Does Parental Co-creation Impacts Perceived Value? A Mixed-method Study in Indian Elementary Educational Innovations

Abstract

Research on building innovative practices for enhancing the educational effectiveness has gained momentum. Schools as business units play a critical role in building effectiveness. Empirical investigation on the role of parents, the primary customers taking decisions with respect to availing school services for their children, as co-creators in conceptualizing and executing educational innovations is thin. To bridge this research gap, a mixed methods study was conducted on a sample of elementary schools in India. The study also investigated the impact of parents’ involvement on their perceived value and satisfaction. The results suggested that schools are undertaking various innovative initiatives in which parents play a primary role in execution both at home and in the school. It was found that parents’ perception of value for innovative practices introduced by the schools is high, irrespective of their low involvement in the conceptualization stage. The findings also indicated that parental involvement in the execution stage of the initiatives impacts their perceived value more than at the conceptualization stage.

Evaluating approaches to designing effective Co-Created hand-hygiene interventions for children in India, Sierra Leone and the UK

“…This was mainly due to limited access to parents within India and Sierra Leone. However, as a study that investigated the impact on parental co-creation within primary educational innovations in India has indicated: ‘parental involvement in the execution stage of the initiatives impacts their perceived value more than at the conceptualization stage’ [ 44 ]. Arguably, the impact of parents’ involvement in co-creation has more value during the implementation stage rather than the development stage of an intervention.…”

Could Education Quality Audit Enhance Human Resources Management Processes of the Higher Education Institutions?

“…Performance Planning and Review Kashoki (1994) admitted that HEIs are accountable to the society, they serve and consequently good performance evaluation programs must be designed and implemented at all levels of management. The regular evaluation of the performance of schools and HEIs becomes important in order to guarantee efficiency and accountability (Dasgupta & Prashar, 2020;Maamouri, 1994). This sub-area of assessment was less criticized as 8 recommendations were issued.…”

Expression of the Trait of Adaptability in the Organizational Culture of Lithuanian General Education Schools

“…This article focuses not on "for whom to do it" (customers), but "what to do" (processes). In the context of this article, the customer can be understood very broadly (learners, parents, employers, society, or other organizations)(Želvys, 2003), double customer -parents and children(Fidler, 2006), in the field of education, parents are the real customers of the schools, who make decisions about the services provided by the school(Dasgupta & Prashar, 2020). However, without focusing on a deeper analysis of the concept of the customer, the article defines the customer as a person who has needs and expectations, who can provide the necessary knowledge and experience, useful insights for the emergence of innovations in the educational institution, for improving processes, for overcoming changes and for creating the desired organizational culture by engaging in processes that create common value, who is valuable to the educational institution as a co-creator.…”