The role of trust in creating value and student loyalty in relational exchanges between higher education institutions and their students

Carvalho, Sergio W.; Mota, Márcio de Oliveira

doi:10.1080/08841241003788201

Cited by 105 publications

(79 citation statements)

References 18 publications

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“…It should be noted that although co-creation has been already studied previously within a HE context, both in the postgraduate and undergraduate context [21][22][23][24][25][26], when referring to environmental programmes, previous studies present a narrower scope than the piece of research presented in this paper. On the one hand, they are too specific and they only address part of the issue, and, on the other hand, they study neither developing context, nor Ecuadorian context specifically in depth.…”

Section: Introductionmentioning

confidence: 42%

“…It has been observed that student confidence is based on trust on the university staff and faculty, and on institution management, which includes policies and practices [24]. In this way, [73] (p. 334) analyses trust as "the extent to which students are confident about the efficacy of learning resources and are able to rely on both faculty and in particular fellow student generated content for their learning.…”

Section: The Relationship Between Co-creation and Trustmentioning

confidence: 99%

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Enhancing Education for Sustainable Development in Environmental University Programmes: A Co-Creation Approach

2018

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Abstract:The purpose of this study is to analyse co-creation approach as a strategy at HE as a prerequisite for a successful implementation of sustainable development (HESD), while considering student collaboration in university processes. A questionnaire was handed in to 395 undergraduate environmental students from twelve Ecuadorian universities to test a structural equation model that included four variables-participation, co-creation, satisfaction, and trust. It is worth noting that these topics are increasingly relevant in competitive and innovative universities when promoting management in HESD. The results verify that student participation, as one of the key ESD skills, has a significant and positive influence on co-creation as a generator of student satisfaction and trust, especially in this context. Co-creation, from a higher education perspective, from the premise that students are the centre of the learning process, reinforces the education quality principles in an innovative way, and promotes the HESD perspectives.

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Section: Introductionmentioning

confidence: 42%

Section: The Relationship Between Co-creation and Trustmentioning

confidence: 99%

Enhancing Education for Sustainable Development in Environmental University Programmes: A Co-Creation Approach

2018

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“…These include for example: institutional reputation, facilities, social interaction (Helgesen 2008;Helgesen & Nesset 2007), service quality (Hill 1995), and image (Mguyen and LeBlanc 2001;Hemsley-Brown & Oplatka 2004). Studies have also found that co-production of the educational experience (Kotze & du Plessis 2003), satisfaction (Athiyaman 1997), trust (Carvalho & de Oliveira Mota 2010) and commitment towards the institution (Tinto 1993) strongly determine student loyalty. Helgesen & Nesset (2007) note that student loyalty is not simply restricted to students attitudes and intention to recommend the service during the period they are formally registered in for their qualification.…”

Section: Student Loyaltymentioning

confidence: 99%

“…High levels of customer loyalty have been found to result in reduced marketing costs, increased market share, and enhanced consumer resistance to competitor strategies (Baldinger & Rubinson 1996;Chaudhuri & Holbrook 2001;Bowen & Chen 2001;Rundle-Thiele 2005). In the higher education context, student loyalty has received increasing attention in the literature (e.g., Carvalho & de Oliveira Mota 2010;Arnett, German & Hunt 2003;Hennig-Thurau, Langer & Hansen, 2001).…”

Section: Student Loyaltymentioning

confidence: 99%

“…It is therefore essential to co-opt and empower students to take on a co-creation role in education (Vargo & Lusch, 2004). On this latter point Carvalho and de Oliveira Mota (2010) note that the co-creation of the experience itself directly contributes to students perceptions of value. Viewing the student as a customer therefore involves engaging in interaction, feedback and an interpretative process which results in shared meaning.…”

Section: Adopting a Customer Orientation In The Higher Education Sectormentioning

confidence: 99%

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Co-creating Value in Higher Education: The Role of Interactive Classroom Response Technologies

Bowden¹,

D’Alessandro²

2011

ASS

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As competition intensifies, it is essential that higher education providers endeavour to develop and offer high quality, satisfaction-creating service experiences. This requires a comprehensive understanding of the factors that lead to positive perceptions of the institutions services. Current perspectives suggest that the student should be engaged as an active co-producer of the university experience. Interactive classroom technologies may enhance the student experience by encouraging participation. This study examines whether student perceived value, namely social or functional value, satisfaction, and loyalty differs for students participating in a personal response technology enabled classroom experience, versus a more traditional classroom experience. A partial least squares approach was adopted using a sample of 184 students. The use of personal response technology was not found to be positively related to the student experience. In the current context, it appeared to break classroom social patterns resulting in an individualistic, disengaging educational experience. Interestingly, in the traditional, non-technology condition social interaction was enhanced and social value strongly determined students' perceptions of loyalty. These results suggest that it is the pedagogy, and not the technology that matters in higher education provision. Conclusions, implications and opportunities for future research are presented.

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Hungry minds: Investigating the food insecurity of minority community college students

Ilieva

Ahmed

Yan

2018

Journal of Public Affairs

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Research on food insecurity has investigated urban environments at the neighborhood and city level but neglected the importance of college institutions. Community colleges, which serve a larger population of low‐income, food insecure, and minority students than 4‐year institutions, have been especially neglected. In this mixed methods study, we examined how 50 low‐income minority students in an urban community college access food on campus and how the features of their college foodscape shape their food insecurity. We also investigated how students' ability to access food on campus shaped their perceptions of the college institution and their academic endeavors. Our survey findings reveal high levels of food insecurity among our participants. Students' written narratives demonstrate their desire for more appealing and affordable food on campus and reveal their distrust of the college institution. Furthermore, students connect their food insecurity to their ability to concentrate on academic tasks. Thus, the accessibility of food on campus appears to affect students' perceptions of their community college institution and has implications for their emotional and academic development. Our work suggests that both researchers and college institutions must examine the inadvertent signals that institutions send to food insecure students through their food policies.

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The role of trust in creating value and student loyalty in relational exchanges between higher education institutions and their students

Cited by 105 publications

References 18 publications

Enhancing Education for Sustainable Development in Environmental University Programmes: A Co-Creation Approach

Enhancing Education for Sustainable Development in Environmental University Programmes: A Co-Creation Approach

Co-creating Value in Higher Education: The Role of Interactive Classroom Response Technologies

Hungry minds: Investigating the food insecurity of minority community college students

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