This study develops a comprehensive understanding of the co-creation (CC) process in educational services. The specific context is higher education (HE), a vital sector within the domain of educational services.
We draw insights from those directly participating in CC within HE courses and programs. A grounded theory approach is employed, with data collected from interviews and focus groups. In total, 70 students, professors, tutors and support staff shared their practices in, and reflections on, CC. Our data coding was subjected to inter-coder reliability checking.
Key antecedents of CC are individual competence, tangible and intangible organizational support and technology readiness, with motivation, personal characteristics and activity design moderating the relationship between antecedents and CC. Outcomes of CC are shown to be positive (e.g. satisfaction), negative (e.g. co-destruction) or a positive/negative mix. Alignment, timing and interventions prove to be key moderators of the relationship between CC and its outcomes. We also highlight three features and four building blocks of CC, as well as inner and meta feedback loops in the CC process.
Drawing on the insights afforded by our interviewees, we derive the comprehensive Co-Creation in Educational Services (CCES) framework. CCES encapsulates antecedents, consequences, moderators and feedback to provide an understanding of how distinct aspects of CC interconnect. For the educational setting, CCES also contextualizes the established CC building blocks as conversation, autonomy, reflection and transparency.
