Luis Carlos Alves da Silva
Universidade de Santa Cruz do Sul, Brazil
E-mail: luis@suppry.com.br
Maicon da Silva
Universidade de Santa Cruz do Sul, Brazil
E-mail: maicon213@bol.com.br
Flávio Régio Brambilla
Universidade de Santa Cruz do Sul, Brazil
E-mail: flabiobr@unisc.br
Submission: 1/8/2019
Revision: 2/10/2019
Accept: 3/13/2019
ABSTRACT
The purpose of this article is to make a
documentary analysis of value creation in private higher education in a
postgraduate program at a University located in the Rio Pardo / RS Valley.
Value co-creation has become important in the last few decades, allowing for
steady improvements for companies. In this sense, one of the main
characteristics of value creation is to understand consumer behavior, as well
as to identify their needs and desires. In this way, in private higher
education, more precisely in the university environment, participation,
interaction, relationships and mutual exchange of experiences between teacher
and student occurs, that is, so that the process of teaching learning between
the parties is satisfactory. Methodologically, this article was carried out
through a qualitative descriptive approach, through a documentary analysis in
the program site, in the regulation of the same, and, contract of provision of
academic services. Still, it is interesting to note that value creation in
education is directly related to the quality of education. Finally, the volume
of studies about the process of value creation in education is expressly
reduced.
Keywords: Value co-creation, Private higher education, Documentary
analysis
1. INTRODUCTION
Thinking strategically in innovation management, systematizing
processes, making systemic structuring of new goals a challenge, is one of the
challenges that organizations need to work on. In parallel to this comes the
transformation that our society provides us in the short, medium and long term
on the multiple alternatives that appear allowing us to transform them into
improvement. In this context, companies use marketing as a strategy to promote
their products and / or services, and also as a tool for value creation towards
their clients.
Thus, through facilitated access to information that has been occurring in the last decade, the individual becomes the active actor in creating value for products and services. Within a network of other actors, it exerts authority and influence through its individual knowledge and skills that it uses for its benefit and for sharing with others, this needs to be considered by companies as an important element in developing strategies to attract and customer loyalty (JOINER; LUSCH, 2016).To improve understanding, the market in general is in a moment of complexity and dynamism, so finding ways to generate competitive advantage can be a determining factor between success and failure of a company. Competitive advantage can be conceptualized as the biggest difference between production costs and the customer's willingness to pay for the product and / or service (GHEMAWAT, 2012). In this way, through the co-creation of value established through the relationship of the organizations with their clients, it becomes possible to identify their needs and their dissatisfaction, and transform them into products and / or services adapted to the clients' needs (MATIAS et al. 2015).Frio and Brazil (2016) understood consumers as a target of their actions, but today, consumers should be understood as partners in the company's value-creation processes. For Borys and Jemison (1989), the concept of value creation is seen in a simple and easy-to-understand way in which value creation is a process by which the resources of two companies combine to achieve objectives that one of the parties I could not reach alone.
Bringing
light to the questions and the importance of the theme co-creation of value for
the organizations and for academic environment, regarding the institutions of
private higher education, from an approach that favors the creation of value
through the interaction between teacher and student. From this perspective,
through the elaboration of a descriptive study based on a documental analysis
have as general objective: to present a
documentary analysis of value creation in private higher education in a stricto sensu
postgraduate program.
In this way, the importance of this article and its
contributions to the education area, more specifically from the point of view
of education, is aligned with a new trend that arises in the provision of
educational services focused on the concepts of marketing administration,
where, in the process of value creation in a broad way taking into account the
needs and desires of the clients (students).
To achieve the study objective, the paper was
structured in five sections, including this introduction. In section 2, the
theoretical synthesis about the theme and its contextualizations
is presented; followed by section 3 that presents the methodological aspects.
The presentation of the results is performed in section 4, and section 5
presents the final considerations.
2. THEORETICAL FOUNDATION
2.1.
Service
Dominant Logic
Over the years, formal marketing thinking has been going through transformations,
reinventing itself on this path researchers Wilkie
and Moore (2003), point out that marketing can be divided into four eras. The
first era became known as a "marketing function", started shortly
after 1900 and lasted until about 1920. During this period marketing began to gain space in universities and companies driven
by the Industrial Revolution, with a greater production of tangible goods,
marketing focuses on the distribution of goods produced.
The second era is defined by the
"formalization of the marketing area", which lasted from 1920 to
1950. During this period, marketing emerged as an area of support for the
sales sector, with marketing
principles being developed in this area. first sales congresses.
From 1950 until 1980, the
third era was known as "paradigm shift - marketing, administration and science". Among some events of
this era, the emergence of the 4Ps (price, square, product and promotion)
stands out, the market begins to be segmented, the image and brand of the
companies begin to be worked differently.
In that era Drucker
(1954) wrote the first work of great relevance on the subject, The Practice of Management, which
addressed the practice of business administration and the role of the manager.
Finally, we come to the
fourth era which can be defined as the intensifier of changes begun in earlier
ages. In this sense, Wilkie and Moore (2003) cite
technology and the internet as the main cause of this intensification. At that
moment, the interaction between people from different regions intensifies the
co-creation process, referencing the virtual and non-physical characteristic in
the relationships between consumers and companies.
According to Joiner and Lusch
(2016), the dominant logic of service can be defined as a logic of unity where
the actors use their knowledge and applied skills, that is, skills, to offer
benefits to others and to benefit. It is a concept based on relationships,
mutual trust, an experience where everyone involved in the process comes out
with some kind of benefit.
In this sense the competitive advantage is
something that keeps a company competitive, making it stand out and gain space
in its marking of performance. Similarly, Brambilla
and Damacena (2011), corroborate with Vargo and Morgan (2005) when they affirm that the service
is nothing more than an activity of specialization, involving skills and
abilities, especially knowledge. This is a marketing vision where the
interactivity of the company and the consumer is essential, transforming the
service into something unique, culminating in a competitive advantage
(PRAHALAD; RAMASWAMY, 2004).
Thus, starting from this new dominant logic of the
service, value creation happens through a system of exchange of experiences,
proposing a narrative based on integration of resources, provision of
reciprocal service, with actors co-creating value for both parties. the
philosophy that should be adopted by higher education institutions (VARGO;
LUSCH, 2015).
2.2.
Value
Creation
In analyzing the historical trajectory of marketing
thinking, based on the literature review hitherto grounded, it is possible to
observe the evolution of consumer participation in the marketing processes. The
new theoretical discussions address the need to integrate the customer into the
process of value creation based on the collaboration that comes from their
experiences with products and services, so that their needs will be met. Value
is no longer in the product, but in the experiences it provides and in the
interaction with the consumer, creating an environment of exchange between all
the parties involved.
In this context, the customer becomes an active
agent in the creation of value based on the Logic of the Dominant Service,
there is the co-creation of value that can be understood as the participation
of the consumer of the service or product, from its creation to its final
consumption (PAYNE et al., 2008).
Value creation
makes the market open to dialogue between organizations and consumers, the
market is seen as a place to exchange experiences, and consumers make clear
their willingness to pay for what is being offered in the market. market
(PRAHALAD; RAMASWAMY, 2004). As competitiveness increases, it is critical that
service providers intensify the preparation of their personal contact staff,
both in terms of knowledge to provide the best service and service possible,
but also in the aspect of increasing collaboration, the relationship and the
interaction with the clients (BENDAPUDI; LEONE, 2003; PRAHALAD; RAMASWAMY,
2004).
Following this logic, the
consumer is increasingly dynamic and participatory in the interaction with
companies, as they prioritize products that meet their needs and desires (PRAHALAD;
RAMASWAMY, 2004) so that they are reached. creation process. According to Prahalad and Ramaswamy (2000),
this involvement can be characterized as value co-ordination and has become
increasingly common in business.
Concurring with
the customer by meeting their particular needs, through co-ordination,
considering the needs and wants of the client, can be the differential to
generate satisfaction and assist in the positive perception of the same in
relation to the company (ZMOGINSKI et al., 2009).
Prahalad and Ramaswamy (2004)
argued that in the future, competitive advantage will be related to the process
of value creation with consumers. This interaction with the consumer is due to
the offer of their skills, skills and mainly their experiences of consumption.
In this way, the consumer is considered as an active and endogenous agent in
the marketing process (LUSCH, 2007; PRAHALAD; RAMASWAMY, 2004).
The value-creation
approaches are not homogeneous, that is, for each process involving
value-creation there may be different ways for each individual to get involved
with the theme, since each has its way of interacting, this interaction may
vary according to the needs of each individual (KENNEDY et al, 2012).
Thus, the value
creation takes place through the active participation of the consumer in the
development of a customized product or service that meet the needs and
expectations. So the essence of service co-creation is the search for a better
composition of value to the consumer, meeting their interests at the individual
level, one of the discussions of the Dominant Logic of Service (BRAMBILLA;
DAMACENA, 2011).
2.3.
Co-creation
of Value in Private Higher Education
The delivery of
the educational service should be linked to the interests of the students, but
without neglecting the interests of the University and the teachers. Another gap
is observed in Voss, Gruber and Szmigin (2007),
because in the context of the higher education service, in terms of quality,
knowledge about consumer expectations as well as metrics is lacking. It is
required instruments that determine the quality of actions aimed at value
creation in education, and which include capturing the levels of service
provided, contemplating precepts such as perception of performance and
satisfaction.
Given the set of
guiding principles of the Service Logic, that of the consumer as a value
co-creator, is one of the most relevant. The affirmation is justified because
the co-creation is the origin for the generation of value. In its
characterization, the context of Private Higher Education is pertinent, since
it is not a unilateral solution, and in which the client (student) responds
from the performance to the success (minimum performance for approval, and in a
higher level of relevance, training for future professional practice).
Because it is
not a simple business relationship, the case is more complex and challenging,
and in some cases, questioned whether it can be handled by service. Given the
concept of service as a result of co-creation, and the private education
student as payer for the desired education, although with certain peculiar
characteristics, it is a service (BRAMBILLA; DAMACENA, 2011).
Co-education in
education, especially higher, implies the involvement of students in the
elaboration of results (QIAN, 2006). In the classroom it is possible to
co-create by means of activities such as solving doubts, both by discussing
personal notes, as well as by discussions and questions, by interaction in the
teaching-learning environment. Extraclass activity is
also important in educational co-creation. Kotzé and
Plessis (2003) highlight the variety of means for co-cooking in class, with the
value resulting from the notion of quality (ALVES; RAPOSO, 2007).
In classroom
relationships there is participation and interaction, forming concepts of what
is understood by co-creation. Vargo (2008, p. 212)
mentions that "value creation always requires involvement". To cook
through an exchange relationship is a source for the generation of educational
values, at the meeting of private higher education service (DONG; EVANS; ZOU,
2008; SILVA, 2003; CHUNG; MCLARNEY, 2000).
Still, the notion of
experiencing the classroom is for the authors a way to generate superior
learning results, that is, greater value generation. Student participation is a
basic criterion in learning, in interaction with the teacher (GRANITZ; KOENING;
HARICH, 2009; ATHANASIOU, 2007; KOTZÉ; PLESSIS, 2003; FASSINGER, 1995).
In the higher
education environment, especially in stricto sensu courses, students may even co-create content of
interest (PELTIER; SCHIBROWSKY; DRAGO, 2007). This idea is compatible with that
of Vargo and Morgan (2005), that the service is an
activity of specialization, involving skills and abilities, and knowledge. They
point out to Bendapudi and Leone (2003), that in
these cases consumers take an active role in the creation of the service.
It is known that in the
case of services, including the Private Higher Education service, "the company
is the main brand" (D'AVILA; DAMACENA; GARRIDO, 2008, p.5). Also, that the
organizational image is an important indicator to the valorization of both the
institution and the service developed by it, which culminates in student
satisfaction (ALVES; RAPOSO, 2007).
3. METHODOLOGY
The
methodological process of this article begins with the description of the type
of research, it follows with the description of the case that was studied, it
explains and defines what type of instrument was used to delimit the study and,
finally, describes how was the process of the documentary analysis and details
the treatment of the data obtained.
To do so, this
research was based on the qualitative approach of the descriptive and
documentary type, having as research universe a stricto
sensu postgraduate program at a University located in
Rio Pardo / RS Valley. Thus, one of the great challenges of documentary
analysis is the degree of confidence in the veracity of documents, a fact that
can be attenuated through cross-analysis and triangulations with results from
other sources (MARTINS, 2008).
In order to collect
data, we used, firstly, theoretical guidelines guiding the aspects that involve
the dominant logic of service, the co-creation of value, and the co-creation of
value in private higher education, with the perspective of considering that
education aligned with management, more precisely, marketing administration
should be seen as a process of building a fair and egalitarian society, seeking
to offer students a quality education, attending to their satisfaction and
desires, being able to promote a social transformation in the lives of these
students, making -civilized citizens before the society in which they live. In
this sense, Gil (2009) points out that the process of data collection in the
case study is more complex than that of other research modalities.
Also, the
methodology of content analysis was used because it is a set of analysis
techniques, with the objective of finding the uncertainties and providing an
enrichment in the search of the collected data. As Chizzotti
(2006: 98) states, "the purpose of content analysis is to critically
understand the meaning of communications, its manifest or latent content,
explicit or hidden meanings."
For a better
understanding, it should not be forgotten that the object of analysis is also a
symbolic construction with meaning for the researcher, and this must be
reversed in the possibility of the validation of research, aspects that are
often overlooked in positivist approaches (ROCHA, HAMMES, 2018). In this sense,
the author argues that "methods can help the researcher to see the
symbolic form in a new way (THOMAS, 1995, p. 375)”.
Freitas, Cunha
and Moscarola (1997, p.108) point out that for a
content analysis to have value, there are some prerequisites, such as: quality
of the conceptual elaboration made a priori by the researcher, of the accuracy
with which it will be translated into variables, the analysis scheme or the
categories and, finally, the agreement between the reality to be analyzed and
these categories.
From the classic
perspective of Bardin (2006), the author's choice is due to the fact that it is
the most cited in Brazil in research that adopts content analysis as a data
analysis technique. Therefore, the content analysis used in this article made
it possible to describe and interpret the content of the site and documents of
the stricto sensu
postgraduate program at a University located in Rio Pardo / RS Valley.
For analysis of
the stricto sensu
post-graduation program, object of this study, and with consent of the
program's coordination, a site exploration (interactivity and responsiveness)
was made; the documents of said program were analyzed: academic service
contract between university and student, and regulation of the stricto sensu postgraduate
program.
In summary, an
analysis of the collected material was made, aiming the transformation of the
information, aiming to make it more comprehensible to correlate it with the
other data from other sources, giving a qualitative sense to the data
collected, to reach the search results.
4. ANALYSIS AND DISCUSSION OF RESULTS
4.1.
The
University Researched
The history of the
University located in the Vale do Rio Pardo / RS is confused with its
maintainer, founded in 1962. Na, the maintainer dreamed of a University, but it
has come a long way to reach this goal. The Association's efforts began to be
rewarded in 1964, when the Faculty of Accounting was created. In 1967 the
courses of the Faculty of Philosophy, Sciences and Letters began. In 1968, it
was the turn of the Faculty of Law and, two years later, of the School of
Physical Education. As the maintainer did not have its own patrimony, the
colleges began their activities in classrooms provided by the local colleges.
In 1973, they
occupied the central pavilion of the present Oktoberfest Park and, from 1977,
were transferred to a building of their own, built by the keeper in the
vicinity of this park, on Coronel Jost Street. At the
beginning of the seventies, the maintainer, thinking about the future
University Campus, also acquired the excellent area where today is the
University Campus.
In 1980 the maintainer
obtained the approval of the MEC to create the Integrated Faculties of Santa
Cruz do Sul, the FISC, uniting the four faculties
that it maintained. With this, the conquest of the University seemed closer.
The FISC started to offer undergraduate courses in special holiday regime and lato sensu postgraduate courses
at the level of specialization and, thinking about university, encouraged the
qualification of teaching staff and research and extension activities. The
sponsor, with the support of the community, also sought to expand the library's
collection, set up a Data Processing Center and obtain federal funding to
enable the construction of the University Campus.
In 1982, the
campus of the University located in the Rio Pardo / RS Valley began to be
built. In 1984, it was transferred to the Faculty of Accounting and
Administration Sciences and the Faculty of Law. The other faculties and courses
remained in the FISC building, waiting for the maintainer to obtain resources
to continue the work on the Campus. The economic crises and the process of
democratization that the country experienced in the 1980s had repercussions on
the institution and contributed to establishing and reinforcing principles and
values that were evidenced in particular in the democratic experience at all
levels, in participatory planning, in administrative transparency, and in the
commitment to the community.
The project that
gave rise to the University located in Rio Pardo / RS Valley was built, with
intense participation of the academic and regional community. The
Letter-Consultation with a view to the creation of the University was approved
in 1991 by the then Federal Council of Education (CFE), beginning a process of
transition in which the Faculties were extinguished, with reorganization of
their departments, which became linked directly to the Superior Administration.
In 1993 the process of creation of the University came to an end with complete
success, becoming the entity to be called University of Santa Cruz do Sul.
The following years
were marked by an accelerated development in all aspects. There was a new start
of works in the Campus, which allowed that until 1997 all the courses could be
transferred to this place. Many new courses were created, with a significant
increase in the number of students. In 1994 the University located in the Rio
Pardo / RS Valley implemented its first Stricto Sensu Postgraduate course, the Master in Regional
Development that, since 2005, also offers a PhD.
Today the
University located in the Rio Pardo / RS Valley also offers Masters and
Doctorate in Law; Master's and Doctoral Degree in Education; Master's and
Doctorate in Letters; Master's and Doctoral Degree in Environmental Technology;
besides Masters in Health Promotion; Systems and Industrial Processes; and
Master in Professional Management.
In the area of
Higher Education, the achievement of University status allowed the
Institution to direct its development to new areas, such as Health, with the
creation of courses in Psychology, Nursing, Physiotherapy, Dentistry,
Nutrition, Pharmacy and Medicine. The area of Engineering also had a great
expansion, with courses in Agricultural Engineering, Production Engineering,
Architecture and Urbanism, Environmental Engineering, Civil Engineering,
Computer Engineering and Electrical Engineering. Considering the partnership
proposals of some Gaucho municipalities, the University established Campi out of headquarters in Sobradinho,
in 1998; in Capão da Canoa,
in 2001; in Venâncio Aires, in 2004; and in Montenegro
in the year 2011.
The community
character of the University located in the Rio Pardo / RS Valley makes it grow
along technological advances without neglecting attention to the human being
and the environment. Another permanent concern is the quality of the work that
is done. It was in this way that the University excelled in 2008 in the
evaluation of the National System of Evaluation of Higher Education (SINAES) of
the Ministry of Education - MEC. In 2010, again, the University obtained the
highest score, five, in the Institutional External Evaluation INEP / SESu / MEC. In 2011, the University obtained its
re-accreditation for another ten years by the MEC.
In the technological
area, the University located in the Rio Pardo / RS Valley is becoming denser
not only by the many courses offered in this area and the laboratories that
serve the area, but also due to the installation of the Technological Incubator
and the Scientific and Technological Park of the University, which is being
implemented in partnership with the Ministry of Science and Technology. In
addition to working in the area of higher education through the University,
from 1984 onwards she was also the main sponsor of the Basic Education School
and in 1999 the Center for Vocational Education of the University - CEPRU.
The
diversification of activities continued in 2003, with the acquisition by the
Santa Cruz Hospital, the largest and oldest health home in the municipality of
Santa Cruz do Sul and the region. In addition to an
internship camp for many University students, the hospital is a reference in
many areas and serves patients from all counties in the central region of the
state. In 2012, the HSC received from the Ministries of Health and Education
the recognition as Teaching Hospital. Among other aspects, the excellent
evaluation of the University Medical Course by the MEC and the establishment of
Medical Residencies in the areas of Clinical Medicine, General Surgery,
Pediatrics, Family and Community Medicine and Gynecology and Obstetrics
contributed to this distinction.
The many projects
focused on health, education, sports, environment, communication and
technological development reinforce the bonds of an institution committed to
ethical principles and to the sustainable development of the communities where
it is inserted.
4.2.
The Stricto
Sensu Postgraduate Program
The Stricto Sensu Postgraduate
Program has its conception focused on the area of business management and as
reference the need for training of innovative individuals and able to transform
the reality in which they act with the creation of alternatives for the
solution of the problems that are part of an organizational context in constant
innovation. Professional Master's is the designation of the Master's Degree that
emphasizes studies and techniques directly aimed at the performance of a high
level of professional qualification. This emphasis is the only difference from
the academic. The Professional Master's degree qualifies for teaching.
The course has students with different
levels of higher education, but related to the area of Administration and
related, in order to train masters trainers and transformers in their specific
domains of knowledge. Through its activities, both in the classroom and in
applied research, the constant exercise of reading texts, didactic expositions
and interactive discussions, the course aims to potentiate a transforming,
creative and innovative attitude and an understanding of the universe of
business management.
Because of this,
the course is based on a training that allows the future master not only to
have an understanding of the management process, but also to be able to
formulate hypotheses and find alternatives for action to increase efficiency
and contribute to improve the condition of the organizational environment and,
consequently, society in general.
The curricular conception of the course,
along with the selected areas of activity, allows to delineate this
professional profile of the egress. The practices proposed in the different
modules of the course will focus on the construction of alternatives and
innovation in organizations, based on problem analysis, solid methodological
knowledge and scientific rigor.
In short, the
graduate of the Graduate Program in Stricto Sensu must be a highly qualified professional in business
management with the potential to make decisions, under the perspective of
methodological rigor and capable of innovating and transforming the reality in
which it operates, with the applied research, conditioned by the structural
framework of an ever-changing business world.
4.3.
Documentary
Analysis of Value Creation in Private Higher Education
The advance of digital media has triggered numerous transformations in
the way organizations relate to the public, and the emergence of websites is
one of the most expressive forms of this relationship change, which has been
strengthened especially since the beginning of the 21st century.
Mendes (2017, p.
4) points out that the internet is a continuous media, in which there is no
work file. Thus, “a website has to be developed to be always in operation,
mainly because we do not know the timetable that will be visited and
requested”.
The Stricto Sensu Postgraduate
Program at a University located in the Rio Pardo / RS Valley also has a
website, which will be kept confidential as a guarantee of reliability. By
proceeding to the documentary analysis of the same, it can be affirmed that the
opening layout is unattractive, which can contribute negatively to the process
of value creation in the course in question, since "the creation of
perceived value for services rendered or quality perception of services
compares the perception of consumers about the quality or superiority of a
product or service in relation to its functionality and its alternatives
(SALVADO; FERREIRA, COSTA, 2014, p. 44)”.
The documentary analysis
of the Stricto Sensu
Postgraduate Program website allowed us to verify that, in addition to an
unattractive layout, it has low responsiveness. According to Altermann (2014), responsive design is the necessary
condition for a website to be accessed with a high level of quality, regardless
of the equipment available to the user.
According to the
author, half of adults who use the internet daily access through mobile
devices. "Among Internet users, more than 80% use the smartphone and 50%
have tablets in different sizes and formats (ALTERMANN, 2014, p. 05)”.
Therefore, it is imperative that organizations opt for websites that allow
their users to navigate in a fluid way, without prejudice to the information
presented, and design is responsive to the most effective strategy to achieve
this goal.
This mobility is
essential for value creation, since it allows for constant interaction between
the user and the institution, or, in the market view, between supplier and
consumer - in the specific case under study, represented by the educational
institution responsible for providing information and society in general, who
will be informed, since the website presents information aiming both to respond
to the interests of students already enrolled in the institution and to arouse
the interest of visitors in the courses offered.
According to Brambilla and Damacena (2012),
multidimensional values, even though they are approached in an integrative way
in the development of studies aimed at value creation in education in higher
education courses, are essential, since the relations between exchange value
and use values are presented in a subjective way in said process.
This condition can be identified by documentary
analysis of the Academic Services Agreement between University and Student,
document that establishes the criteria to be observed by contracting the
course.
The detailed analysis of the document in question
allows us to identify spaces of suggestion of value creation throughout the
course in two specific clauses: the third clause and the seventh clause, which
thus have respectively:
Third Clause -
Obligations
[...]
c) To guarantee
the adequate administration of education, through the availability of efficient
didactic-pedagogical and laboratory resources, including access to the virtual
learning environment in case of need;
[...]
Clause 7 - of the
authorization of the use of the image and / or voice
ALUNO (A) hereby
authorizes, without any charge to you, the use of your image and / or voice, in
any means of communication, for the purpose of disseminating educational and /
or advertising activities of MANTENEDORA and / or of its holdings.
It is interesting
to note that value creation in education is directly related to the quality of
teaching and, in turn, to the availability of efficient resources for the
construction of learning, which are foreseen as one of the obligations of the
educational institution, according to provisions of clause three.
In this way,
innovation, in turn, comprises a process by which ideas are transformed into
reality, and the records, whether by image or voice, comprise the capture of
value of the same. By presenting aspects of a company's innovation based on
images of its reality, the value-creation process is being fostered through
innovation, since such action stimulates the growth of the organization as a
whole and, above all, its social recognition, aspects considered essential to
the creation of value.
"In the co-creative
process, customers can be considered an important part of the company's human
resources. [...] One of the key functions of value creation can be the
management of clients as part-timers of the process (BITTENCOURT, 2014, p.
66)”. As academics are the clients of the institution, involving them in the
process of strengthening the institution is essential for its recognition in
society, and the use of the image is an efficient strategy for this, which
contributes greatly to the creation of value in the course in question.
The Stricto Sensu
Post-Graduation Program is regulated by the Internal Rules of the Program, a
guiding document of the course that gathers seventy (70) articles, distributed
in twenty-three distinct chapters, which determine the nature and objectives of
the course, as well as the specific administrative management criteria. Also
included in the document are information about the composition criteria of the
faculty, attributions of the advisor, strategies for selection of the student
body, didactic regime and evaluation system, among others.
The Internal
Regulations were approved by the University Council - CONSUN on April 8, 2010,
and were reviewed by the same body on September 27, 2012, when it assumed the
current presentation. The information contained in the Internal Regulations of
the Program, when related to the process of value creation in said course,
allow to identify situations favorable to the situation under study. Among these,
the possibility of participation of the students in the decision-making is
highlighted, as foreseen in Articles 2 and 3 of the internal rules of the
course:
Art. 2 The Course is administered by a collegiate
body, a Coordinator and an Adjunct Coordinator.
Art. 3 The Collegiate of the Course is formed by
the permanent professors of the Course
and by a student representation equivalent to twenty percent of the Collegiate
[emphasis in the author], being chaired by the Coordinator of the Course.
Among the many
attributions of the Collegiate is the possibility of "Proposing
modifications in these Internal Regulations by own initiative or the
Coordination of the Course, for further examination and approval by the
competent Higher Collegiate" (Article 4). This strategy strengthens the
internal relationship in the institution, since there is evidence that systems
based on value creation in which the company assumes that clients are partners
or co-producers in the development of new services has become a new source of
competence for business strategy in the current economic context (MORAES,
2012). Within the institution, the client is the student, who, when invited to
participate in the decision-making process in relation to the course,
contributes to the co-creation of value in its entirety.
Chapter IX - The
Secretariat also presents aspects favorable to the process of value creation in
the Stricto Sensu
Postgraduate course. The aforementioned chapter, which includes Article 27,
establishes with total transparency the duties of the post-graduate secretary
in assisting students, thus providing:
Art. 27. The Secretariat,
executing agency of the administrative services, is responsible for:
I - keep in the day the
settlements of all the teaching staff, student and administrative;
II - to organize the
meetings of the Collegiate, Course Coordination and Dissertation defenses;
III - inform and process
all applications of students enrolled and candidates for enrollment;
IV - to accompany and
record the academic life of the student;
V - carry out the
re-registration;
VI - distribute and file
all documents related to the didactic and administrative activity;
VII - collect the
elements and prepare the rendering of accounts and reports;
VIII - organize and maintain
updated the collection of laws, ordinances, circulars and other documents that
regulate graduate programs;
IX - keep updated the
inventory of equipment and material of the Course;
X - perform the tasks
assigned to it by the Coordinator and Course Coordination;
XI - support and
facilitate the research and teaching activities of the students of the Course;
XII - issuing
certificates, certificates or other related documents, by determination of the
Coordinator.
Moraes (2012) defines
information transparency as a necessary condition to promote trust among
members involved in the process of value creation in corporate environments.
Value co-creation is a social construction (EDVARDSSON; TRONVOLL; GRUBER,
2011), for which transparency becomes indispensable.
Transparency in
information is the element responsible for constructing a climate of trust in
relationships, both among individuals and in their relationships with
organizations (OLIVEIRA; DAMACENA; BRAMBILLA, 2014). Trust and transparency, in
turn, positively influence the process of value creation in organizations.
The same
criterion is also identified in Chapter XV - Disconnection, which in its
entirety clearly presents the criteria from which the student may be
disconnected from the course. In the cited chapter, in addition to learning
questions, other aspects are also observed in relation to a possible
disconnection of the academic, which are, for the most part, focused on
functional aspects:
II - not enroll
in the regulatory period or after the period of locking the enrollment;
III - do not
defend the dissertation project within the deadlines;
IV - Failure to
meet the maximum deadlines for completion of the Course; or
V - practicing
plagiarism in any discipline or dissertation work or other serious misconduct
in disagreement with ethics or decorum, by deliberation of the Course
Collegiate, after being granted the widest defense.
Athanasiou (2007) relates Constructivism and Critical Theory,
aspects treated in education, as inherent in the notion of co-creation, in
which the student assumes an active role in the construction of learning, with
the teacher being the facilitator and guiding role, in order to develop
learning desired. In this context, when relating functional aspects to the
permanence in the course, emphasis is placed on aspects inherent in value
creation, "such as critical theory, which requires the active posture of
the students, creating knowledges (BRAMBILLA; DAMACENA, 2012, p. 460)”.
The role of the
academic as an active element in the construction of learning is also observed
in Article 23, which determines the attributions of the Advisor, instituting
that "The guiding teacher has as a function to guide the student in the
preparation of the dissertation and chair the examining bank." Therefore,
it is up to the students, each in their own way and according to their
individual characteristics, to control their own learning, while the supervisor
must understand that the students can present different constructions from the
same learning experience (RAMSEY; FITZGIBBONS, 2005).
However, academic support
is also important in the process of value creation in the academic environment.
Thus, a closer proximity between the student and the advisor could contribute
to the strengthening of this process, increasing the interaction between
teacher and student until the end of the course, since reciprocity actions
between the teacher and the students favor the achievement of the central
objectives of the process, because "shared responsibility is a critical
component of student learning (SIERRA, 2010, p.108)”.
5. FINAL CONSIDERATIONS
The present
article sought to make a documentary analysis of the value creation in private
higher education in a stricto sensu
postgraduate program at a University located in the Rio Pardo / RS Valley,
having as a research universe the "program site; the program's regulation
of that institution; and, the draft contract for the provision of academic
services.
In this sense, the volume
of studies about the process of value creation in education is significantly
reduced, compared to the volume of productions turned to the process in
question, in the commercial and business universe. This situation is related to
the perception of education as a right and not as a product / service, strongly
present in society, and through which the social aspects of knowledge
construction are emphasized, to the detriment of the commercial aspects present
in the developed relationship between company / teaching institution and client
/ student.
In this way, Brambilla and Damacena (2010), Brambilla and Damacena (2011) and
Brambilla and Damacena (2012)
contribute significantly, through different studies from which the perception
of value creation in higher education was expanded, investigating situations in
which the student, as a consumer, is directed to a reality closer to that
considered ideal to learning, becoming a co-creator in the educational locus.
For better understanding,
the documentary analysis is a technique whose available information on its use
is scarce. Because it is an important tool for qualitative research based on a
descriptive case study proposed by Yin (2015), since it is based in detail on
the actual use of such technique, as well as the good theoretical revision
presents, are important methodological contributions in this study on
documentary analysis of value creation in private higher education in a
postgraduate program at a University located in Rio Pardo / RS Valley.
Also, it was evidenced in
this study that the technique of documentary analysis made it possible to
search for information in a kind of "database" on the "site of
the program; the regulation thereof; and the draft of the contract for the
provision of academic services of said stricto sensu postgraduate program ", being useful for the
development of other studies, as it provides an overview of the theoretical-technical
basis under which the operation this service. In addition, it provided
inferences related to the philosophy of this service, and preconceptions
regarding the offer of the educational service.
Like all
qualitative research in depth, the present research does not aim to arrive at
hypothesis tests or positively affirm findings, since the documentary analysis
focused on three pillars that make up the postgraduate program in
administration as already mentioned in this session.
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