Teacher's service-dominant orientation: scale development and validation.
Saved in:
| Title: | Teacher's service-dominant orientation: scale development and validation. |
|---|---|
| Authors: | Cruz, Maria de Fátima (AUTHOR), Alves, Helena (AUTHOR), Rodrigues, Ricardo Gouveia (AUTHOR) |
| Source: | Studies in Higher Education. Aug2025, Vol. 50 Issue 8, p1743-1761. 19p. |
| Subjects: | Higher education, Teacher-student relationships, Participatory design, Outcome assessment (Education), Research methodology, Educational cooperation |
| Abstract: | The literature suggests that the co-creation of higher education value, from the perspective of the service-dominant logic (SDL), begins in the teaching-learning process, and the results of this process shape the entire ecosystem of higher education value for economic and social development. From this perspective, it is important to identify strategic tools that foster the co-creation of services and value during the teaching-learning process. As a contribution, this article presents the first proposal for a scale to measure teachers' service-dominant orientation (SDO) in higher education. This proposal was operationalised using a literature review and qualitative and quantitative empirical approaches involving six stages and supported by three studies. Conceptualised as a portfolio of interaction capabilities that teachers can strategically develop to foster co-creation in higher education, the Teacher S-D Orientation scale is presented, made up of five capacities: individual interactions (four items), relational interactions (four items), ethical interactions (three items), empowered interactions (three items) and developmental interactions (four items). Considering that from the SDL perspective, the strength of the student-teacher relationship is a decisive factor in co-creation during the teaching-learning process, the external validation of the SDO scale was ensured, with the results suggesting that the teacher's SDO has a significant impact on the relationship quality in higher education. The scale validation has implications for both marketing and educational literature. The article concludes with recommendations for teachers and management of higher education institutions. [ABSTRACT FROM AUTHOR] |
| Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The literature suggests that the co-creation of higher education value, from the perspective of the service-dominant logic (SDL), begins in the teaching-learning process, and the results of this process shape the entire ecosystem of higher education value for economic and social development. From this perspective, it is important to identify strategic tools that foster the co-creation of services and value during the teaching-learning process. As a contribution, this article presents the first proposal for a scale to measure teachers' service-dominant orientation (SDO) in higher education. This proposal was operationalised using a literature review and qualitative and quantitative empirical approaches involving six stages and supported by three studies. Conceptualised as a portfolio of interaction capabilities that teachers can strategically develop to foster co-creation in higher education, the Teacher S-D Orientation scale is presented, made up of five capacities: individual interactions (four items), relational interactions (four items), ethical interactions (three items), empowered interactions (three items) and developmental interactions (four items). Considering that from the SDL perspective, the strength of the student-teacher relationship is a decisive factor in co-creation during the teaching-learning process, the external validation of the SDO scale was ensured, with the results suggesting that the teacher's SDO has a significant impact on the relationship quality in higher education. The scale validation has implications for both marketing and educational literature. The article concludes with recommendations for teachers and management of higher education institutions. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 03075079 |
| DOI: | 10.1080/03075079.2024.2398684 |
