Montserrat Díaz-Méndez

In the last decades, several studies related to the Service-Dominant Logic approach were carried out, where the tourism industry is not an exception. As such, multiple works associated with this research stream have been developed, with a special focus on the tourist value co-creation. This article presents a conceptual model that aims to aggregate the various dimensions of customer value co-creation with its antecedent and consequent factors in the tourism industry. On the other hand, it proposes practical implications for the tourist organizations building on conceptual contributions. Thus, this article reveals the importance of other constructs of tourist value co- creation which surpass the behavioral dimension of the customer, namely, attitude, significance and recognition. Furthermore, this study systematizes the multiplicity of antecedent and consequent factors, recognizing that they may be grouped into factors associated to the company as well as to the customer.

This article addresses students’ value co-creation behaviour, framed by the Service-Dominant logic approach, within the context of the marketization of the higher education service ecosystem. The objective is to explore how students integrate their cognitive and behavioural activities during their academic trajectory. The study surveyed 375 first-year undergraduate students, all with weighted grade point averages (GPA) in the range of 8.5 to 9.5 out of 10, at a public university in Mexico, a region characterized by a strong presence of the prevalent passive customer-student analogy tendency. A principal component analysis was also conducted to assess the grouping of the eight original dimensions included in the scale implemented for this ecosystem. In addition, a non-hierarchical cluster analysis was employed to categorize the students according to their co-creation behaviour. The results identify three segments of students: the first with a high willingness to cocreate value, the second characterized by a proactive attitude but lack of interest in relationships with peers and teachers, and the third characterized by a low level of co-creation in all dimensions assessed. These findings highlight that not all students engage in co-creation behaviours during their academic pursuits, even when they achieve outstanding grades. The results suggest some considerations for operationalizing value co-creation in the context of the educational service ecosystem, highlighting its implementation as a dynamic and nonlinear process, considering predelivery and postdelivery. It also highlights the relevance of involving students in activities beyond traditional activities during their service experience. Finally, this study stresses the need to adopt a long-term perspective rather than seek immediate student satisfaction, suggesting the importance of designing more sustainable educational policies and strategies.

During the global covid-19 pandemic, most of higher education institutions (heis) were forced to migrate to an e-learning methodology in order to continue their academic activities. At the same time, the student complaint behavior (scb) increased due to new experiences of dissatisfaction or non-satisfaction. In this context, and seeking to ensure student satisfaction, heis have managed this behavior in the same form that companies do with their customers. Therefore, we present a critical analysis on the generic and standardized approach in the literature and practice to understanding and managing scb in the same way as customer complaint behavior (ccb) is managed. A review of the literature on the theories and studies related to scb and ccb and the student/customer treatment debate are presented, highlighting the complexity of higher education (he) service, which is considered a pillar of development due to its social value. The authors argue the suitable application of the Service-Dominant Logic (sdl), specifically its value co-creation premise, as well as the principles of the Service Ecosystem theory to differentiate scb from ccb. This may allow heis to continue to ensure student satisfaction through the management of their complaints without compromising educational quality and service sustainability. The reflection hereby presented is limited to the Latin America region educational contexts and their structures. durante la pandemia global de covid-19, la mayoría de las instituciones de educación superior (ies) se vieron obligadas a migrar hacia la metodología de e-learning con el fin de dar continuidad a sus actividades académicas. Al mismo tiempo, el comportamiento de queja de los estudiantes (cqe) reportó un incremento como resultado de nuevas experiencias de insatisfacción. En este contexto, y buscando garantizar la satisfacción de los estudiantes, las ies han gestionado el cqe de la misma forma que lo hacen las empresas con sus clientes. Por lo tanto, este trabajo presenta un análisis crítico frente al enfoque genérico y estandarizado —tanto en la literatura como en la práctica— que pretende la gestión del cqe bajo los mismos principios con los que se gestiona el comportamiento de queja del consumidor (cqc). Con tal fin, se presenta una revisión de la literatura sobre las teorías y estudios relacionados con el cqe y el cqc y el debate en torno a la gestión del estudiante/cliente, destacando la complejidad inherente a la prestación del servicio de educación superior (es), que es considerado un pilar del desarrollo debido a su valor social. Los autores defienden la adecuada aplicación de la lógica dominante del servicio (sdl, en inglés), específicamente su premisa de cocreación de valor, así como de los principios de la teoría del ecosistema de servicios para diferenciar un comportamiento de queja del otro. Esto puede propiciar que las ies continúen garantizando la satisfacción de sus estudiantes a través de la gestión de las quejas interpuestas por estos sin comprometer la calidad educativa y la sostenibilidad del servicio. La reflexión aquí abordada se circunscribe a los contextos educativos de la región latinoamericana. Durante a pandemia global ocasionada pela covid-19, a maioria das instituições de ensino superior (IES) foi forçada a migrar para uma metodologia de e-learning, a fim de continuar suas atividades acadêmicas. Ao mesmo tempo, o comportamento de reclamação do aluno (CRA) aumentou devido a novas experiências de insatisfação ou não satisfação. Nesse contexto, e para garantir a satisfação dos alunos, as IES têm gerenciado esse comportamento da mesma forma que as empresas fazem com seus clientes. Por isso, apresentamos uma análise crítica sobre a abordagem genérica e padronizada na literatura e na prática de compreensão e gestão do CRA da mesma forma que o comportamento de reclamação do cliente (CRC) é gerenciado. Uma revisão da literatura sobre as teorias e estudos relacionados aos CRA e CRC e ao debate sobre tratamento aluno/cliente são apresentadas, com destaque para a complexidade do serviço de ensino superior, que é considerado um pilar de desenvolvimento devido ao seu valor social. Os autores argumentam a aplicação adequada da lógica dominante do serviço, especificamente sua premissa de cocriação de valor, bem como os princípios da teoria do ecossistema de serviços para diferenciar o CRA do CRC. Isso pode permitir que as IES continuem a garantir a satisfação dos alunos por meio da gestão de suas reclamações sem comprometer a qualidade educacional e a sustentabilidade dos serviços. A reflexão apresentada limita-se aos contextos educacionais da região da América Latina e suas estruturas.

Purpose: This paper explores whether, in the context of university–industry (U–I) collaboration, new innovation strategies can be developed through actors' interactions, the exchange of resources and the co-creation of value for and within the system. In the context of the U–I relationship, the innovation perspective can highlight the need to develop strategies that elicit new formulas of value co-creation, which then facilitate innovation as a result of actor collaboration.Design/methodology/approach: A total of 45 public universities in Spain, representing 95% of the total, participated in qualitative research. Personal in-depth interviews with technology transfer officers (TTOs) were conducted by an external firm; in a second phase, two of the researchers conducted eight interviews with the directors of TTOs in those universities with higher rates of transfer.Findings: Findings reveal that enterprises with a technological focus are strengthening their relationships with universities and attempting to build a university business ecosystem by designing strategies for value co-creation such as co-ownership, co-patenting, and co-invention.Research limitations/implications: The empirical research is conducted in Spain, and results should be interpreted according to this context. Future research should examine new contexts (other countries) to improve the robustness of the data and enrich the results, thus enabling generalization of the management consequences.Originality/value: The results provide a means to design strategies under a new collaborative and innovating logic. The theoretical framework contributes to theory, with implications for management.