NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1159546
Record Type: Journal
Publication Date: 2017-Dec
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0018-1560
A Co-Creation Shift in Learning Management: Work Design for Institutional Commitment and Personal Growth
Wardley, Leslie J.; Bélanger, Charles H.; Nadeau, John
Higher Education: The International Journal of Higher Education Research, v74 n6 p997-1013 Dec 2017
Some higher education management departments have started to implement customer service orientation strategies in their marketing activities in order to solidify value exchange perceptions, differentiate themselves, and improve retention rates. However, if students are to get the most out of their academic experiences, they need to become meaningfully and psychologically involved in their studies. This research study explored the specific job context of students within the higher education environment by testing the structure of the "work of students" by utilizing job design theories. The ensuing conceptual Student Engagement Work Design Model (SEWDM) and the empirical findings provide a roadmap of how the engagement elements of autonomy, feedback, skill variety, task identity, and customer services can be utilized by universities when attempting to predict institutional commitment and personal growth needs. A co-creation approach to management education is definitely more complicated to promote and implement, but it has the larger payback as costs can be lowered through the careful design of the students' work so it will be motivational--with students helping to create a better educational experience for their peers, the faculty, and the community resulting in more positive word-of-mouth promotions.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A