The advantage to conceptualize value together with the firm’s customers has been documented to be one that differentiates the future of any enterprise. This challenges companies to engage their customers to participate in the value co-creation process. In consonance with the service-dominant logic, human interactions play a critical role in defining and concretizing the future of an enterprise. Strong ties need to be present for value co-creation to work. The concept of social tie strength, which was originally postulated by Granovetter (1973), encapsulates observed behaviors that define the intensity of social ties that exist between the company and its customers. Through Structural Equation Modelling, the researchers examined the dynamics of the relationship that exists between social tie strength and value co-creation. It further analyzes the role of customer involvement as a mediator to these two main concepts. The research tries to understand if customer involvement amplifies the effect of social tie strength in the value co-creation process. As traditional commerce migrates online, the tendency of companies is to automate things which predominantly were human touchpoints. The researchers emphatically believes that there are certain touchpoints that should not be left automated as this will eradicate the company’s opportunities to work with their customers. Even if AI tools such as chatbots are becoming more efficient, the human aspect in any business transaction cannot be undermined. This claim was validated by the research findings that social tie strength relates to value co-creation and this relationship is positively mediated by customer involvement.
This study assessed the self-perception of the selected Accountancy, Business and Management (ABM) students on their academic, social and their emotional college preparedness. The students' demographic profile was also tested for significant difference in the three constructs of the college preparedness. Through a self-made questionnaire in a 4scale Likert style, data were gathered from the 255 randomly selected ABM students of one private higher education institution in Batangas Province in the Philippines. Self-perception showed a college-prepared student academically, socially and emotionally. However, there are various constructs of their academic and social-emotional preparedness that need further improvements. The statistical test of significance indicated that the various constructs of academic, social and emotional preparedness have no difference by age, type of school, family income and order of birth. A significant difference was shown in the respondents' sex and social preparedness but not on academic and emotional preparedness. Similarly, there was significant difference in the various constructs of academic, social and emotional preparedness in terms of the students' GWA in high school. For this, high schools should develop collaborative teaching and learning strategies focus on reading and writing. In addition, colleges and universities may provide pertinent course information through their websites to guide the students on the various details of their chosen undergraduate courses. Indeed, to prepare students for college alone is insufficient; a college-ready student should complete a degree with a life-ready perspectives.
This study evaluated the global competencies, skills and attitudes of the 247 first year students of the College of Business Administration in one of the private higher education institution in Batangas City, Philippines. An exploratory study through a self-constructed questionnaire assesses the manifestation of global competencies and the extent to which global skills and attitudes need improvements. Results revealed manifestations of global competencies including communicate effectively in English, wide understanding of the world, international understanding of their specialization and exhibit cross-cultural sensitivity and adaptability. Furthermore, the students affirmed the need for improvements in selfconfidence, creativity, patience, flexibility, courage, interest in continuous learning, perseverance, independence, resourcefulness and self-awareness. The statistical test of difference showed that the global competency differs based on age and not on sex nor program of study. Since the identified set of global skills and attitudes are too complex, the university needs to expose their students more in the different international students' development programs.
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