Document Type

Conference Paper


Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence


Business and Management.

Publication Details

American Marketing Association Conference (AMA) Journal of Marketing Research Special Issue Conference on Marketing and Education, Aug 9-11, 2019, Chicago, IL.


Advances in digital technology and innovation have fundamentally changed the way Higher Education (HE) communities, interact, consume and co-create value (Freberg and Merle 2016; Neier and Zayer 2015). However, differences have persisted between the potential of technology enabled learning and the less consistent realities of technology use within university learning and teaching (Henderson et al. 2015). Therefore, a key aim of this research is to examine how technology readiness of students influences their interaction, engagements, and value co-creation with staff. Through applying the lens of value co-creation, i.e. where value is co-created among actors through their active role of engagement, interactions and behavioural commitment to creating an experience (Ranjan and Read 2016), this study makes theoretical and managerial contributions to firstly, consumer’s technology readiness in HE and secondly, how this technology readiness influences their value co-creation behaviours. In addition, a conceptual model is developed, drawn from preliminary qualitative findings with students and lecturers, as well as the technology adoption literature (e.g. Davis 1989; Parasuraman 2000; Parasuraman and Colby 2015) in order to address how the consumption of technology influences value co-creation behaviour in HE.

In keeping with the terminology in the marketing literature this research uses the terms consumers and employees. However, it is important to note we do not claim that students are consumers, as recommended by Woodall et al. (2014), rather they are actors that interact with other actors (Storbacka et al. 2016) e.g. employees and university staff that engage with and work in the same service environment in order to co-create value. In examining a dyadic perspective, between students and staff, our framework suggests that the level of an actors Technology Readiness (TR) is an antecedent to Digital Technology Satisfaction (DT-SAT) which influences Value Co-Creation behaviours (VCCb). The paper briefly discusses these three areas of literature, then presents the conceptual model and hypotheses. Finally, the methodology is highlighted followed by the findings from study 1 and the implications for theory and management.

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