Hedonic and utilitarian value: the role of shared responsibility in higher education services

Cao, Joanne T.; Foster, Jamye; Yaoyuneyong, Gallayanee; Krey, Nina

doi:10.1080/08841241.2019.1605439

Cited by 13 publications

(15 citation statements)

References 67 publications

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“…Graduate programs typically require students to share more of the responsibility in the learning process by nature, which may account for a greater sense of shared responsibility in times of crisis. These results illustrate that shared responsibility plays a role in higher education (Cao et al, 2019;Sierra, 2010) and active coping mechanisms. This study's findings also highlight the importance of active coping strategies on expected academic performance in higher education, a finding that aligns with research by Deasy et al (2014) and Gustems-Carnicer et al (2019).…”

Section: Discussionmentioning

confidence: 74%

Rapid Transitioning to Remote Learning: Shared Responsibility and Coping Strategies

Cao

Burgess

Foster

et al. 2021

Journal of Marketing Education

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This study examined the impact of shared responsibility on the relationship between marketing and other business students’ coping strategies and their satisfaction with the rapid transitioning to remote learning and academic performance expectations. COVID-19 (coronavirus disease 2019) rapidly altered and challenged higher education to maintain pedagogical services provided to students, regardless of faculty or student readiness or experience. As such, shared responsibility can be critical in times of crisis when the university community must pull together for mutual success. Findings indicate that students’ sense of shared responsibility and healthy coping mechanisms lead to student satisfaction with the transition process and more positive academic outcomes. This study is the first to empirically examine shared responsibility in higher education during a crucial period to the authors’ knowledge. By promoting shared responsibility, marketing educators can improve student outcomes and identify those who may need additional support resources.

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Section: Discussionmentioning

confidence: 74%

Rapid Transitioning to Remote Learning: Shared Responsibility and Coping Strategies

Cao

Burgess

Foster

et al. 2021

Journal of Marketing Education

Self Cite

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“…They treat the value measures, as well as student satisfaction and word of mouth (WOM), as outcomes of a sense of shared responsibility. Cao et al (2019) report strong correlations between the measure of shared responsibility and both utilitarian (r = .484) and hedonic (r = .563) value, as well as satisfaction (r = .569) and WOM (r = .553). Thus, the concept of utilitarian and hedonic values appears to be relevant to at least some aspects of the higher education experience.…”

Section: Where Have These Values Been Examined?mentioning

confidence: 99%

“…In turn, utilitarian (path coefficient of .41) and hedonic (path coefficient of .23) value positively influence shopping satisfaction. Cao, Foster, Yaoyunueyong, and Krey (2019) investigate how a sense of "shared responsibility" between students and the educational institution impacts the overall experience. Cao et al (2019) modify the PSV scale to measure the utilitarian and hedonic value students perceive from university housing.…”

Section: Where Have These Values Been Examined?mentioning

confidence: 99%

“…Cao, Foster, Yaoyunueyong, and Krey (2019) investigate how a sense of "shared responsibility" between students and the educational institution impacts the overall experience. Cao et al (2019) modify the PSV scale to measure the utilitarian and hedonic value students perceive from university housing. They treat the value measures, as well as student satisfaction and word of mouth (WOM), as outcomes of a sense of shared responsibility.…”

Section: Where Have These Values Been Examined?mentioning

confidence: 99%

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Modeling Business Student Satisfaction: Utilitarian Value and Hedonic Value as Drivers of Satisfaction

Arizzi

Breitenreiter

Khalsa

et al. 2020

Marketing Education Review

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With changing demographics and the potential impact of COVID-19 on enrollment, understanding student satisfaction, student retention, and willingness to recommend a university to prospective students is critically important. Based on a survey of business school students from two universities, this paper illustrates the impact of utilitarian and hedonic value as drivers of student satisfaction. In turn, satisfaction is shown to heavily influence student intentions to remain at the current school, as well as recommend that school to others. The student's year in college is found to moderate the relationship between utilitarian and hedonic values and student satisfaction.

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“…Over time, social media has gained notoriety for its entertaining content (Lee and Ma, 2012) and has been reported to elicit positive attitudes towards a product or a brand (Sheth and Kim, 2017). The frequency of social media interactions has also become a regular indispensable routine (Sheth and Kim, 2017), such that its perceived utilitarian and perceived hedonic values have been reported to affect higher education service outcomes (Cao et al, 2019). Even though Brooks (2015) reports a negative correlation between social media usage and performance, other studies such as Sledgianowski and Kulviwat (2009) and Dzogbenuku et al (2019) reported a strong effect of social media entertainment content on performance and fulfilment.…”

Section: Social Media Entertainmentmentioning

confidence: 99%

Social media information and student performance: the mediating role of hedonic value (entertainment)

Dzogbenuku

Doe

Amoako

2021

JRIT

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PurposeThis study evaluates the mediating role of social media entertainment on social information (content) and social media performance, during the COVID-19 era.Design/methodology/approachPrimary data were randomly gathered from 373 students from two top universities (public and private) in Ghana, a sub-Saharan African economy. Data analysis was achieved utilizing the partial least square–structural equation model (PLS-SEM).FindingsSocial media (SM) entertainment partly mediates the link between social media content and social media performance of students, suggesting that social media entertainment is almost indispensable in creating social media content to achieve optimum performance among tertiary students.Research limitations/implicationsThe use of cross-sectional data alone for this study does not give us the opportunity to observe the social media activities of respondents over a longer period. Future studies could, therefore, include longitudinal data.Practical implicationsThe findings in this study suggest that faculties can modify their pedagogical activities to include social media and reflect some entertainment content, since it has an influence on student performance within the social media space.Social implicationsSM has a great influence on students' performance socially and academically; therefore, educational stakeholders like university authorities, faculties, parents and guardians, and the government should consider social media as a tool for attaining educational goals.Originality/valueThe study extends the use of UTAUT2, in understanding students' learning and behavior processes, by linking antecedents of adoption to the post-adoption effect.

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Hedonic and utilitarian value: the role of shared responsibility in higher education services

Cited by 13 publications

References 67 publications

Rapid Transitioning to Remote Learning: Shared Responsibility and Coping Strategies

Rapid Transitioning to Remote Learning: Shared Responsibility and Coping Strategies

Modeling Business Student Satisfaction: Utilitarian Value and Hedonic Value as Drivers of Satisfaction

Social media information and student performance: the mediating role of hedonic value (entertainment)

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