A
BIBLIOGRAPHICAL ANALYSIS IN THE LITERATURE OF VALUE CO-CREATION IN PRIVATE
HIGHER EDUCATION BETWEEN THE YEARS 2006 TO 2016
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: 10/5/2019
Accept: 10/22/2019
ABSTRACT
The present research aims to present a bibliographical analysis of scientific publications on the theme "value co-creation in private higher education", carried out from 2006 to 2016. Methodologically, this article was carried out through a bibliographical survey, with the objective of selecting the publications made in scientific journals in the pre-stipulated period. Form 54 publications were selected. It was observed that in the year 2016 there were the highest number of publications (10), already years of 2006, 2007 and 2013 were the ones with the lowest number of publications (2). Also, it was identified that the authors that obtained the most prominence in the research were Robert F. Lusch and Stephen L. Vargo, where they obtained (5) publications each. In relation to the most published journals on the subject were Journal of Business Research and Journal of Service Management, with (3) publications each. In this context, it was possible to note that the words that were the most successful in high repetition were: value co-creation, logic dominant of service, value, service. The relevance of this research comes from the moment that value co-creation is seen as an important tool for marketing administration allowing for constant improvements through the exchange of experiences between teachers and students in the classroom environment. Thus, in private higher education, student satisfaction and value creation are the result of individual or joint actions (institution, teacher and student).
Keywords: Value Co-creation, Private Higher Education, Classroom.
1.
INTRODUCTION
The market goes through
transformations that form a dynamic and complex context for organizations that
are inserted. In this context are the companies that have access to information
with greater agility to convert such information on benefits, capturing the
essence of marketing and surpassing the expectations of its customers (MATIAS
et al., 2015).
When part of the
presupposition that the organizational environment goes through a time of great
complexity and dynamism, organizations need to find ways to generate
competitive advantage in your market, creating a determining factor between
organizational success or failure as well as a factor of organizational competitiveness.
The competitive
advantage can be conceptualized as the biggest difference between the
production costs and the disposal of the client to pay for the product
(GHEMAWAT, 2007). In higher education, despite the difficulty of dealing with a
relationship between consumer and product on the basis of the activity substantivities
the discussion between the earned value between students and their perception
in the process of teaching and learning becomes a challenge for institutions of
higher education.
For a better
understanding, it is necessary to understand what the market needs to offer
services with a higher value from competitors to meet these demands, that is,
“the idea of greater interactivity between the institutions, students and the
experiences generated at the meeting may represent consumer value (PAYNE;
STORBACKA; FROW, 2008, p. 243)”.
Along the same lines,
in recent years the market environment has been characterized by striking
changes, marked by a scenario of technological development, offer of similar
products between competitors and, consequently, greater competition,
determining to the companies the need to explore new approaches to the creation
of value (RAMASWAMY, 2009a).
Thus, during the
purchase or delivery of goods and / or services, the parties may interact, and
in this interaction, according to Grönroos (2011), in this path that
opportunities for value co-creation occur or arise. Value co-creation, as
defined by Grönroos and Ravald (2011), is a process of providing resources for
customer use that must transform them into value. In this sense, the process of
value co-creation is a topic that has been discussed in the last decade, and
also in academia, mainly by the few researches that demonstrate in practice how
and when consumers interact with organizations in order to value co-creation
(WOODRUFF; FLINT, 2006; PAYNE; STORBACKA; FROW, 2007).
Co-creation, or
co-production, is nothing more than the occurrence of active consumer
participation in the service, generating added value through customization, and
culminating in satisfaction (PRAHALAD; RAMASWAMY, 2004a). For Troccoli (2010),
the essence of co-creation in services is the search for a better composition
of consumer value, meeting their individual interests.
Given this question and
the importance of value co-creation for organizations and academia, the
literature review aims to analyze publications related to co-creation of value
in private higher education, focusing on the last decade, that is, between 2006
and 2016, from the database available on the Capes Portal, and the theoretical
contribution that these publications bring to a better understanding of the
proposed theme.
Following this context,
it is possible to commit actions that encourage value co-creation between teachers
and students in higher education private, on aegis of quality in higher
education. Under is perspective, through the elaboration of a descriptive
study, which has as general objective: to present the objections about the value
co-creation in private higher education through a literature review of
publications of the last decade comprehend the years 2006 to 2016.
In this sense, the
importance of this article in the administration of marketing, relates to the
fact that the research aligns the different contexts related there is value
co-creation, but specifically in the higher education sector. Therefore, when
an organization decides to co-create means that the same is offering to invite
your customer to dig deep in the process of creating, in a highly collaborative.
This is the same: the consumer in this case, the student shall have the
decisive role in time to create a product and/or service new or even bring
different ideas that help the teaching institution to improve their processes.
It will, in this
article, list the objections about studies on the co-creation of value in
private higher education through a literature review of publications. In this
context, the article was structured into five sections, including this
introduction. In section 2, it presents the theoretical synthesis about the
theme and its contextualization’s; followed by section 3 which presents the
methodological aspects. Presentation of the results is performed in section 4,
and in section 5 are presented the final considerations.
2.
THEORETICAL FOUNDATION
2.1.
Value Co-creation
The theme of co-creation of value is
still recent, and discussions about it gain strength as it evolves to the
establishment of a networked society and customer behavior is similar to that
described by Prahalad and Ramaswamy (2004), in which the active participation
of the consumer becomes a form of differentiation against competitors.
For Payne, Storbacka and Frow (2008,
p. 84) "The customer is always a co-creator of value". The authors
believe that there is no value until an offer is used, and the experience and
perception of the customer therein are essential for the determination of
value. Holbrook (2002) defines value for the consumer as an "interactive
experience of relativistic experience". In other words, what defines what
is valuable to one client is the experience derived from the interaction.
Organizations that wish to compete
in this market, which presents a number of challenges need to change their
structures for value co-creation, making your information transparent and
accessible to all its employees, transforming interactions with its chain of
customers of mere financial transactions, for a significant moment of dialog
and exchange of experiences.
One of the central characteristics
in the process of co-creation of value refers to the high quality of the
interactive processes. These "allow the individual consumer co-create
unique experiences with the firm", a way to generate value and competitive
advantage to the company (PRAHALAD; RAMASWAMY, 2004, p. 7).
The value is viable through a
relationship of creative duality exerted in synergetic initiatives involving
business and consumer. Emphasize Slater and Olson (2000), that the
relationships between vendors and customers/ consumers favor the company known
latent needs of the consumer. This ratio is favorable to develop bids before
that competitors do, providing higher value-added service. A co-disinvolvement
between company and consumer is fundamental because the "Value is
co-create with the consumer" (VARGO; LUSCH, 2004, p. 4).
In this sense, the value is derived
from co-creation to the consumer, and for this type of value creation,
companies not only need to expand customer bases, but refine that feature
(SRIVASTAVA, SHERVANI; FAHEY, 1998). Refers to develop and provide a superior
service, which is intangible asset, to be constructed and protected (SLATER;
OLSON, 2000). The future of the market, for companies that wish to obtain
success, involves understanding what is needed co-creation, having in view the
development of unique experiences co-creation with consumers" (PRAHALAD;
RAMASWAMY, 2004, p. 12).
For this reason, the value
co-creation is a subject of growing importance in marketing literature, and
gained momentum from the publications of Prahalad and Ramaswamy (2004a; 2004b)
and Vargo and Lusch (2004). This logic, the value would not be defined within
the company and delivered to the consumer, but co-creation with him from the
engagement between customer and company (VARGO; LUSCH, 2004).
Thus, the company does not deliver
value, but rather the delivery service and proposes the potential value of the
same, which is co-creation with the consumer (WITELL et al.; KRISTENSSON;
GUSTAFSSON; LÖFGREN, 2011). Therefore, studies on co-creation are relevant,
because it helps to understand how customers will be active elements in the
relationship, not only a target for the company (VARGO; LUSCH, 2004; VARGO;
LUSCH, 2006; VARGO; LUSCH, 2011). In addition, also reveal how the co can
impact on understanding of satisfaction and consumer confidence (MEUTER;
OSTROM; ROUNDTREE, BITNER, 2000; ROMERO; MOLINA, 2011), as well as understand
the goals of clients and companies (RAY et al., 2012) for the construction of
lasting relationships between them (WITELL et al., 2011).
2.2.
Value Co-creation in Private Higher
Education
The co-creation in education,
especially higher, implies the involvement of students in the elaboration of
the results (QIAN, 2006). In the classroom is possible co-creation through
activities such as remedy doubts, both discorded personal touches, such as
discussions and questions, by the interaction in the teaching-learning
environment. Out activity is also important in the co-creation educational.
Kotzé and Plessis (2003) highlight the variety of means to co-creation in
class, being the value resulting from the concept of quality (ALVES; RAPOSO,
2007).
On the other hand, co-creation can
be defined as active consumer participation generating higher performance and
value in the service, and later satisfaction (PRAHALAD; RAMASWAMY, 2004a). In
this sense, Brambilla (2010, p. 16), quotes the following:
[...] An example of co-creation, or co-production (similar terms) is the
educational setting, where students with different expectations are met by
teachers and, even in a group or class, it is possible to meet the different
demands. Professor and University interests, as well as the community, complete
this understanding of co-creation as a broader term that incorporates more than
simple interaction or service delivery […]
In classroom
relationships there is participation and interaction, concepts that form what
is meant by co-creation. Vargo (2008, p. 212) mentions that “value co-creation
always requires involvement”. Co-creation through an exchange relationship
proves to be a source for the generation of educational values in
the service encounter of private higher education (CHUNG, MCLARNEY, 2000;
SILVA, 2003; DONG; EVANS; ZOU, 2008). For example, in Chung and McLarney
(2000), through experiences conducted with students, it was found that the
classroom in order to experience learning, through interaction, provides
results superior to those of passive teaching, despite the difficulties to
learn the conduct of the process. The notion of living the classroom is for the
authors a way to generate higher learning outcomes, greater value generation.
Student participation is a basic criterion for learning, in interaction with
the teacher (FASSINGER, 1995; KOTZÉ; PLESSIS, 2003; ATHANASIOU, 2007; GRANTZ;
KOENING; HARICH, 2009).
Given the importance of
co-creation for the generation of value for students, it is important to
emphasize the complexity of the provision of educational services, since in
this case the student (client) responds for the result of the process of
service provision, ie the academic performance becomes an important part of the
Faculty, Course and Student relationship (MATIAS et al., 2015). Still, in this
scenario, educational services and, specifically, private Higher Education
Institutions (HEIs) have sought to differentiate themselves through the
development of more effective, high quality teaching methods and service
processes (RIBEIRO, 1999; MEYER JÚNIOR; MURPHY, 2003).
According to Hofstatter
(2010), private higher education institutions are in a highly competitive
market, they need to be prepared, both to attract more students and to retain
existing students, so that they do not migrate to competition. Therefore, the
quality of teaching, the value proposition for the students, is necessary.
Abrantes, Seabra and Lajes (2007), Duke (2002), Sierra (2009) and Clayson
(2009) reinforce in their studies the importance of higher education
institutions to be concerned with student learning and the aspects involved in
this process, such as teacher-student interaction and the performance
evaluation process.
In this sense, in the
ambience of higher education, especially in stricto sensu courses, students may
even co-create in the construction of the contents of interest. This idea is
compatible with that of Vargo and Morgan (2005), that the service is a
specialization activity, involving skills and abilities, and knowledge.
Bendapudi and Leone (2003) point out that, in these cases, consumers assume an
active role in the creation of the service. It is known that, in the case of
services, including the Private Higher Education service, “the company is the
main brand” (D'AAVILA; DAMACENA; GARRIDO, 2008, p. 5). Also, that the
organizational image is an important indicator for the appreciation of both the
institution and the service it develops, which culminates in student
satisfaction (ALVES; RAPOSO, 2007). Similar results are found in Bendapudi and
Leone (2001, p. 107), when it is referred to as necessary for success that the
“company must always build a “quality image proactively, continuously and
consistently”.
Interesting is the
perception that one must be more than a consumer of educational services, but
an actor engaged in learning. Young (2005, p. 36) says that active learning
“increases students' perception of their perceived autonomy,” and thus
intrinsic motivation favors learning.
Brambilla and Damacena
(2012) point out that student participation in the classroom is made up of
three variables, which are, respectively, the class profile (which highlights
how participation is performed and how to learn, according to student profiles,
number of students in the class, etc.); the students (it deals with the
individual aspects, but global, and it involves the gender, age range, the
absorption and comprehension capacities of the one proposed by the course); and
teacher (includes interaction with students, teacher qualification and
didactics, and how communication develops between teacher and students). An additional
variable not mentioned by the author may be included, which concerns the
relationship between Institution (staff) and students.
3.
METHODOLOGY
This article was conducted through a
bibliographical analysis with the purpose of analyzing the articles published
exclusively on the theme of Co-creation of Value in Private Higher Education
from articles available in the Portal Capes databases from 2006 to 2016. For
Oliveira et al (2013), the use of bibliometric research is a primary resource
for the transmission of scientific production and its purpose is achieved by
applying a technique capable of measuring the influence of researchers. or
periodicals, allowing to outline the profile and trends, as well as
highlighting thematic areas. Of similar opinion is Moraes (2013), who claims
that bibliometric research is an analysis for scientific productions, which
allows the support for the production of new works.
In this sense, the methodology is
the science of methods, it is characterized by being a totally rigorous
explanation of all action taken during the research. Thus, in this article, it
was conducted through qualitative exploratory research, seeking to obtain
knowledge on the subject that is the subject of much debate today due to
changes in higher education in Brazil.
Due to the specificity of the
research, a qualitative depth analysis was sought in conjunction with the
bibliographic analysis with reflective perspective without pretending to
generalize the findings. For, according to Oliveira (1998, p. 116), “the
qualitative method is not intended to number or measure homogeneous units or
categories”. According to the same author, this type of approach makes it easy
to describe about a certain hypothesis or problem.
3.1.
Data collection steps
The research in question was carried
out in 7 stages (Chart 1), starting with the search for the theme subjects in
the Capes Portal. The words used were in the English language, but the search
was not limited to articles in the English language only. Regarding the
journals, for further research there were no limitations. As a way to refine
and centralize the search on the desired theme, we used quotation marks at the beginning
and end of the words (“co-creation of value”, “service dominant logic”
“co-creation of value in private higher education”) and the time interval of
publications from the year 2006 to 2016, and the research was conducted on
October 08, 2017.
Table 1:
Research Steps
|
Search Stpes |
Description |
|
Steps 1 |
On
October 8, 2017, the search for the subject was performed: “value co-creation”, “service dominant
logic”, “value co-creation in
private higher education”. |
|
Steps 2 |
The
search was refined only for the interval between 2006 and 2016. |
|
Steps 3 |
One
more refinement by selecting only the topics: value co-creation, service dominant logic, value co-creation in private higher education. |
|
Steps 4 |
Reading
of abstracts and separation of articles to a folder created on the computer. |
|
Steps 5 |
Microsoft
Excel tabulation: authors, keywords, journal and year of publication. |
|
Steps 6 |
Statistical
analysis in IBM SPSS 20® from the Authors, Year of Publication, and
Periodicals column. |
|
Steps 7 |
Creating
a Word Cloud in Word Cloud Creator. |
Source: Prepared by the authors based on research.
Thus, based on the steps proposed in
Table 1, a bibliographic analysis of the publications of the last decade was
performed, covering the years 2006 to 2016 of this study.
4.
PRESENTATION AND DISCUSSION OF
RESULTS
The main purpose of data analysis is
to enable the researcher to draw conclusions from the collected data. According
to Aaker, Kumar and Day (2001), this analysis comprises a set of techniques and
methods that can be employed to obtain information and discoveries from the
collected data. Malhotra (2001) comments that the data preparation phase
requires a lot of attention and care, in order to obtain the statistical
results with quality. Unless due attention is given at this stage, statistical
results can be compromised leading to biased results and misinterpretations.
Regarding the results obtained in
the research, it is evident in this chapter analysis of data from the 54
articles, which were obtained through the methodology applied in the search for
those articles. Regarding the main authors who published between 2006 and 2016
related to the subject of this bibliometric research, they were highlighted in
Table 2.
Table 2:
Main authors between 2006 and 2016
|
Autor |
Frequência |
|
Robert F. Lusch Stephen L. Vargo Flávio
Régio Brambilla Lia
Krucken Adrian
Payne Amanda
Saraiva Zmoginski Ana
Paula Matias Antonio
Sergio da Silva Bartos
Bernardes Benny
Kramer Costa Bianca
Zappardi Barbara Christian
Grönroos Clara
Isabel Koetz Claudio
Damacena Daniela
Camarinha Eduardo
Raupp de Vargas Elenise
Angélica Martins da Rocha Fernando
de Oliveira Santini |
5 5 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 |
Source: Bibliographic analysis data
Chart 2, 18 authors are highlighted,
through the frequency analysis of the SPSS 20®, it was identified that the
authors with the largest number of publications were Robert F. Lusch and
Stephen L. Vargo, with five works each published on the theme of this topic.
search. Other authors had two publications each within the defined time frame.
It has been noted that a large number of authors have published only once on
this topic.
Thus Robert F. Lusch graduated with
his PhD from the University of Wisconsin-Madison in 1975 and began his academic
career at the University of Oklahoma. After working at the University of
Oklahoma for 26 years, including 5 years as dean of his business school
(1987-1992), Lusch became dean of the MJ Neeley School of Business at Christian
University of Texas in 2000. At that time, Lusch has written 14 books and
published 150 articles in various professional journals. Lusch's research was
published in the Journal of Marketing, Journal of Consumer Research, Journal of
Marketing Research, Marketing Science, Journal of Retailing, Accounting,
Organizations and Society, Sloan Management. Review, Organizational Dynamics,
IEEE Intelligent Systems, Journal of Operations Management, IBM Systems Journal
and Behavioral Science.
Already, Stephen L. Vargo, Ph.D is a
Distinguished Professor Shidler and Professor of Marketing at Hawai'i
University in Manoa. He has a master's degree in social psychology and a Ph.D.
in marketing. He has held visiting positions at the University of Maryland,
College Park, the University of California, Riverside and the University of
Auckland. Prior to joining the academic field, he had a career in
entrepreneurial business and was a consultant to several major national,
regional and local corporations and government agencies.
Professor Vargo's main research
areas are marketing theory and thinking, dominant service logic (marketing),
and consumer evaluative reference scales. He has published articles in the
Journal of Marketing, the Journal of the Academy of Marketing Science, the
Journal of Service Research, the Journal of Retailing, the Journal of
Macromarketing, and other marketing publications and books, including The
Service Dominant Logic. Marketing: Dialogue, Debate and Directions, which he
co-edited.
Regarding the journals, as shown in
Table 3, the journal with the largest number of publications related to the
theme of this research was the Journal of Business Research and Journal of
Service Management with three publications each, at the time determined for the
research. In this context, the European Journal of Marketing; J. of the Academy
of Marketing; Sage Journals, produced two publications each. Table 3 presents
only the journals that have presented at least two publications in the last
decade.
Table 3:
Journals with publications related to the theme
|
Author |
Frequency |
|
Journal of Business Research Journal of Service Management Europan Journal of Marketing J. of the Academy of Marketing Sage
Journals |
3 3 2 2 2 |
Source: Bibliographic analysis data
In this sense, the Journal of
Business Research applies theory developed from business research to real
business situations. Recognizing the intricate relationships between the
various areas of business activity, JBR examines a wide variety of business decisions,
processes and activities within the real business context.
Theoretical and empirical advances
in buyer behavior, finance, organizational theory and behavior, marketing, risk
and insurance, and international business are regularly assessed. Published for
executives, researchers and academics, the Journal of Business Research assists
the application of empirical research in practical situations and theoretical
insights into the reality of the business world.
In contrast, the Journal of Service
Management focuses on service management research. The journal publishes
articles that show a unique and significant contribution to the service
literature and provides a means of communication for those working in the field
of service management, regardless of discipline, functional area, sector or
nationality. The journal publishes double-blind revised articles that focus on
service literature / theory and its applications in practice.
Following the research, there was
the classification of the years of publications, as shown in Graph 1. It is
observed that in 2016 there was the largest number of publications.
Graph 1:
Publications by year
Source: Bibliographic analysis data
Second is 2014 with nine
publications, 2015 with eight publications. In 2011 and 2012 respectively seven
publications. Already in the year 2008 with three publications. In 2006, 2007,
2009 and 2013 there were two publications.
Another issue analyzed in the
articles was the keywords, which were elaborated with the help of the free online
application called Jason Davies Word Cloud ®, a word cloud which is represented
by Figure 1.
Figure 1:
Word Cloud
Source: Bibliographic analysis data
It can be easily noticed that the
words that most highlighted the high repetition were: co-creation, service dominant logic, value.
Value co-creation has been studied
in administration over the last few years. During this period, the active
participation of clients and / or consumers in the value co-creation process in
organizations has been considered (RIBEIRO; TAVERES; COSTA, 2016). In this
context, co-creation as an innovative and value-adding factor has a great
ability to please the customer.
In this new strategy, companies not
only interact with customers to deliver personalized services, but also develop
and strengthen operational capabilities. Because the customer participates in
the creation of the product they want to acquire, and the chances that this
product will generate satisfaction and loyalty behaviors are maximized
(BERNARDES; LUCIAN, 2015).
Thus, to truly transform customer
value into competitive advantage, it is first necessary to understand how
customers form their perceptions of value and to develop ways to measure them.
Thus, in order for the value increase to occur on the basis of the customer's
relationship with the company, it is essential to know what the customers
value, that is, what is value to them (CAMARINHA; COSTA; VIEIRA, 2013).
Already, the dominant logic of
service calls for a shift of focus from essentially tangible goods to
intangible benefits. As an example, skills, knowledge and processes, rooted
within the service. One of the attractions of this focus lies in reconciling
product and service attributes as complementary, without excluding one of the
categories (product + service), (BRAMBILLA; DAMACENA, 2011).
For the authors, it is understood in
the “Service Dominant Logic” (SDL) that the service configures more than
product support. Of SDL's most relevant Foundational Assumptions (PFs), it
stands out for the consumer in the role of “value co-creator”, that is, the
service encounter (which is the co-creation locus), represents series of
interactions and transactions in relationships. between company and customer.
Brambilla and Damacena (2011) state
that the idea of greater interactivity between company and customer, and the
experiences generated at the meeting, can represent value to the consumer. The
relationship between product and service, in the dominant logic of service
marketing, is evidenced by mentioning that every product "is an
application used in service provision." In other words, the authors point
out that it is not the physical characteristics of the products, but the
benefits they generate (service) that ultimately characterize what is really
relevant to the consumer.
On the other hand, the Service-Based
Logic-based view is challenging economic principles and this new perspective is
gaining notoriety in the literature, especially in the Marketing area, where
this view proposes a new framework in which services represent the forefront of
information systems. economic exchanges, opposing the commodity-based view
(MORAES; COSTA, 2012).
For a better understanding, the
authors point out that Management Theory and Business Practices in classical
economics are centered on a dominant commodity logic, but that this logic may
not be the most consistent with the fundamental role of services in a modern
economy.
In other words, according to the
LDS, a service or service provides an application of knowledge and skills for
the benefit between the agents involved (consumer and business), thus providing
value co-creation. In addition, LDS places the customer at the center, so that
the customer is always a co-creator and, on the other hand, the company does
not offer value but provides value.
Given the above, the concept of
value has been widely discussed as a critical variable. The most recent
research shows a clear tendency to understand the customer value produced not
by the producing company, but by the consumer when using the product and
interacting with co-creation suppliers with them. Previous research has cited
that consumers value the value of products based on what they receive and what
is sacrificed. The notion that only the consumer can value the value of goods
and services had already been expressed by (DIETRICH; BRAZIL; FRIO, 2013).
For Saraceni (2015), the concept of
value has been investigated and conceptualized in different areas of knowledge
such as economics, sociology, anthropology, psychology and social psychology,
having a very subjective definition when viewed from the point of view of
management. Value typologies are as old as the initial effort to know these
guiding principles.
Still, the concept of value in
marketing receives influences from various areas of knowledge. In the context
of exchange, value was initially the focus of study of economics, as Richins
(1994, p. 504) explains: “economic literature has given rise to value within
the context of exchange; The value of a product to a consumer is represented by
the price it expects to pay and stems from the utility or satisfaction that the
product provides”.
In marketing literature, however,
value study takes a slightly different perspective, since purely economic
considerations are not sufficient to understand what drives an individual to
purchase or use a product; “There are many reasons to believe that economic
value cannot fully capture the true value of many of the objectives possessed
by consumers” (RICHINS, 1994, p. 504). From a marketing perspective, value
confronts perceptions and choices, not only being linked to the economic aspect
of purchasing a product.
The marketing approach, Oliveira and
Ikeda (2005), points out that value confronts perceptions and choices, not only
being linked to the economic aspect of purchasing a product. Value in the
marketing area is also influenced by Psychology and Sociology when it refers to
the behavioral aspects of the audiences involved. The concept of value in this
context may have the connotation of personal or individual values. Within this
approach, the authors state that values are end-states of life and consist of
the goals and objectives for which one lives.
5.
FINAL CONSIDERATIONS
The proposed study aimed to make a
bibliographical analysis on the scientific articles dealing with the theme
value co-creation in the last decade (2006 to 2016) in search of
differentiation and competitiveness. Regarding the theoretical contribution, it
can be seen that the studies by Prahalad and Ramaswany (2004); Nambisam (2002);
Ciccantelli and Magison (1993), suggest that companies need to co-create value
to gain advantage over their competitors.
In private higher education this
scenario is no different, as students expect course managers to be able to
offer differentials that motivate them to stay in a particular institution over
the other options available in the market (MATIAS et al., 2015). Brambilla and
Damacena (2012) sought to identify the point of private education in which the
student as a consumer is directed to a reality closer to the ideal for
learning, where the student becomes a co-creator in the educational locus.
On the other hand, in the dynamic
context of the classroom teachers should have the ability to conduct the
process and master the tools, so suggest the most appropriate to the scenario
in question, the skills needed to facilitate this process, understanding that
the role is to approach the content systematically and objectively, seeking to
strengthen the development of strategic thinking and promote a space for
exchange of experiences in the process of teaching learning (SANTIAGO;
COUTINHO, 2013).
In this context, the findings in
this article aimed to make a bibliographical analysis of the publications of
the last decade covering the period from 2006 to 2016, and this research was
carried out in seven stages, starting with the search for subjects in the Capes
Portal. Also, it was evidenced in this article the analysis from 54 articles
that were obtained through the search carried out in the referred Portal.
It was also found that Robert F.
Lusch and Stephen L. Vargo were the authors with the largest number of
publications in this bibliographic survey of publications of the last decade
(2006 to 2016), which began the studies on value co-creation. Regarding the
journals, it was found that the Journal of Business Research and Journal of
Service Management were cited as the journal of major publications related to
the theme of this research. Thus, in the present study, 2016 was the year with
the highest number of publications. Given the above, it was possible to notice
that the words that had more repetition in the word cloud were: co-creation, service dominant logic, value.
The study concludes with a
reflection on co-creation as a mechanism of social value (EDVARDSSON; TRONVOLL;
GRUBER, 2011). The human being “does not perform his work as an isolated being,
but always as a member of a group united by the cooperation necessary to
perform the work, or by the association of friendships” (HOMANS, 1977, p. 41).
As the passage above states, interaction is an important social tool for
learning (VARGO, 2008).
Like all qualitative deep research,
this research does not aim to reach hypothesis tests nor affirm positively
findings. The analysis focused on the publications highlighted in this
bibliographical analysis and on the reflection on the subject that is a
recurrent subject in educational organizations.
With the possibility of research,
co-creation stands out as a possibility of multidimensional organizational
development (FONTOURA; WITTMANN, 2016) on the path for new forms of alternative
organizational dynamics in organizational studies with interactive view through
an epistemological view not only linked to the growth view. and in the
prevailing classical school of administration in the applied social sciences.
Like all in-depth qualitative research, this research is not intended to reach
hypothesis tests or positively affirm findings. The analysis focused on the
publications highlighted in this bibliographical analysis and the reflection on
the subject. which is a subject that is currently recurring in educational
organizations.
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