Abstract
Higher education involves multiple actors participating in collaborative, deep-learning resource integration activities. From a Service-Dominant logic perspective, students are not passive receivers of knowledge but active participants in their own learning experiences. Therefore, universities cannot create value in isolation but only provide value propositions. Educational institutions and lecturers must clearly and effectively communicate value propositions that motivate students to realize as much value as possible within the educational context. To develop and formulate value propositions, universities must understand students’ motivation to integrate resources and develop reward systems that incentivize wanted behavior, which would be deep learning in the case of education. Students learning through deep learning processes achieve deep domain-specific competencies and transferable competencies that increase their likelihood of becoming knowledgeable, skilled workers suited for the challenges of the twenty-first century and contribute to the viability of society.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
https://doi.org/10.1037/a0035661. Epub 2014 Feb 3.
Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357–376. https://doi.org/10.1037/0022-3514.45.2.357
Bacon, D. R., & Stewart, K. A. (2006). How fast do students forget what they learn in consumer behavior? A longitudinal study. Journal of Marketing Education, 28(3), 181–192. https://doi.org/10.1177/0273475306291463
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037//0033-295x.84.2.191
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175–1184. https://doi.org/10.1037/0003-066x.44.9.1175
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1
Barile, S., Saviano, M., & Simone, C. (2015). Service economy, knowledge, and the need for T-shaped innovators. World Wide Web, 18(4), 1177–1197. https://doi.org/10.1007/s11280-014-0305-1
Barile, S., & Saviano, M. (2013). Dynamic capabilities and T-shaped knowledge: A viable systems approach. In Contributions to theoreticalo and practical advances in management. A viable systems approach (VSA), ARACNE Editrice Srl, Roma (pp. 39–59).
Barrett, M., Davidson, E., Prabhu, J., & Vargo, S. L. (2015). Service innovation in the digital age: key contributions and future directions. MIS quarterly, 39(1), 135–154. https://doi.org/10.25300/MISQ/2015/39:1.03
Barteková, E., & Börkey, P. (2022). Digitalisation for the transition to a resource efficient and circular economy. In OECD environment working papers (Vol. 192). OECD Publishing. https://doi.org/10.1787/6f6d18e7-en
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347–364. https://doi.org/10.1007/BF00138871
Bolton, R. N., Parasuraman, A., Hoefnagels, A., Migchels, N., Kabadayi, S., Gruber, T., Komarova Loureiro, Y., & Solnet, D. (2013). Understanding Generation Y and their use of social media: A review and research agenda. Journal of Service Management, 24(3), 245–267. https://doi.org/10.1108/09564231311326987
Brophy, D. R. (1998). Understanding, measuring, and enhancing individual creative problem-solving efforts. Creativity Research Journal, 11(2), 123–150. https://doi.org/10.1207/s15326934crj1102_4
Bruce, H. L., Wilson, H. N., Macdonald, E. K., & Clarke, B. (2019). Resource integration, value creation and value destruction in collective consumption contexts. Journal of Business Research, 103, 173–185. https://doi.org/10.1016/j.jbusres.2019.05.007
Bruinsma, M. (2004). Motivation, cognitive processing and achievement in higher education. Learning and Instruction, 14(6), 549–568. https://doi.org/10.1016/j.learninstruc.2004.09.001
Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International, 44(4), 349–362. https://doi.org/10.1080/14703290701602748
Burroughs, J. E., & Mick, D. G. (2004). Exploring antecedents and consequences of consumer creativity in a problem-solving context. Journal of Consumer Research, 31(2), 402–411. https://doi.org/10.1086/422118
Cambridge dictionary. (2020). Specialized. Cambridge dictionary. Retrieved Nov 17, from https://dictionary.cambridge.org/dictionary/english/specialized
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140(4), 980. https://doi.org/10.1037/a0035661
Cheetham, G., & Chivers, G. (1996). Towards a holistic model of professional competence. Journal of European Industrial Training, 20(5), 20–30. https://doi.org/10.1108/03090599610119692
Cleveland-Innes, M. F., & Emes, C. (2005). Social and academic interaction in higher education contexts and the effect on deep learning. Journal of Student Affairs Research and Practice, 42(2), 387–408. https://doi.org/10.2202/1949-6605.1475
Colbeck, C. L., Campbell, S. E., & Bjorklund, S. A. (2000). Grou** in the dark: What college students learn from group projects. The Journal of Higher Education, 71(1), 60–83. https://doi.org/10.1080/00221546.2000.11780816
De Cooman, R., De Gieter, S., Pepermans, R., Jegers, M., & Van Acker, F. (2009). Development and validation of the Work Effort Scale. European Journal of Psychological Assessment, 25(4), 266–273. http://econtent.hogrefe.com/doi/abs/10.1027/1015-5759.25.4.266
Cova, B., & Dalli, D. (2009). Working consumers: The next step in marketing theory? Marketing Theory, 9(3), 315–339. https://doi.org/10.1177/1470593109338144
Davidson, R. A. (2002). Relationship of study approach and exam performance. Journal of Accounting Education, 20(1), 29–44. https://doi.org/10.1016/S0748-5751(01)00025-2
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1–27. https://doi.org/10.3102/00346543071001001
Deci, E. L., & Ryan, R. M. (1985). Cognitive evaluation theory. In Intrinsic motivation and self-determination in human behavior (pp. 43–85). Springer.
Díaz-Méndez, M., Paredes, M. R., & Saren, M. (2019). Improving society by improving education through service-dominant logic: Reframing the role of students in higher education. Sustainability, 11(19), 5292. https://doi.org/10.3390/su11195292
Dolmans, D. H. J. M., Loyens, S. M. M., Marcq, H., & Gijbels, D. (2016). Deep and surface learning in problem-based learning: A review of the literature. Advances in Health Sciences Education, 21(5), 1087–1112. https://doi.org/10.1007/s10459-015-9645-6
Dong, B., Evans, K. R., & Zou, S. (2008). The effects of customer participation in co-created service recovery. Journal of the Academy of Marketing Science, 36(1), 123–137. https://link.springer.com/content/pdf/10.1007%2Fs11747-007-0059-8.pdf
Dziewanowska, K. (2017). Value types in higher education–students’ perspective. Journal of Higher Education Policy and Management, 39(3), 235–246. https://doi.org/10.1080/1360080X.2017.1299981
Edvardsson, B., Tronvoll, B., & Gruber, T. (2011). Expanding understanding of service exchange and value co-creation: A social construction approach. Journal of the Academy of Marketing Science, 39(2), 327–339. https://doi.org/10.1007/s11747-010-0200-y
Edvardsson, B., Kleinaltenkamp, M., Tronvoll, B., McHugh, P., & Windahl, C. (2014). Institutional logics matter when coordinating resource integration. Marketing Theory, 14(3), 291–309. https://doi.org/10.1177/1470593114534343
Findsrud, R., Tronvoll, B., & Edvardsson, B. (2018). Motivation: The missing driver for theorizing about resource integration [Conceptual]. Marketing Theory, 18(4), 493–519. https://doi.org/10.1177/1470593118764590
Findsrud, R., & Dehling, S. (2019). Resource integration processes as a microfoundation for service innovation. In P. Kristensson, P. Magnusson, and L. Witell (Eds.), Service innovation for sustainable business (pp. 95–116). World Scientific. https://doi.org/10.1142/9789813273382_0006
Frey, B. S., & Jegen, R. (2001). Motivation crowding theory. Journal of Economic Surveys, 15(5), 589–611. https://doi.org/10.1111/1467-6419.00150
Frow, P., McColl-Kennedy, J. R., Hilton, T., Davidson, A., Payne, A., & Brozovic, D. (2014). Value propositions: A service ecosystems perspective. Marketing Theory, 14(3), 327–351. https://doi.org/10.1177/1470593114534346
Fullan, M., Quinn, J., & McEachen, J. (2017). Deep learning: Engage the world change the world. Corwin Press.
Geddes, B. C., Cannon, H. M., Cannon, J. N., & Feinstein, A. H. (2015). Develo** educational strategies for experiential learning: An application of service dominant logic from marketing. In Developments in business simulation and experiential learning: Proceedings of the annual ABSEL conference.
Gibbons‐Wood, D., & Lange, T. (2000). Develo** core skills–lessons from Germany and Sweden. Education+ Training, 42(1), 24–32. https://doi.org/10.1108/00400910010317077
Griffin, P., Care, E., & McGaw, B. (2012). The changing role of education and schools. In P. Griffin, E. Care, & B. McGaw (Eds.), Assessment and teaching of 21st century skills (pp. 1–15). Springer.
Gross, N. (2009). A pragmatist theory of social mechanisms. American Sociological Review, 74(3), 358–379. https://doi.org/10.1177/000312240907400302
Gupta, A. K., Smith, K. G., & Shalley, C. E. (2006). The interplay between exploration and exploitation. Academy of Management Journal, 49(4), 693–706. https://doi.org/10.5465/amj.2006.22083026
Hibbert, S., Winklhofer, H., & Temerak, M. S. (2012). Customers as resource integrators: Toward a model of customer learning. Journal of Service Research, 15(3), 247–261. https://doi.org/10.1177/1094670512442805
Janssen, P. (1996). Studaxology: The expertise students need to be effective in higher education. Higher Education, 31(1), 117–141. https://doi.org/10.1007/BF00129110
Jarvis, W., Halvorson, W., Sadeque, S., & Johnston, S. (2014). A large class engagement (LCE) model based on service-dominant logic (SDL) and flipped classrooms. Education Research Perspectives, 41(1), 1–24.
Karpen, I. O., Bove, L. L., & Lukas, B. A. (2012). Linking service-dominant logic and strategic business practice: A conceptual model of a service-dominant orientation. Journal of Service Research, 15(1), 21–38. https://doi.org/10.1177/1094670511425697
Latham, G. P. (2009). Motivate employee performance through goal setting. In E. A. Locke (Ed.), Handbook of principles of organizational behavior (2nd ed.) (pp. 119). Wiley.
Lock, J., & Redmond, P. (2021). Embedded experts in online collaborative learning: A case study. The Internet and Higher Education, 48, 100773. https://doi.org/10.1016/j.iheduc.2020.100773
Lusch, R. F., & Vargo, S. L. (2014). Service-dominant logic: Premises, perspectives, possibilities. Cambridge University Press.
Lusch, R. F., Vargo, S. L., Bolton, R. N., & Webster, F. E. (2006). The service-dominant logic of marketing: Dialog, debate, and directions. ME Sharpe Armonk.
Lusch, R., & Wu, C. (2012). A service science perspective on higher education linking service productivity theory and higher education reform. http://hdl.handle.net/10919/83626
Lyons, B. J., & Scott, B. A. (2012). Integrating social exchange and affective explanations for the receipt of help and harm: A social network approach. Organizational Behavior and Human Decision Processes, 117(1), 66–79. https://doi.org/10.1016/j.obhdp.2011.10.002
Marton, F., & Säaljö, R. (1976). On qualitative differences in learning—ii Outcome as a function of the learner’s conception of the task. British Journal of Educational Psychology, 46(2), 115–127. https://doi.org/10.1111/j.2044-8279.1976.tb02304.x
McMahon, T. (2006). Teaching for more effective learning: Seven maxims for practice. Radiography, 12(1), 34–44. https://doi.org/10.1016/j.radi.2005.03.009
Mitchell, T. R., & Daniels, D. (2003). Motivation. In W. C. Borman, D. R. Ilgen, & R. J. Klimoski (Eds.), Comprehensive handbook of psychology (Vol. 12, pp. 225–254). Wiley.
Nakamura, J., & Csikszentmihalyi, M. (2014). The concept of flow. In M. Csikszentmihalyi (Ed.), Flow and the foundations of positive psychology (pp. 239–263). Springer.
Nelson Laird, T. F., Seifert, T. A., Pascarella, E. T., Mayhew, M. J., & Blaich, C. F. (2014). Deeply affecting first-year students’ thinking: Deep approaches to learning and three dimensions of cognitive development. The Journal of Higher Education, 85(3), 402–432. https://doi.org/10.1080/00221546.2014.11777333
Ng, I. C., & Forbes, J. (2009). Education as service: The understanding of university experience through the service logic. Journal of Marketing for Higher Education, 19(1), 38–64. https://doi.org/10.1080/08841240902904703
Ng, E. S., Schweitzer, L., & Lyons, S. T. (2010). New generation, great expectations: A field study of the millennial generation. Journal of Business and Psychology, 25(2), 281–292. https://doi.org/10.1007/s10869-010-9159-4
Norton, M. I., Mochon, D., & Ariely, D. (2012). The IKEA effect: When labor leads to love. Journal of Consumer Psychology, 22, 453–460.
NOU 2015: 8. (2015). Fremtidens skole. Fornyelse av fag og kompetanser [The school for the future. The renewal of subjects and competences]. Kunnskapsdepartementet.
Payne, A. F., Storbacka, K., & Frow, P. (2008). Managing the co-creation of value. Journal of the academy of marketing science, 36(1), 83–96. https://link.springer.com/content/pdf/10.1007%2Fs11747-007-0070-0.pdf
Polese, F., Pels, J., Tronvoll, B., Bruni, R., & Carrubbo, L. (2017). A4A relationships. Journal of Service Theory and Practice, 27(5), 1040–1056. https://doi.org/10.1108/JSTP-05-2017-0085
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092
Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68. http://psycnet.apa.org/journals/amp/55/1/68/
Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (p. 13). Oxford University Press.
Skålén, P. (2018). Service logic (1st ed.). Studentlitteratur.
Teijeiro, M., Rungo, P., & Freire, M. J. (2013). Graduate competencies and employability: The impact of matching firms’ needs and personal attainments. Economics of Education Review, 34, 286–295. https://doi.org/10.1016/j.econedurev.2013.01.003
Vargo, S. L., & Lusch, R. F. (2004). Evolving to a new dominant logic for marketing. Journal of Marketing, 68(1), 1–17. http://search.ebscohost.com/login.aspx?direct=trueanddb=bthandAN=12142574andsite=ehost-live
Vargo, S. L., & Lusch, R. F. (2008). Service-dominant logic: Continuing the evolution. Journal of the Academy of Marketing Science, 36(1), 1–10. https://doi.org/10.1007/s11747-007-0069-6
Vargo, S. L., & Lusch, R. F. (2011). It’s all B2B… and beyond: Toward a systems perspective of the market. Industrial Marketing Management, 40(2), 181–187. https://doi.org/10.1016/j.indmarman.2010.06.026
Vargo, S. L., & Lusch, R. F. (2016). Institutions and axioms: An extension and update of service-dominant logic. Journal of the Academy of Marketing Science, 44(1), 5–23. https://doi.org/10.1007/s11747-015-0456-3
Von Hippel, E. (1994). “Sticky information” and the locus of problem solving: Implications for innovation. Management Science, 40(4), 429–439. https://doi.org/10.1287/mnsc.40.4.429
White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66(5), 297–333. https://doi.org/10.1037/h0040934
Zydziunaite, V., Kaminskiene, L., & Jurgile, V. (2021). Teachers’ abstracted conceptualizations of their way in experiencing the leadership in the classroom: Transferring knowledge, expanding learning capacity, and creating knowledge. Education Sciences, 11(12), 782. https://www.mdpi.com/2227-7102/11/12/782
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Findsrud, R., Tronvoll, B. (2022). Deep Learning in Higher Education: A Service-Dominant Logic Perspective. In: Gummesson, E., Díaz-Méndez, M., Saren, M. (eds) Improving the Evaluation of Scholarly Work. Springer, Cham. https://doi.org/10.1007/978-3-031-17662-3_9
Download citation
DOI: https://doi.org/10.1007/978-3-031-17662-3_9
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-031-17661-6
Online ISBN: 978-3-031-17662-3
eBook Packages: EducationEducation (R0)