Co-Creation as a Tool to Overcome Cross-Cultural Differences in Educational Experiences?

Vespestad, May Kristin; Smørvik, Kjersti Karijord

doi:10.1080/10963758.2019.1685391

Cited by 14 publications

(7 citation statements)

References 59 publications

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“…In this disruptive and COVID era, the role of lecturers in selecting and utilizing learning resources is very important, because it will have an impact on the level of learning achievement [42]. Learning outcomes in this context can be in the form of successful graduation, subject grade achievement, increased critical power, increased maturity in attitude and behaviour, readiness to compete, readiness to fail and succeed, readiness to anticipate change, and readiness to continue learning and learning again.…”

Section: Findings and Discussionmentioning

confidence: 99%

Utilization of Various Disruptive Community Learning Resources for the Covid-19 Period in the Perspective of Life Based Learning

Hardika

Aisyah

Listyaningrum

2021

Int. J. Interact. Mob. Technol.

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This study aims (1) to analyze the use of various disruptive community learning resources during the Covid-19 period in terms of characteristics, levels, and types of learning resources used by lecturers in lectures, and (2) to find out the differences in the use of various disruptive community learning resources during the Covid-19 period between fields of science at Universitas Negeri Malang. The research approach used quantitative with an ex post facto design. The respondents of this research were 393 students of Universitas Negeri Malang from eight faculties. The data was collected through a closed questionnaire distributed through the Google Form application technology. Data analysis was performed by using percentage description statistics and different tests of the use of learning resources between the sciences, social humanities, and engineering. The results of the analysis show that (1) the characteristics, levels, and types of disruptive community learning resources in the Covid-19 era used by lecturers in lectures vary widely, (2) there are significant differences in the use of various disruptive community learning resources during the Covid-19 period between science and social humanities students, and engineering.

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Section: Findings and Discussionmentioning

confidence: 99%

Utilization of Various Disruptive Community Learning Resources for the Covid-19 Period in the Perspective of Life Based Learning

Hardika

Aisyah

Listyaningrum

2021

Int. J. Interact. Mob. Technol.

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“…This study demonstrates the importance of ensuring that students actually understand and acquire information in the way that the lecturers have intended. Cultural differences and diverse experiences of teaching suggest that misunderstandings may easily arise (Vespestad & Smørvik, 2019). It is, therefore, important to have oral and digital intercommunication from lecturer to student, from student to lecturer, and from student to student; in this way, both lecturer and student will come to realize whether and how the communication actually works.…”

Section: Discussionmentioning

confidence: 99%

“…Looking at marketing from this perspective HEIs should aim at becoming more student-oriented through their services, inviting students to co-create the educational experiences (see e.g. Bovill, Cook-Sather, & Felten, 2011;Dziewanowska, 2017;Vespestad & Smørvik, 2019).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Value creation in a consumer experience is influenced by several interrelated contexts; one is the interaction between the consumer and an object, another is the context in which the consumption takes place, a third relates to consumer preferences as to this context, and finally, value is based on experience because the value itself is neither part of the product, object or brand possessed, but resides in the experience (Holbrook, 1999). If we transfer this to an educational context (Vespestad & Smørvik, 2019), student experiences of value and learning may thus be influenced by the lecturer-student interaction, the student-student interaction, the context of the lecture, and the engagement of the student.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Bridging marketing and higher education: resource integration, co-creation and student learning

Smørvik

Vespestad

2020

Journal of Marketing for Higher Education

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Consumers are constantly searching for new experiences that provide more than just a product or a service. A cup of coffee is not just a cup of coffee. The atmosphere surrounding the coffee experience is a matter of ever greater importance to consumers. Along with an increased demand for experiences, the lecture hall has also become a setting where students expect to be entertained and engaged. This article looks into how value created through co-creation and mutual resource exchange can contribute in higher educational experiences. The article also explores how implementing tools from marketing can promote learning experiences. This study is based on focus group interviews, evaluations and observations. The findings show that co-creation of values can contribute to students perception of learning. By linking theories of marketing and higher education, the article contributes to new ways of thinking that focuses on cocreation of value in a teaching-learning context.

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“…Deals about and around education (providing its infrastructure) are a reality; deals with education itself are fiction. As soon as education becomes a "service", it disappears [32][33][34][35][36][37][38][39][40][41][42][43][44][45][46][47][48][49]. However, as long as there is a government and business order for such research, it will continue.…”

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confidence: 99%

On the Problem of Subjectivity (Agency) of Consumption of Educational Services

Posypanova¹,

Krasnoshchechenko²,

Arpentieva³

et al. 2021

Bulletin of NAN RK

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Many researchers agree that the main activity of the university is the provision of educational services. But they do not give an unambiguous definition in what form the service exists, what is meant by the product or product of the university, as well as how the concepts of "educational service" and "quality of education" are related and also practically do not ask the question of what role the subjectivity of the consumer plays (students, etc.) in the consumption of these services. On the one hand, it is obvious that the problem of consumption of educational services is largely a problem of the quality and price of education: the quality of educational services and prices for educational services. Experts who talk about the development of a person's creative and predictive abilities in relation to the ethical component in the changing educational and social conditions believe that at present, especially, more and more new requirements are imposed on the quality of education. Taking into account the constant variability of the social environment, the very concept of "quality of education" in the future will constantly transform. On the other hand, the problem of formulating the concept of "educational services" has not yet been resolved. In general, an educational service is a complex process aimed at transferring knowledge and skills (competencies) of a general educational, professional nature to the consumer in order to satisfy and develop personal, group and social needs. The quality of educational services changes due to changes in the qualifications of personnel, material and technical base and other elements inherent in the educational process, as well as the quality of students, including their learning ability and other characteristics. The purpose of the study is to analyze the problems of subjectivity in the context of the consumption of educational services.

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Co-Creation as a Tool to Overcome Cross-Cultural Differences in Educational Experiences?

Cited by 14 publications

References 59 publications

Utilization of Various Disruptive Community Learning Resources for the Covid-19 Period in the Perspective of Life Based Learning

Utilization of Various Disruptive Community Learning Resources for the Covid-19 Period in the Perspective of Life Based Learning

Bridging marketing and higher education: resource integration, co-creation and student learning

On the Problem of Subjectivity (Agency) of Consumption of Educational Services

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