a university student. An example of co-creation,
differentiating this from other concepts such as experiences and interaction
(although members of the idea of co-creating), is the educational
scenario, where students with different expectations are attended by teachers and
even in a group, or group, it is possible to attend different demands, and thus
to achieve co-creation as a quality of life at university (BRAMBILLA, 2011).
The focus of co-creation is always to seek the best composition of value to the
individual consumer (student).
In
some contexts, co-creation is not only desired, but essential to the generation
of value. It is the case of teaching, where institution and students should be
concerned with the effective result of the service, through the development of
expected competences, such as cognition and logical reasoning (BRAMBILLA,
2011). In the context of education (university), quality of life is seen in a
broad sense, seeking to understand basic human needs and focusing on the
promotion of education as the most relevant intervention to promote quality of
life in university (MINAYO et al., 2000).
3.
METHODOLOGY
The
methodological process of this article begins with the description of the type
of research, it follows with the description of the case that was studied,
explains and defines what type of instrument was used to delimit the study and,
finally, describes how the process of interview and details the treatment of
the data obtained. Due to the breadth of this work, this research adopts as
methodology a qualitative exploratory descriptive research type formulation,
using as method the case study, through semi-structured interviews in depth
with five (5) students of the courses of administration and accounting sciences
of a University located in the Pardo River Valley / RS.
Qualitative
analysis made possible a deepening on the theme of value creation. Through an
analysis of the quality of life in a Private University located in Rio Pardo-RS
Valley, from the collection of information, perceptions and experience of the
interviewees to analyze them and present them in a structured way. Among the
main qualities of this approach is the flexibility of allowing the respondent
to define the terms of response and the interviewer to freely adjust the
questions.
In
this sense, the theme co-creation, more specifically as quality of life in the
university is still little explored in the academic and managerial context,
being that from the studies of Vargo and Lusch (2004a), it is that authors
increased the discussion of the co-creation of value between (2003), and in
this paper, the results of the study are presented in this paper (PRAHALAD; RAMASWAY, 2004;
BALLANTYNE; VAREY, 2006; PAYNE et al., 2008). In the
Brazilian context, the approach is even more recent (TROCCOLI, 2009, SANTOS,
BRASIL, 2009, BRASIL et al., 2010). According to Yin (2003), exploratory
studies based on a case study have as main objective the understanding of a
phenomenon, based on situations in which the existence of hypotheses is not
present.
For
a better understanding, Yin (2015) points out that the main tendency in all
types of case studies is that he tries to clarify a decision or a set of
decisions: why this decision was made, as and what results were obtained. Based
on this premise, we sought to understand peculiarities that the "HEI"
has applied in its program, consisting of the means that can contribute in the
co-creation of value tied to the quality of life of university students.
Gil,
(2009) points out that the process of data collection in the case study is more
complex than that of other research modalities. This is because most of the
research uses a single basic technique for obtaining data, although other
techniques can be used in a complementary way. Case study requires more than
one technique. This is a basic principle that cannot be ruled out.
In
this way, the research was carried out based on a script of previously
established questions, with five (5) students of the courses of administration
and accounting sciences of a University located in the Rio Pardo / RS Valley.
It is important to emphasize that the semi-structured interview, individual and
in depth, is a methodological resource that seeks, based on theories and
assumptions defined by the researcher, to collect answers from the experience
of a source, selected for having information that one wishes to know. This
script had open and focused questions that provided the interviewer with the
flexibility to sort and formulate the questions during the interview.
It
is added that in the educational services offered by the university, mainly
focused on the quality of life of university students, it is necessary to
propose the interaction between teacher and student, in other words, there is a
favorable environment for the co-creation to occur. For example, students in a
particular course should explain what they want and what they are looking for
as academics of a particular university, so that the outcome of the service is
satisfactory, as well as, the university provides an environment in which
students can not only study an environment that provides them with a good
quality of life.
4.
PRESENTATION AND DISCUSSION OF
RESULTS
The present research is related to
the analysis of the quality of life in a University located in the Rio Pardo /
RS Valley, linked to value creation. At the same time that the number of
university students is increasing, it is also that of university avoidance,
which can be caused by a lack of motivation to learn or to other variables
related to quality of life as academics of universities. On the other hand,
there is an expectation about the choices of each university student that is
linked to the personal perception of cognitive skills, that is: "What is their perception of quality
of life as a student of a higher education?"
[...] During
graduation, the academic does not always have a good quality of life, since he
does not "spare" much time to dedicate himself, aside from his own
physical and emotional well-being (A4) [...] The quality of life is good, but
it requires discipline because we need dedication to studies and to make
sacrifices, such as sleeping less, leaving every weekend, sometimes leaving the
family a little aside (A5).
In
this sense, there are self-expectations from the moment of entry, linked to
personal constructs that are susceptible to confirmation or not, and can change
or cease to exist, according to the changes that occur throughout academic life
and that can generate difficulties for the student to integrate into university
life (MORENO, SOARES, 2014).
According
to Nadelson and Semmelroth (2013), students' initial expectations are generally
good with respect to what they will find at university. A set of previous
experiences in different fields of life, such as professional, social and
family, influence the diverse choices and trajectory of the student in his
academic life. Bzuneck (2004) points out that the learning goal appears related
to positive results, to the effort and persistence in the search for knowledge
and in the improvement of the abilities, being, in this way, propeller of
intellectual growth.
For
a better understanding, in a highly competitive and dynamic environment it is
imperative that higher education institutions operate their processes in order
to add value to the educational services offered to students. It can be argued,
then, that in the long term, the expectations of the students at a given
moment, are less demanding than their real needs. In this way, clients'
expectations will change, becoming more demanding as more suppliers are able to
better meet their needs, with the following question: "Why should HEIs care about providing educational services of
Quality?"
[...] Why do people want a
strong education with good professionals as teachers (A1) [...] Why did the
teaching reflect directly on the qualification and learning in which the
student will apply in their professional life (A3) [...] Besides that not
offering quality services, it directly influences the reputation of the HEI in
the market, and can be taxed as an institution that does not care about the
optimal availability of education (A4).
The
market is increasingly demanding and selective, privileging those educational
institutions that meet their students with efficiency, flexibility, speed and
quality. Today, differentiation is mainly due to the search for quality in
processes, goods and services. This is evidenced by the market, which values
more and more certified and accredited products and / or
services. The continued pursuit of student satisfaction gains even more
importance. Therefore, the area of education has significant
importance in the life of the student in which the student currently chooses
several reasons for completing a college course and is more demanding regarding
the quality of life that the university will provide to the current students
and potential new ones.
According
to Tombolato (2005), the daily life of many young people and adults who
experience the concomitant scenario of being a worker and university student,
finds intrinsic conditions in Brazil. Currently, work has become an essential
interest and schooling has been a competitive differential of inclusion in the
labor market, which has increasingly increased the demand for higher education
linked to the quality of life that the university can provide this student,
counting on the requirement, for some, to remain in double-working day, that
is, working and studying.
In
view of the above, the activities carried out by higher education institutions
are classified as providing educational services. Therefore, it is imperative
to verify the peculiarities and implications of the nature of this activity, as
well as the correlation between services, their quality, and customer
satisfaction. Therefore, "why
should teachers and students be partners of their respective "HEIs"
in which they are linked?”
[...] To obtain a quality
education (A2) [...] The partnership is a two-way street, where the institution
offers conditions for good learning, teachers and students will enjoy and enjoy
presenting to all how good that institution is, that is, the two are gaining
knowledge and good reputation (A4).
In
view of the perception of the services offered by the university to the
students, it is not enough that they arrive at these through the mere provision
of educational service, but the main thing is to offer these students a quality
of life in the university so that the same ones throughout the university
environment, where it is necessary to offer a good service that meets the
expectations of all those involved in this process, which envisages context,
student satisfaction. In this sense, when the HEI does not offer quality
educational service directly influences its reputation in the market, it can be
taxed as an institution that does not value the good quality of education.
Nowadays,
the very meaning of the university's existence does not seem so clear, and it
can be seen that, in addition to criticism from specialized sectors, a kind of
generalized questioning, diffused throughout the social body, is becoming more
and more present and explicit. The general feeling of frustration over
unfulfilled expectations and unfulfilled promises of the development and
progress of societies, the devaluation of the elaborate culture, and the
trivialization of references in all sectors of human life are widespread causes
that also lead to the devaluation of university.
The
significance of the university is diluted in this entanglement of ideas and
propositions that are being formulated in the present moment as an indication
that humanity would have entered a new era that would surpass everything that
it had built and accumulated. In this sense, we have the following question: "Why should the university make a
commitment to the people who give life to it?"
[...] Why they are the ones who move the university
without them the university does not develop (A1) [...] Why the university
depends on all the people who are involved with it, so that it continues
teaching the community (A3) [...] A world where people are increasingly fragile
is very important to invest in people and to show that they are important to
feel useful and fulfilled (A4).
People
who are involved in university and who give life to it, make the university
work day by day, and bring success or failure, from the moment we feel part of
the university we take the initiative to do different. For, it is understood
that we are part of this entity and we have the expectation of leaving a brand
of its own in the institution of higher education, ie, this happens only when
the university provides the space for the development of people.
In
the same way, the human being is a fragile being that needs attention and care.
Without this care, this can lead to several problems: depression, anxiety,
anxiety and various diseases linked to this feeling of isolation. are regarded
as evil of the century). It is well known that it is of the utmost importance
for universities to value and invest in people, that is, without them, there
would be no one to enjoy the educational services provided by universities.
When
imagining this universal context, where human beings often do not interact with
one another or simply cannot stand to live side by side, one perceives a
universe of absolute chaos and individualistic people. When these feelings are
focused on the co-creation of value as a quality of life in the university, the
interactions between these human beings (people) give us an exchange of
experiences that add value and facilitate the understanding of the available
knowledge (both those passed by teachers and those available on the media at
any second).
Also,
it is possible to consider multiple definitions of value creation linked to the
quality of life at the university, with aspects of the areas of marketing
administration, management and education, and of health promotion, adding a
more practical vision, one can define when there is value co-creation, and when
there is no co-creation of value tied to the quality of life in the university,
in a given context, according to Table 1.
Table 1: Lack of Quality of
Life in the University
|
DEPRESSION |
ANGUISH |
ISOLATION |
ANXIETY |
LACK OF CONCENTRATION |
WITHOUT SLEEP |
TIREDNESS |
LEAVE THE FAMILY ON THE SIDE |
LACK OF PERSONAL CARE |
Source: prepared
by the authors, based on the research.
In
this sense, being a student of higher education requires a lot of self-giving,
and consequently performing simultaneous tasks at the same time, since besides
studies, have employment, family, friends, among others. Thus, Table 1, in its
context due to lack of quality of life in university, is a key element in the
health-disease process of these academics as students of higher education.
On
the other hand, the context associated to the respective figure brings to each
individual (university students) physical, psychological, social, environmental
aspects and the subjectivity of this individual's perception about life itself.
For a better understanding, as QVU is being neglected it becomes an
irreversible fact, through the factors that are related in table 1, causing impacts
and consequences directly on the health of university students.
The
quality of life in the university, linked to value creation, goes through the
lifestyle oriented to the behavior acquired by the decision person, under the
social and / or cultural influence that can influence the quality of life and
the health of these university students (VILARTA; GONÇALVES, 2004). At present,
a large number of researchers suggest that health (physical domain), material
goods, social conditions, environment, social relations, psychological and
emotional well-being are determinants of quality of life (CUMMINS, 1997; HUUSKO, 2006;
MUURINEN et al., 2009).
Therefore,
to co-operate in the university environment and attain the quality of life as
university students of a certain university, is to be willing to face and go
through a transition process, and overcome the lack of quality of life
(associated with diseases of the Thus, it is important that the university
should provide its students with an environment in which they can co-create
value in the university, and at the same time, students feel motivated to be
attending a certain university, which provide students with good quality of
life conditions, as well as, be on the side of the student offering quality
university education. Table 2 exemplifies when there is value co-creation
linked to the quality of life in the university.
Table 2: Value Co-creation as
Quality of Life in the University
|
|
|
Value Creation as Quality of Life at the University |
|
* Participation * Interaction * Teaching Process and learning * Value * Exchange of Experiences |
* Motivation * Satisfaction * Happiness * Welfare * Feeling of Comfort *Tranquility |
|
Source: prepared
by the authors, based on the research.
Gonçalves
and Vilarta (2004) establish that Quality of Life deals with both objective and
subjective spheres of perception. The objective sphere (condition and way of
life) considers factors such as food, housing, access to health, employment,
basic sanitation, education, transportation, that is, survival needs specific
to our society, materials to be consumed.
The
subjective (lifestyle) also takes into account concrete questions, but
considers historical, social, cultural and individual interpretation variables
on the conditions of material goods and services of the subject, covering
emotional aspects, expectations and possibilities of the individuals or groups
in relation to their achievements, and the subjects' perception of their own
lives, including immeasurable questions such as pleasure, happiness, anguish
and sadness, which can be summarized in table 2.
In
this way, the co-creation of value linked to the quality of life in the
university, has as main focus the promotion of the health of university
students, that is, not only offer quality university education, but the
university should be concerned with the well- being of its students, since a
university committed to personal development of its students will be inserting
qualified professionals in the labor market, as well as, they will be bearing
the name of the university that provided them with adequate and accessible
conditions (quality of life) as academics of university.
In
this sense, the factors that influence the perception of quality of life of the
subjects in the universities. And in all of them, both the components connected
to the objective sphere and the subjective sphere play an important role. Thus,
any insertion on such a perspective should consider as many actions related to
access to products and / or services as to the possibilities of choice
available to these people, providing the co-creation of value tied to the
quality of life in the university (MARQUES, 2007).
5.
FINAL CONSIDERATIONS
The
present study analyzed the co-creation of value linked to the quality of life
in a University located in the Vale do Rio Pardo / RS, through five (5)
interviews with students of the course of administration and accounting
sciences of said university under study. In this sense, the offer of the
educational service aligned to the quality of life in the university, is linked
to the personal and professional expectations of each student, where the
academic life brings us a reflection about our personal transformations,
besides the university provide its students with conditions health promotion.
Faced
with this demand, educational institutions should be prepared to promote, in
addition to cognitive and professional development, the personal, affective and
social development of students (SCHLEICH, 2006). Becoming a college student
represents a new phase in the lives of many students entering higher education.
This new phase implies changes and an adaptation to this new reality, which can
generate anxieties and even interfere in academic performance, that is, the
university must be prepared to provide students in the university environment
with a quality of life in which the student is pleased to be attending a
certain university. (SCHLEICH, 2006; FERRAZ; PEREIRA, 2002).
In
addition, it should be considered that the lifestyle of university students
involves risky and unhealthy behaviors that can compromise both health and
quality of life, as this transition period to higher education can change the
way of life in the related aspects eating habits, sleep habits, physical
exercise practices, consumption of alcohol, tobacco and even other drugs
(MARTINS; PACHECO; JESUS, 2008).
Also,
it was evidenced in this study, through the interview conducted with five (5)
students of the courses of administration and science of an IES of Vale do Rio
Pardo - RS, in which they reported that upon entering university life changed
completely, as well as, the main objective of the university is to pass the
knowledge and contribute to the process of teaching learning of these
university students.
Likewise,
the HEIs, by providing a quality environment for the students, will be
investing in their respective university students, where this partner has much
to gain, in other words, they add the efforts to achieve the success of both
parties, where we live in a world with increasingly fragile people.
In
this sense, the delivery of the educational service should be linked to the
interests of the students, but without neglecting the interests of the
university and the teachers. Another gap is observed in Voss, Gruber and
Szmigin (2007), because in the context of higher education service, in terms of
quality, knowledge about consumer expectations (students) as well as metrics is
lacking. It is required instruments that determine the quality of the actions
aimed at value creation as quality of life in the university, and that include
the capture of the levels of service provided, contemplating precepts such as
perception of performance and satisfaction.
Like
all qualitative research in depth, the present research does not aim to arrive
at hypothesis tests or affirm positive findings, the analysis focused on the
relationship between teacher and student, as well as, what the university can
offer its students in question of quality of life, as the quality of life of
university students often falls into the background, and ultimately endangers
the health of these students.
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