Antecedents of perceived value-in-use by university students

Abstract

Purpose This study aims to analyze factors that may influence the value-in-use perceived by undergraduate students from the built environment, teaching care and hedonic value. Design/methodology/approach The authors conducted a survey with 900 students from a university in southern Brazil. The main results evidenced that the built environment positively and significantly influences teaching care, hedonic value and value-in-use. Findings The hedonic value, teaching care and built environment explain 67.8% of value-in-use; the built environment and teaching care explain 45.1% of hedonic value; and the built environment explains 45.1% of the teaching care. Based on the results, it was possible to identify the value that the built environment and the teaching care represent for university students. Therefore, universities should invest in these dimensions, considering the time and cost students spend on this service to increase their satisfaction and retention. Originality/value This study analyzes antecedents of value-in-use perceived by undergraduate students from the built environment, teaching care and hedonic value.

Value generation from academic activities in a public higher education: A lean perspective

“…In the case of private HEIs, in general, students are both users who receive services and funders of the resources used. From most studies, the students end up being the main source of investigation on value generation (Da Silva, Bebber, et al., 2022; Petrusch & Vaccaro, 2019).…”

“…Generating value for users is one of the fundamental assumptions in the current vision of growth and development, whether to seek to improve the performance of institutions or to reduce costs of activities and processes (Balzer, 2020). By experiencing a product or a service, the consumer mentally judges whether this experience contributed to reaching a certain goal and consequently to perceive the value of that product or service (Da Silva, Bebber, et al., 2022). Since the attributes related to progress of an organization are linked to its value chain (Porter, 1989), the set of organizational tasks is then capable of generating value for the user (Dicker et al., 2019; Womack et al., 1990).…”

“…The issue to be explored, however, is that even though students have certain “obligations and compensations” to carry out in the teaching‐learning process, they are increasingly demanding for “value addition” from the activities carried out in their HEI. They evaluate how much a certain university activity helped them in acquiring knowledge for the job market in their area of study, and this is something that requires further study (Da Silva, Bebber, et al., 2022). The concept of generating value from activities and practices in higher education is a central element for developing a strategic plan and prospecting future HEI's actions (Pastore et al., 2022; Zighan & El‐Qasem, 2021).…”