Student education, value co-creation, and student – university identification: the mediating role of self-efficacy and trust in lecturer

Abstract

Purpose: Grounded in service-dominant logic, this study aims to explore how student education can lead to students’ value co-creation, which in turns impacts student–university identification. Design/methodology/approach: A quantitative methodology was used, utilizing a sample of 614 business students from key public and private universities in Vietnam. Partial least squares structural equation modeling was applied to test the hypotheses. Findings: The study reveals that student education exerts a direct impact on students’ value co-creation. Furthermore, self-efficacy and trust in lecturer serve as mediators in the relationship between student education and students’ value co-creation. In addition, student–university identification is identified as a consequence of students’ value co-creation.Practical implications: The study provides evidence for universities in making strategic decisions regarding the adoption of a co-creation approach in current setting. These findings have practical significance for education managers and instructors in determining how to encourage the active participation of students in learning. Originality/value: This study is one of the first to examine direct and indirect impacts of student education on value co-creation through self-efficacy and trust in lecturer, and consequently, on student–university identification. These findings provide insight into mechanism that enhances value co-creation between students and higher education institutions