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Improving society by improving education through service-dominant logic: Reframing the role of students in higher education

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dc.creatorDíaz-Méndez, Montserratspa
dc.creatorParedes Escobar, Mario Rolandospa
dc.creatorSaren, Michaelspa
dc.date.accessioned2020-05-26T00:01:21Z
dc.date.available2020-05-26T00:01:21Z
dc.date.created2019spa
dc.description.abstractThe role of higher education (HE) in the development of societies is an unquestionable fact, and its management has traditionally been a major concern of governments. Lately, there has been worldwide debate on whether universities should adopt traditional management practices as applied in any business sector. This paper questions the adoption of these practices, because they tend to simplify the complexity of this service, and argues that service-dominant logic (SDL) is a more appropriate approach to manage HE institutions. It envisions HE as a complex system where many actors interact to co-create value and focuses on the student-teacher dyad. Through a critical literature review, this paper states that the increasing established analogy of the 'student-customer' and 'teacher-provider', adopted to simplify the complexity of the HE service and thus allow the implementation of traditional management practices, jeopardizes the sustainability of social development due to its effects on the long-term quality of professionals' training. Then, under the frame of SDL, we define students as co-creators of value (rather than customers) and teachers as value proposers, providing new insights to the debate and critical new recommendations for policymakers and universities to manage this critical relationship. © 2019 by the authors.eng
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.3390/su11195292
dc.identifier.urihttps://repository.urosario.edu.co/handle/10336/23355
dc.language.isoengspa
dc.publisherMDPI AGspa
dc.relation.citationIssueNo. 19
dc.relation.citationTitleSustainability (Switzerland)
dc.relation.citationVolumeVol. 11
dc.relation.ispartofSustainability (Switzerland), Vol.11, No.19 (2019)spa
dc.relation.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85073633217&doi=10.3390%2fsu11195292&partnerID=40&md5=522d21eb1391cf3be090dab25e416436spa
dc.rights.accesRightsinfo:eu-repo/semantics/openAccess
dc.rights.accesoAbierto (Texto Completo)spa
dc.source.instnameinstname:Universidad del Rosariospa
dc.source.reponamereponame:Repositorio Institucional EdocURspa
dc.subject.keywordComplexityspa
dc.subject.keywordGovernmentspa
dc.subject.keywordHigher educationspa
dc.subject.keywordManagement practicespa
dc.subject.keywordPolicy makingspa
dc.subject.keywordSocial developmentspa
dc.subject.keywordStudentspa
dc.subject.keywordSustainabilityspa
dc.subject.keywordTeachingspa
dc.subject.keywordTrainingspa
dc.subject.keywordUniversity sectorspa
dc.subject.keywordHigher educationspa
dc.subject.keywordService dominant logicspa
dc.subject.keywordStudents-as-customersspa
dc.subject.keywordValue co-creationspa
dc.titleImproving society by improving education through service-dominant logic: Reframing the role of students in higher educationspa
dc.typearticleeng
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersion
dc.type.spaArtículospa
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